Kadir Demir

Constraints to Changing Pedagogical Practices in Higher Education: An example from Japanese lesson study

This article describes a qualitative study of college mathematics and science faculty (n = 6) and their engagement in a reform-based program, Japanese lesson study (LS), to change their teaching practices. LS is a process in which a team of four to six teachers jointly design, teach, observe, analyze, and revise a single class lesson. A series of semi-structured, open-ended, interviews was completed with each of the faculty participants. Two sets of assertions were developed from analyses of the data and examples and explanations corroborating each assertion are provided. The results of the study identified issues related to organizational and faculty changes that need to be addressed if faculty responses to pedagogical innovations are to succeed. Implications of the findings for practice and future research are discussed.

Cross-Cultural Research and Perspectives on Epistemology, Learning Environments, and Culture

The purpose of this chapter is to present a working model that depicts the interactive relationships between the development of Epistemological Beliefs (EBs) of teachers and students, cultures, and learning environments (LEs). The working model recognizes how EBs can be influenced by school level and external LEs and cultures as well. Of particular interest is literature that documents cross-cultural differences in teachers’ and students’ EBs with a particular focus on EBs of teachers.

Stacking up against alternative conceptions: using Uno cards to introduce discourse and argumentation

We engaged secondary science students in a teacher and student constructed Uno card game (UCG) to change their conceptual understanding of the various energy transformations. The paper outlines how we incorporated Toulmin?s argumentation pattern?(Toulmin 1958?The Uses of Argument (Cambridge: Cambridge University Press)) in the UCG, using discourse (Erduran et?al 2004?Sci. Educ. 88 915?33) and through a 5E learning cycle (Bybee 1997?Achieving Scientific Literacy: From Purposes to Practices (Portsmouth, NH: Heinemann Educational Books)). The activity helped students develop a deeper understanding of the energy transformation among and between different sources. Students experienced a conceptual gain in their ways of thinking, in contrast to traditional teaching and learning practices. The collaboration and interaction between teacher?student(s) and between students fostered an environment where they became co-constructors of knowledge.

Science Teacher Self-Efficacy Beliefs, Change Processes, and Professional Development

This chapter conceptually integrates three frameworks: teacher self-efficacy beliefs, teacher change processes, and teacher professional development as a means of improving teaching and learning in science.

Negotiating White science in a racially and ethnically diverse United States

Abstract The racial and ethnic makeup of the United States is in constant flux and is expected to experience substantial increases in racial and ethnic diversity over the next four decades. The problem the American educational system faces is attempting to problematize race/racism in its educational system and creating a system to counteract educational impartialities present for children of color. The disparity we face grows as teacher education programs graduate primarily White female teacher candidates, who express trepidations teaching students of color. In this article, we explore specific influences, confines, and conflicts that exist in urban schools, as a starting point to converse about the issues of race in science education and establish a strong theoretical rationale for the continued investigation of a race-based analysis of Culturally Relevant Pedagogy (CRP). Finally, we propose a more inclusive model for teacher preparation programs that embrace and encourage critical conversations about race.