March 4, 2012
Helping students construct their own ideas is considered by some educators a subversive idea that runs counter to the present impetus of the Race to the Top and NCLB Waivers. These Federal programs, especially NCLB, have created a narrowing of the curriculum, a data-driven, test-based school culture, and the despicable use of student tests as the main criterion of teacher accountability.… Read more
November 10, 2010
In recent posts, I’ve discussed the history of the Footprints Puzzle which was prompted by an article (Tracking the Footprints Puzzle) in the Journal Science Education by Ault and Dodick, and explored the relationship between approaching science as a process approach, or as a conceptual or content viewpoint.
In this post I am finishing my examination of the Footprints Puzzle by showing how the it can be used as a powerful pedagogical tool, a tool that has its roots in the origins of modern science.… Read more
March 5, 2007
I recently became acquainted with a relatively “young” journal of research devoted to helping us understand science teaching: The Eurasia Journal of Mathematics, Science, and Technology Education (EJSMT). EJSMTE has its headquarters in Turkey. It’s editor, HÃƒÂ¼seyin BAG, is professor at Pamukkale Universitesi, TURKEY, and the Associate Editor, Mehmet Fatih TASAR, is professor at Gazi Universitesi, TURKEY.
One can feel the exuberance of the editorial team by reading the Editorial in the most recent issue.… Read more