Jon E. Pedersen

Validating the Draw-A-Science-Teacher-Test Checklist (DASTT -C): Exploring Mental Models and Teacher Beliefs

The National Science Education Standards [National Research Council (NRC), 1996] encourage science learning as an active, inquiry-based activity that children do rather than something that is done to them. Following the explicit goal of the standards to establish scientific literacy for all, students are expected to participate in hands-on and minds-on learning experiences that reflect the intellectual traditions of contemporary science. Standards-based lessons involve children in inquiryoriented investigations, help them to establish connections, encourage questions, promote problem solving, and support group discussions. In the words of the standards,

Technology Knowledge and Use: A Survey of Science Educators.

The purpose of this study was to determine the current state of technology use and know-how among members of the Association for the Education of Teachers in Science. A web-based survey site and an e-mail merge invited members to participate in the study. The survey examined the differences between current and desired levels of knowledge about using technology as an instructional tool, to support research, to enhance productivity in classroom applications, and to enhance data collection and analysis. Large mean differences about using technology as an instructional tool were found, including: (1) teaching students at a distance, (2) database applications, and (3) desktop publishing. Small mean differences were found for telecommunications and word processing.

International Partnerships as a Means of Reforming Science Teacher Education

This chapter examines, in the context of individual countries, the reform efforts that are on going in the area of science teacher education. It also examines the simultaneous renewal process of the development of partnerships and the mutual assistance and growth that these partnerships offer. This chapter does not profess to provide a “model” that can be easily implemented in other institutions. Rather, we hope that readers will take away information about how these partnerships have been arranged, the impact of the partnerships on all stakeholders involved, a better understanding of the change process in diverse settings, as well as several case study overviews of reform efforts and their impact on the countries involved.