Education & Human Development

Faculty & Staff

Herman Weller
herman.weller@umit.maine.edu

214 Shibles Hall
University of Maine
Orono, ME, 04469-5766

(207) 581-2436

Title
Associate Professor
Science Education

Education
Ed.D., Curriculum and Instruction. Virginia Tech. Blacksburg, Virginia. (1986-90)
M.S., Biophysics. Michigan State University. East Lansing, Michigan. (1971-74)
M.A.T., Physics. Michigan State University. East Lansing, Michigan. (1969-71)
B.S., Physical Science. Stanford University. Stanford, California. (1963-66)

Courses taught
Graduate courses

• Seminar in Science Education (ESC 622)
• Advanced Studies in Science Education (ESC 542)
• Planning the Science Curriculum (EDU 580)
• Educational Practicum [Activity] (EDG 657)

Undergraduate courses

• Studies in the Earth Sciences I (ESC 342)
• Studies in the Earth Sciences II (ESC 343)
• Studies in the Physical Sciences I (ESC 340)
• Teaching Science in the Secondary School (ESC 452)

Research and Public Service
National

• Editorial Board Member
• Journal of Research in Science Teaching
• Journal of Computing in Childhood Education
• Manuscript Reviewer for Journal of Educational Computing Research

State

• Program Evaluator for School Science program

Workshop Presenter

• Various conferences in Maine

Local

• Professional Development Network (PDN)
• Various planning activities (1997-99)
• Liaison for U. Maine - Brewer School Department (1998-99)
• Founding Member, University of Maine Chapter, Phi Delta Kappa

International

• Workshop Presenter at public schools

University

• Support for Science Students (S-Cubed) Advisory Board
• Science Fair Judge at Upward Bound summer programs

College

• Committee member
• Graduate Affairs Committee (1993-99)
• Various search committees (1993-98)

Representative publications
Refereed articles

• Weller, H. G. (1998). Running inquiry: Nature asked the questions during this jog. Journal of College Science Teaching, 27(6), 389-392.

• Weller, H. G. (1996). Assessing the impact of computer-based learning in science. Journal of Research on Computing in Education, 28(4), 461-485.

• Weller, H. G., Repman, J., Lan, W., & Rooze, G. (1995). Improving the effectiveness of learning through hypermedia-based instruction: The importance of learner characteristics. Computers in Human Behavior, 11(3/4), 451-465.

• Weller, H. G. (1995). Diagnosing and altering three Aristotelian alternative conceptions in dynamics: Microcomputer simulations of scientific models. Journal of Research in Science Teaching, 32(3), 271-290.

• Weller, H. G., Repman, J., & Rooze, G. E. (1994). The relationship of learning, behavior, and cognitive style in hypermedia-based instruction: Implications for design of HBI. Computers in the Schools, 10(3/4), 401-420.

• Repman, J., Weller, H. G., & Lan, W. (1993). The impact of social context on learning in hypermedia-based instruction. Journal of Educational Multimedia and Hypermedia, 2(3), 283-298.

• Weller, H. G., & Hartson, H. R. (1992). Metaphors for the nature of human-computer interaction in an empowering environment: Interaction style influences the manner of human accomplishment. Computers in Human Behavior, 8, 313-333.

• Weller, H. G., & Johnson, V. (1992). Facilitating understanding of a Catch-22 concept: Teaching exponential change with Logo. Journal of Computers in Mathematics and Science Teaching, 11(3/4), 275-287.

• Weller, H. G., Repman, J., Rooze, G. E., & Parker, R. D. (1992). Students and computer ethics: An alternative to preaching. The Computing Teacher, 20(1), 20-22.

Invited chapter

• Weller, H. G. (1996). Motivating Alison with a Challenge: A tale of two students. In B. M. Power & R. S. Hubbard (Eds.), Oops: What we can learn when our teaching fails (pp. 13-17). York, ME: Stenhouse.

Relevant information
Approach to teaching science and science teachers:

"The process of being a good scientist is similar to that of being a good teacher of science. As a scientist, it is important always to find compelling questions, plan fruitful approaches to pursuing answers, and be ready to double back and try a different version of a question or a different approach. Finally, one must cherish any answer only momentarily, and then test it in similar situations. As a teacher of science, it is equally important to allow your students to find their own compelling questions, plan their own strategies for answering them, pursue answers, and apply the answers to similar questions.

"If students learn only the results of science, without engaging in the inquiry process of science while they learn these results, they are not learning science. They are learning about science. Students must act as scientists do, acting upon parts of the universe--small or large, observing the results of their actions, and reflecting upon the connection between the actions and the results."

Areas of interest and expertise

• Teacher preservice and inservice--helping teachers to teach inquiry-based science
• Computer-based learning in science
• Teaching science by putting the learners in the position of being scientists
• Science alternative conceptions and frameworks
• Hypermedia-based learning and individual differences

Professional memberships

• American Educational Research Association (AERA)
• Association for Educational Communications and technology (AECT)
• Association for the Advancement of Computing in Education (AACE)
• International Society for Technology in Education (ISTE)
• National Association (NARST)
• National Science Teachers Association (NSTA)
• Professors of Instructional Design and Technology (PIDT)
• Phi Delta Kappa international (PDK)

Related links

• Head, Dr. Randal R. Harrington, Department of Physics and Astronomy, College of Liberal Arts & Sciences. Undergraduate and graduate students who are interested in physics education may experience the Physics By Inquiry laboratory-based approach to learning and teaching physics.