The Center for Science and Mathematics Education Research on The University of Maine campus in Orono integrates research in student learning, research in teacher beliefs, and assessment of curricula into University-based research and training in science and mathematics education.
The main objectives of the Center are to
The Center aims to become a source of well-qualified science and mathematics teachers for grades KÐ12 as well as a leader in creating coherent, developmentally-appropriate curricula for mathematics and science for grades 6Ð16.
This project is funded by the U.S. Department of Education Fund for the Improvement of Education Award Number R125K010106.
This project is a collaborative effort among three campuses of the University of Maine System and the Maine Mathematics and Science Alliance; the three campuses are University of Maine at Farmington, University of Maine at Orono, and University of Southern Maine. The main purposes of the project are to
Teacher preparation is the responsibility of faculties of both colleges of arts and sciences and colleges of education. Only through the integration of correct content and effective pedagogy can we provide the best education to K-16 children.
This project is funded by the National Science Foundation's Division of Undergraduate Education Collaboratives for Excellence in Teacher Preparation (CETP) program award number 9987444
Sunday, June 23, 2002
7:00 PM to 7:45 PM
Wells Main Dining Facility
'Our Model of How a Student 'Works': Does it matter for teaching science?'
E.F. 'Joe' Redish
Department of Physics, University of Maryland
redish@physics.umd.edu
Teachers of science usually talk about how the world works, but rarely about how their students work (or don't work) Ð except to complain. But our model of thinking and learning plays a critical role in our teaching, whether we are aware of it or not. This talk will give a primer on a cognitive model of thinking and learning relevant for teaching science.
Tuesday, June 25, 2002
6:45 PM to 7:30 PM
Wells Main Dining Facility
'The Top Ten Problems with Teaching and Learning the Natural Sciences'
Gordon Uno
Department of Botany and Microbiology, Oklahoma University
guno@ou.edu
The successful education of students in college and pre-college science classrooms requires attention to problems associated with: (1) the instructors of science courses; (2) the students in those courses; and (3) the courses themselves. Ten major problems with teaching and learning science have been identified that are associated with all three of these areas. These problems are applicable to courses, students, and instructors at both the high school and college levels. The problems and their potential solutions will be reviewed.
From the South Exit 50:
From the South Exit 51:
From the North Exit 51:
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Registration |
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Poster Session 1 Set-up |
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Banquet and Cash Bar |
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Opening Comments |
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Poster Session 1 |
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Registration |
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Coffee, Danish, and Bagels |
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Session 1 'Teacher Preparation and Professional Development I' |
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Session 2 'Research into Student Learning I' |
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Session 3 'Research-based Curriculum Innovation and Curriculum Assessment (Post-Secondary)' |
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Session 4 'Research-based Curriculum Innovation and Curriculum Assessment (Middle and Secondary)' |
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Panel Discussion 1 'Strategies for Enhancing Participation by Under-represented Groups in Science and Mathematics' |
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Panel Discussion 2 'Preparing Tomorrow's Teachers to Meet the Demands of the Pedagogically-rich Science and Mathematics Classroom' |
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Lunch 'Wrap' Buffet |
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Workshop 1 'Developing and Assessing
Inquiry-Based Materials for Teacher Education' |
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Workshop 2 'Non-Traditional Ways
of Assessing Chemistry Learning' |
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Workshop 3 'Cooperative Group Problem
Solving' |
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Workshop 4 'With Microscopes and Moccasins: American Indian success in math and science' Maureen Smith, The University of Maine |
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Workshop 5 ÒProgramming as a Powerful Tool for Learning' Larry Latour, The University of Maine |
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Break |
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Poster Session 1 Take-down; Poster Session 2 Set-up |
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Poster Session 2 with Pre-Dinner reception and Cash Bar |
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Dinner on your own |
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Registration |
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Coffee, Danish, and Bagels |
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Session 5 'Teacher Preparation and Professional Development' II |
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Session 6 'Research into Student Learning' II |
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Session 7 'Research-based Curriculum Innovation and Assessment' III |
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Session 8 'Methods of Conducting Research into Student Learning' |
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Panel Discussion 3 'Research into Learning: How It Will Change the Classroom of the Future' |
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Panel Discussion 4 'The Impact of Technology on Science and Mathematics Pedagogy and Practice' |
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Lunch on your own |
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Workshop 6 'Lecture-Free Teaching
In College Science Courses' |
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Workshop 7 'Analyzing Qualitative
Data ' |
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Workshop 8 'Workshop on Guided-inquiry
Instruction in Chemistry' |
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Workshop 9 'Studio Calc/Phys: The
challenges in creating an interdisciplinary course' |
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Break |
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Lobster Banquet |
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Keynote
Address: 'Top Ten Problems with Teaching and Learning the Natural
Sciences' |
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Closing Comments; |
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Bill Robinson |
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Panel Discussions (P1) Ð (P2)
Monday, June 24, 2002
11:10 AM to 11:55 AM
P1 'Strategies for Enhancing Participation by Under-represented Groups in Science and Mathematics'
120 Little Hall
Moderator: Ann Schonberger
Panelists: Elizabeth Allen, College of Education and Human Development, The University of Maine
Leonard Kass, Department of Biology, The University of Maine
Eric Riggs, Department of Geological Sciences, San Diego State University
Bonnie Wood, Department of Biology, University of Maine at Presque Isle
P2 'Preparing Tomorrow's Teachers to Meet the Demands of the Pedagogically-rich Science and Mathematics Classroom'
130 Little Hall
Moderator: Stephen Kaback
Panelists: Alice Artzt, Department of Secondary Education and Youth Services, Queens College of CUNY
Frances Curcio, Department of Secondary Education and Youth Services, Queens College of CUNY
Patricia Heller, Department of Curriculum and Instruction, University of Minnesota
Jacqueline Huntoon, Department of Geological Engineering and Sciences, Michigan Technical University
Gordon Uno, Department of Botany and Microbiology, Oklahoma University
Workshops (W1) Ð (W5)
Monday, June 24, 2002
1:30 PM to 3:30 PM
NOTE: Although workshops do not require pre-registration, we request that you sign up for Monday and Tuesday afternoon workshops at the registration desk (Wells Lobby) when picking up your registration material. Sign up sheets are attached to conference bulletin boards.
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