Please join our new digital transdisciplinary lab organized by our Klaipeda University partner. The main topic will be Sustainable Solutions for a Harbour City. We invite 3 to 5 students and one teacher to join our new transdisciplinary lab that will take place online during 22 of November-3 of December. The first 2 days students and teachers will attend lectures from different speakers and after that they will have to choose one or more topics from the picture under, identify such a challenge in the University campus and work together with others in order to find innovative solutions.
While “science practices” are featured heavily in current reform efforts, such efforts do not automatically result in opportunities for students to actively shape science knowledge practices.
When students are denied opportunities to shape science knowledge practices, and receive messages that their ideas, experiences, and communities are unscientific,philosophers name such harm as epistemic injustice.
To disrupt epistemic injustice, I use lenses from fields such as the History and Philosophy of Science to examine how students become transformative epistemic agents in their schools and communities by co-developing science knowledge and practices with teachers.
Teachers hold immense power in classrooms to open up or constrain opportunities for student learning.
While watching teachers enact equitable instruction is wonderful, we know that teachers are not born being able to help all students learn. How, then, can we prepare new teachers to enact equitable instruction?
Here, I will describe teacher educator pedagogies as we design and enact opportunities for preservice teachers to learn about, rehearse, and receive feedback regarding their emerging instruction. I will also describe design-based research conducted with preservice teachers to examine extended opportunities to rehearse equitable instruction in methods courses.
David Stroupe, en av forfatterne av boka Preparing science teachers through practice-based teacher education. Og her betyr ikke «practice» bare/først og fremst skolepraksis, men praksiser – altså ting læreren gjør i klasserommet – som fremmer læring, basert på boka Ambitious science teaching.
In US higher education—and especially the STEM (science, technology, engineering and mathematics) disciplines - women, first-generation college students, and students belonging to certain racial or ethnic groups enter exhibit greater attrition than do their male peers, a gap that continues throughout the professions.
Intergrating computing in the diciplines change both the subject and the way we teach. How do we meet these changes?