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Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Teacher Education and Professional Development

2018

Faculty Publications: Department of Teaching, Learning and Teacher Education

Teaching

Articles 1 - 2 of 2

Full-Text Articles in Education

Evolution And Nature Of Science Instruction: A First-Person Account Of Changes In Evolution Instruction Throughout A Career, Lawrence C. Scharmann Oct 2018

Evolution And Nature Of Science Instruction: A First-Person Account Of Changes In Evolution Instruction Throughout A Career, Lawrence C. Scharmann

Faculty Publications: Department of Teaching, Learning and Teacher Education

In this article, I provide an analysis of my work (1985–present) with non-major biology students and science teacher candidates in developing strategies for teaching and enhancing learning with respect to evolutionary science. This first-person account describes changes in evolution instruction over the course of a career based on personal experiences, research-informed practices, and a critical collaboration with colleague Mike U. Smith. I assert four insights concerning the influence and efficacy of teaching nature of science (NOS) prior to the introduction of evolution within college courses for science non-majors and science teacher candidates. These insights are: (a) teach explicit NOS ...


“There’S Nothing Wrong With Fun”: Unpacking The Tensions And Challenges Of Human Centered Design For Learning With Pre-Service Teachers, Zoe Falls, Justin Olmanson Mar 2018

“There’S Nothing Wrong With Fun”: Unpacking The Tensions And Challenges Of Human Centered Design For Learning With Pre-Service Teachers, Zoe Falls, Justin Olmanson

Faculty Publications: Department of Teaching, Learning and Teacher Education

Research into practices of making within formalized education has primarily focused on K12 settings, inservice teachers in professional development, and pre-service teachers facilitating a maker experience for K12 students. Less is known about the professionalizing impact making and human centered design can have on pre-service teachers, especially in relation to how or if the experience deepens their understanding of content, pedagogy and human centered design. This study traces a group of pre-service social science teachers’ development of a meme generator to support learning history. By studying their process from inception to conclusion, we found students were less inclined to engage ...