Award IV (Innovations in Teaching Science Teachers) Recipients |
- 1990 A Reflective Approach to Science Methods Courses for Preservice Elementary Teachers, Dorothy Rosenthal, California State University-Long Beach
- 1991 Enhancing Science and Mathematics Teaching, Kenneth Tobin, Nancy Davis, Kenneth Shaw, and Elizabeth Jakubowski, Florida State University
- 1992 The Learning Cycle as a Model for the Design of Science Teacher Preservice and Inservice Education, Peter Rubba, Pennsylvania State University
- 1993 Reconstructing Science Teacher Education Within Communities of Learners,
Deborah Tippins, University of Georgia, Sharon Nichols, Florida State University, and Kenneth Tobin, Florida State University - 1994 No Award Given
- 1995 Science for Early Adolescence Teachers (Science FEAT): A Program for Research and Learning, Samuel Spiegel, Angelo Collins, and Penny J. Gilmer, Florida State University
- 1996 An Innovative Model for Collaboration Reform in Elementary School Science Teaching, M. Gail Shroyer, Emmett Wright, and Linda Ramey-Gassert, Kansas State University
- 1997 Reconceptualizing the Elementary Science Methods Course Using Reflective Orientation, Sandra Abell and Lynn Bryan, Purdue University
- 1998 What Science Education Standards Say: Implications for Teacher Education,
Penny Hammrich, Temple University - 1999 No Award Given
- 2000 Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self- Efficacy Beliefs and The Professional Development Model, Tracy J. Posnanski, University of Wisconsin- Milwaukee
- 2001 Empowering Teachers as Researchers and Inquirers, Anne M. (Amy) Cox-Petersen, California State University, Fullerton
- 2002 Being There and Not Being “There:” The Experience of Teaching an Elementary Science Education Course on the Internet, Janice Koch and Michael Barriere, Hofstra University
- 2003 Using a Card-sorting Task to Elicit and Clarify Science Teaching Orientations,
Patricia Friedrichsen, University of Missouri-Columbia and Thomas Dana, Pennsylvania University - 2004 An Inquiry-based Laboratory Lesson to Construct an Understanding of Earth’ s Seasons, Paul Ashcraft, Clarion University and Susan Courson, Clarion University
- 2005 No Award given
- 2006 No Award given
- 2007 Using Historical Non-fiction and Literature Circles to Develop Elementary Teachers’ Nature of Science Understanding, Sharon E. Nichols, The University of Alabama & William Straits, California State University Long Beach
- 2008 A Case Study of Fifth Grade Teachers’ Changes in Methodology During a Two-Year Timeframe, Anita Martin and Brian Hand, University of Iowa
- 2009 Flexibly adaptive professional development in support of teaching science with geospatial technology, Nancy M. Trautmann, Cornell University & James G. MaKinster Hobart & William Smith Colleges
- 2010 Learning to Teach Science Through Collaboration: Coteaching and Cogenerative Dialogue in Elementary Science Methods Courses, Christina Siry, University of Luxembourg, Nicole Lowell, Elizabeth Zawatski, Manhattanville College
- 2011 Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom, Nicole K. Grimes, The Graduate Center, The City University of New York What about those left behind? A template for developing quality science lessons for English language learners, Susan Gomez-Zwiep and William J. Straits, California State University, Long Beach
- 2012 Descriptive Inquiry in the Throes of Learning to Teach: Can Prospective Teachers Learn to Teach and Study their Teaching Closely? Michele Koomen and Jamie Mitchell, Gustavus Adolphus College,
- 2013 No Award Given
- 2014 Connecting to Our Community: Utilizing Photovoice as a Pedagogical Tool to Connect College Students to Science, Kristin Cook, Bellarmine University & Cassie Quigley, Clemson University
- 2015, If You Can’t Say Something Nice: A Design-Based Research Approach Investigating the Social Interactions of New Science and Math Teachers Using a Video Annotation Tool, Joshua Ellis, Tasneem Anwar, Justin McFadden, & Gillian Roehrig from the University of Minnesota STEM Education Center
- 2016, The Use of Journal Clubs in Science Teacher Education. Dr. Karen A. Tallman, Springfield College and Dr. Allan Feldman, University of South Florida
- 2017, Teachers’ classroom practices 2-5 years after having completed an intensive secondary science teacher education program. Michael Clough, Iowa State University; Joanne Olson, Iowa State University
- 2018, Collaborating to teach elementary science methods in the field with K-6 classroom teachers: Benefits for in-service and pre-service teachers. Matthew Vick, University of Wisconsin, Whitewater; Patricia Falk Mukwonago Area School District
- 2019, A Curriculum-linked Professional Development Approach to Support Teachers’ Adoption of Socio-Environmental Science Investigation Alec Bodzin, Lehigh University; Thomas Hammond, Lehigh University; Kate Popejoy, Popejoy STEM LLC; William Farina, Lehigh University, David Anastasia, Breena Holland, James Carrigan, Scott Rutzmoser, Dork Sahagian
- 2020, CyberSecurity and Technology: How do they Fit into a Science Classroom? Andrea C. Burrows and Mike Borowczak, University of Wyoming.
- 2022, Strategies for Science Teacher Educators: Preparing Elementary Preservice Teachers to Integrate Engineering Skills and Practices by Kristie Gutierrez, Orlando Ayala, Jennifer J. Kidd, Stacie I. Ringleb, Krishnanand Kaipa, and Pilar Pazos (Old Dominion University)
- 2023, Promoting Teachers’ Understanding of the Relationship and Difference Between Science and Engineering: A Novel Set of Instructional Materials, Jacob Pleasants, University of Oklahoma, Jennifer Parrish, University of Northern Colorado, Sofia Alvarez-Briglie, University of Oklahoma, and Claudia Colonnello-Olivares, University of Oklahoma