Thank you for your interest in the Electronic Journal of
Science Education, the first electronic journal of its kind devoted to the
timely sharing of science education issues via the World Wide Web. The editors and review
board hope you find the enclosed articles academically and professionally valuable.
The History of Science - What a story!!
by David T. Crowther
Associate Editor and Publisher
EJSE
To go to this article, click here.
by
Ronald J. Bonnstetter
University of Nebraska, Lincoln
e-mail: rjb@unlinfo.unl.edu
To go to this article, click here.
by
K. David Pinkerton, Ph. D.
Curriculum and Instruction Department
University of Denver
Denver, Colorado
e-mail:dpinkert@shhs1.smoky.org
Cherry Creek Public Schools
Smoky Hill High School
Aurora, Colorado
Abstract
Any number of successful teaching strategies use a mixture of methods rich in language
use to enhance conceptual learning. Not all language-rich teaching leads to equivalent
conceptual gain. A year-long study was conducted in 3 high school physics classes to
provide empirical support for the existence of levels of language-rich teaching. Three
levels (low, medium, and high) of language-rich teaching were investigated. Each level was
characterized by a unique language-rich teaching method: low level by hands-on, medium
level by small groups, and high level by active mental processing (AMP) journal keeping.
Once a week, each level experienced a lesson that promoted linguistic interaction prompted
by accomplishing a task. The hands-on group formed lab teams to design and conduct a short
experiment. The small group class solved textbook problems in small cooperative groups.
The active mental processing (AMP) group responded to teacher prompts regarding
demonstrations by writing in journals and structured discursive interaction. All of the
remaining four lessons per week were identical. First semester post tests revealed
the order of class means to be: hands-on < small group < AMP journal. Males
consistently scored better than females, but female gain scores paralleled male gain
scores for both semesters. At the beginning of the second semester, the hands-on and small
group classes were taught in the AMP journal method as well as the AMP journal class from
the first semester. Small group and hands-on classes improved more than the AMP journal
class suggesting that high level language-rich teaching intervention can help enhance
conceptual learning in classes taught by primarily a hands-on or small group approach.
To go to this article, click here.
Realism versus
Constructivism:
Which is a More Appropriate Theory for Addressing the Nature of Science in Science
Education?
Brian Campbell, Ph. D.
Southwestern Oklahoma State University
e-mail: campbeb@host1.swosu.edu
Abstract
There are many versions of constructivism. While the various guises of constructivism have much in common, they also have many differences. During the last thirty plus years, certain aspects of constructivism have been adopted in the teaching of science. While generally this has been hailed as an improvement over a didactic teaching style and a positive change for science education, there have been voices of dissent. One common argument against a constructivist approach is that it contains elements of instrumentalist, operationalist, and idealist epistemologies that distort the true nature of science including the goals of science and how scientists actually operate. It has been argued that, while some constructivist components are useful in science education, a pedagogy based more on a realist epistemology would better serve the nature of science element of a science curriculum.
To go to this article, click here.
Alec M. Bodzin
The SERVIT Group
Department
of Math, Science, and Technology Education
North Carolina State University
Box 7801, 326 Poe Hall
Raleigh, NC. 2795-7801
ambodzin@unity.ncsu.edu
John C. Park
The SERVIT Group
Department
of Math, Science, and Technology Education
North Carolina State University
Box 7801, 326 Poe Hall
Raleigh, NC. 2795-7801
park@unity.ncsu.edu
Abstract
In order to examine the potential benefits and existing barriers of preservice science teachers engaging in an electronic professional community on the World Wide Web, we have constructed a "Web Forum" called the SciTeach forum. A survey was given to each of our 22 preservice science teachers at the end of their student teaching semester to identify the barriers they encounter when using a "Web-based forum" on the Internet during their student teaching experience. Our results indicate that the predominant barriers that preservice science teachers encounter when using the SciTeach forum appear to be a lack of adequate access to a networked computer and structuring time to engage in the web forum dialogue. Our preliminary findings also suggest that by using telecommunications with a "Web forum" structure, preservice science teachers can provide each other with socioemotional support. Much variance exists with regard to our students teachers' attitudes perceptions of their experiences with interacting with the SciTeach forum. This variance might be attributed to learning styles, personality characteristics, or the students' comfort level and previous experience using telecommunications technology. Although there are barriers to overcome, a "Web-based" forum appears to be effective instrument to provide support to a cohort group of preservice science teachers during their student teaching semester.
To go to this article, click here.
by
John A. Craven, III
Queens College/City University of New York
e-mail: jcraven@qcunix1.acc.qc.edu
Mentoring Future Mentors: The Preparation of Science Teacher Educators
Abstract
This paper presents arguments for the need to examine programs that prepare science
teacher educators and discusses the significant role that mentoring plays in preparing
future science teacher educators. Second, this paper examines features of an exemplary
mentor model from a doctoral program within science education and argues that a formal
program of mentoring the preservice science teacher educator must be part of all advanced
graduate programs. Lastly, this paper explores the application of an exemplary mentor
model to other dimensions within teacher preparation.
To go to this article, click here.
Replies from Our Readers . . . A section devoted to conversations and discussions about
previously published articles in the EJSE
This month's contribution:
by Thomas H. Illman, M.Sc.
Vasa Övningsskola, Åbo Akademi University, Finland
Get involved with the discussion!
After reading this article, click here to send your thoughts and comments to the EJSE Discussions List...not signed up? It's easy...click here to learn how!
To go to this article, click here.
compiled by David T. Crowther, Associate Editor, EJSE
To go to the special section, click here.