Electronic
Journal of
Science
EducationISSN 1087-3430 Vol. 3 - No. 2 - December 1998
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.
John R. Cannon, Editor and Publisher
David T. Crowther, Associate Editor and Publisher
University of Nevada, Reno
Table of Contents
The editors and publishers of the EJSE would like to wish you and your family the best of New Years. While the sun sets on 1998, here are some things to consider in 1999...
"Wisdom was not at the top of the graduate school mountain, but there in the sandpile at Sunday School.
These are the things I learned...
Share everything...Play fair...Don't hit people...Clean up your own mess...Say you're sorry when you hurt somebody...Live a balanced life...Be aware of wonder...Remeber the little seed in the Styrofoam cup:::: The roots go down and the plant goes up and nobody really knows how or why, but we are all like that...Everything you need to know is in there somewhere...And it is still true, no matter how old you are -- when you go out into the world, it is best to hold hands and stick together."Exerpted from All I Really Need to Know I learned in Kindergarten by Robert Fulghum
Thank you for your continued interest in and support of the Electronic Journal of Science Education.
John R. Cannon
Editor and Publisher
David T. Crowther
Associate Editor and Publisher
Guest Editorial...
The State of Science Education: Subject Matter Without Context
by
Norman G. Lederman
Oregon State UniversityTo go to this article, click here.
Article One
Virtual Interns In The Field: Pre-Service Educators As Online Mentors
To At-Risk Middle School Science Studentsby
Joseph Winslow
Assistant Professor of Instructional Technology
School of Education,
Coastal Carolina University, Conway, South Carolina, 261954.
Jwinslow@coastal.eduand
Doug Smith
Assistant Professor of Education
School of Education,
Coastal Carolina University, Conway, South Carolina, 261954.
Dsmith@coastal.eduAbstract
In this exploratory study, five undergraduate education majors mentored six at-risk middle school science students using real-time (synchronous) chat technology. Mentors and mentees met in web-based chat rooms three times a week for six weeks to discuss concepts relevant to the science curricula. At the end of the project, all chats were transcribed and all participants were surveyed using open-ended assessments. The data were analyzed using traditional content analysis techniques. Results of the analysis indicate that the participating middle school science students, over the course of the project, asked more thoughtful questions, remained on task, and perceived improvements in their attitudes toward science and their ability to understand science concepts. The researchers conclude by identifying several variables worth investigating in future inquiry.
To go to this article, click here.
Article Two
Using the Construction of a Science Education Web Site as a Focus of a
Directed Study Course in Undergraduate Elementary Science Education byScott P. Lewis
Florida International University
Scotlew@aol.comGeorge E. O’Brien
Florida International Universityand
Jessica A. George
Miami-Dade County Public SchoolsAbstract
This article describes the construction of an elementary science education Web site in a collaborative effort involving two university faculty members and two undergraduate elementary education program preservice teachers. The preservice teachers worked on the development of the site as part of a Directed Study Course after their semester long participation in a science methods class. This "Web Site Group" worked with several classes of elementary science methods students and in-service teachers to provide on-going feedback on the development of the Web site. With the current emphasis on connecting classrooms to the World Wide Web (WWW) and training teachers how to use this technology, collaborating with preservice teachers to develop a Web site provides faculty with more time and expertise to complete such a project. For the preservice teachers, these types of collaborations can be important in developing skills valuable to their own teaching, and in building leadership capabilities in science and technology. A tour of the site is provided with hypertext links.To go to this article, click here.
Article Three
Putting Constructivist Teaching into Practice in Undergraduate Introductory Science
by
Rene' T. Stofflett, Ph.D.
Dept of Curriculum & Instruction
311 Education Bldg, mc-708
University of Illinois at Urbana-Champaign
Champaign, IL 61820
r-stoff@uiuc.edu (e-mail)Abstract
The purpose of this study was to examine the process that one instructor of undergraduate introductory science underwent when she attempted to execute constructivist teaching into practice. The instructor had experienced a major conceptual change while enrolled in a summer graduate-level science education course. She worked collaboratively with a mentor during the following fall semester, reflecting weekly while watching a videotape of her teaching. Data were collected in the form of interviews, journal entries, observations and videotapes. The instructor demonstrated that the four criteria for conceptual change (IPDF) had been met. Three critical variables were identified that affected the implementation process: the university context, the instructor's emotional response, and the mentoring relationship. Recommendations were made for facilitating pedagogical conceptual change into constructivist college science teaching practices.
To go to this article, click here.
Special Section: Resources and Programs in Higher Education
compiled by David T. Crowther, Associate Editor, EJSE
To go to the special section, click here.
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