Sunday Keynote Speaker
Tuesday Keynote Speaker
Schedule at a Glance
Monday Morning Schedule
Monday Panel Discussions
Monday Afternoon Workshops
Tuesday Morning Schedule
Tuesday Panel Discussions
Tuesday Afternoon Workshops
Poster Session 1
Poster Session 2
CEUs
Area Websites
Area Restaurants
Area Taxi Service
Area Hotels
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 K-12 as well as a leader in creating coherent, developmentally-appropriate curricula for mathematics and science for grades 6 - 16.
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
Teachers of science usually talk about how the world works, but rarely about how their students work (or don't work) - 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
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 191:
Coming from the south on I-95, take Kelley Road Exit (#191).
Turn right at end of exit ramp. Drive 1 mile to the red flashing light.
Take left onto Route 2. Drive 2.5 miles to the third set of traffic lights
Turn left onto College Avenue.
Take the right onto Munson Road at the University of Maine sign.
From the South Exit 193:
Exit (#193) - Stillwater Avenue/Old Town - I-95 (either north - or south-bound.)
Turn towards Burger King and the shopping center.
Turn right at the fourth traffic light by McDonald's and KFC and go down College Avenue.
Take the third left onto Munson Road at the first University of Maine sign.
From the North Exit 193:
Coming from the north on I-95, take Stillwater Avenue Exit (#193).
Turn left at the end of the exit ramp.
Drive 1 mile to the fourth set of traffic lights.
Turn right onto College Avenue
Take the third left onto Munson Road at the first University of Maine sign.
|
|
Registration |
|
|
|
Poster Session 1 Set-up |
|
|
|
Banquet and Cash Bar |
|
|
|
Opening Comments |
|
|
|
|
Monday, June 24, 2002
|
|
Registration |
|
|
|
Coffee, Danish, and Bagels |
|
|
|
Session 1 'Teacher Preparation and Professional Development I' |
|
|
|
||
|
Session
3 'Research-based Curriculum Innovation and Curriculum
Assessment |
|
|
|
Session 4 'Research-based Curriculum Innovation and Curriculum Assessment (Middle and Secondary)' |
|
|
|
|
Panel Discussion 1 'Strategies for Enhancing Participation by Under-represented Groups in Science and Mathematics' |
|
|
Panel Discussion 2 'Preparing Tomorrow's Teachers to Meet the Demands of the Pedagogically-rich Science and Mathematics Classroom' |
|
|
|
|
Lunch 'Wrap' Buffet |
|
|
|
Workshop
1 'Developing and Assessing Inquiry-Based Materials
for Teacher Education' |
|
|
Workshop
2 'Non-Traditional Ways of Assessing Chemistry Learning'
|
|
|
|
Workshop
3 'Cooperative Group Problem Solving' |
|
|
|
Workshop 4 'With Microscopes and Moccasins: American Indian success in math and science' Maureen Smith, |
|
|
|
Workshop 5 'Programming as a Powerful Tool for Learning' Larry Latour, |
|
|
|
|
Break |
|
|
|
Poster Session 1
Take-down; |
|
|
|
Poster Session 2 with Pre-Dinner reception and Cash Bar |
|
|
|
Dinner on your own |
|
|
Registration |
|
|
8:00 AM - 10:30AM |
Coffee, Danish, and Bagels |
|
|
9:00 AM - 11:00AM |
Session 5 'Teacher Preparation and Professional Development' II |
|
|
|
||
|
Session 7 'Research-based Curriculum Innovation and Assessment' III |
|
|
|
Session 8 'Methods of Conducting Research into Student Learning' |
|
|
|
11:10AM -11:55AM |
Panel Discussion 3 'Research into Learning: How It Will Change the Classroom of the Future' |
|
|
Panel Discussion 4 'The Impact of Technology on Science and Mathematics Pedagogy and Practice' |
|
|
|
|
Lunch on your own |
|
|
|
Workshop
6 'Lecture-Free Teaching In College Science Courses'
|
|
|
Workshop
7 'Analyzing Qualitative Data ' |
|
|
|
Workshop
8 'Workshop on Guided-inquiry Instruction in Chemistry'
|
|
|
|
Workshop
9 'Studio Calc/Phys: The challenges in creating
an interdisciplinary course' |
|
|
|
|
Break |
|
|
|
Lobster Banquet |
|
|
|
Keynote
Address: 'Top Ten Problems with Teaching and Learning the
Natural Sciences' |
|
|
|
Closing Comments; |
|