关于我的
科学是我们社会日益的重要组成部分;它不仅是一个关键组成部分学生的教育经历,但对于理解和解决许多社会最紧迫的挑战。不幸的是,许多学生继续被科学教育服务不足,危害他们的能力去实现自己的职业目标,成为积极的公民,并最终成本的国家贡献他们可能。科学教育改革举措促进科学教育对所有学生的一个愿景。增加这些科学教育改革的呼声,股本和责任发生在同一时间,我们对所有学生的理解正在扩大在美国教室。这个学生人口的增加多样性加上微分科学人口群体之间的性能使质量科学教育的目标一个重大的挑战。我持续的目标是成为一个重要的贡献者社区通过增加我们的理解和努力在准备教师教科学日益多样化的学生群体。我不断地面对相交的力量塑造我的学生的实际经验(当前/未来的科学教育工作者)。我整合教学、研究和学校参与的方式同时满足严格的研究需求和促进教育改进为所有准备的复杂现实课堂教育工作者。我的研究目标是进一步加强我们对教学的复杂性科学的理解日益多样化的学生群体。 To that end, I have developed a research agenda that is informed by my strengths, experiences, and interests. My scholarship focuses on: (1) student populations traditionally under-served by science education, and (2) neglected epistemological assumptions in science teaching. My methodological approaches are pragmatic, participatory and mixed. At the core of my teaching is a belief that teaching in authentic, increasingly diverse social contexts has little resemblance to the objective and unproblematic teaching strategies often given to future/current educators. There is no universal remedy for the achievement gaps in science education. Different prior understandings, learning styles, school environments, communities, and attitudes toward learning require different instructional approaches. What science educators need is an understanding of their students, content, context, and the strengths and weaknesses of a myriad of instructional approaches. Educators must be prepared to engage in informed systematic inquiry of their practice in a manner that will lead to enhanced learning experiences for all of their students. To this end, my scholarship both guides and informs my teaching.