Taking Science to School Learning and Teaching Science in Grades K-8 (2007) / Chapter Skim
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Appendix B: Biographical Sketches of Committee Members and Staff
Appendix B: Biographical Sketches of Committee Members and Staff
Pages 366-372
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From page 366... ...
Anderson's primary research interests are in using conceptual change and sociocultural research on student learning to improve classroom science teaching. He has published numerous articles and book chapters on this and related issues, as well as developing science teaching materials that are based on research on student learning.
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From page 367... ...
He has been coeditor of the Journal of Research in Science Teaching and associate editor of Cognition and Instruction and currently serves on the editorial board of the American Educational Research Journal. He recently served as design team member for the NRC's Committee on Test Design for K-12 Science Achievement.
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From page 368... ...
Her research areas of interest include science education, language and culture, and teacher education. One of her current research projects implements instructional interventions to promote science learning and English language and literacy development for elementary school stu dents from diverse languages and cultures.
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From page 369... ...
At the postdoctoral level, she studied cognitive development with Jean Piaget's successor, Bärbel Inhelder, at the University of Geneva, Switzerland, and she was an Alfred P Sloan fellow in cognitive science, working with Herbert Simon at Carnegie Mellon University.
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From page 370... ...
She has presented research on teaching at the American Educational Research Association, the National Association for Research in Science Teaching, the National Science Teachers Association, and other national and regional science teaching and research venues. Her current position entails writing and developing curriculum with classroom teachers, training teachers in inquiry science teaching methods, and supervising elementary science instruction across the district.
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From page 371... ...
of Science Learning in Kindergarten Through Eighth Grade, a synthesis of the multidisciplinary literature on science learning, which will provide strategic guidance for future research and development in science education (sponsored by NSF, NIH, and the Merck Institute for Science Education) and director of the Science Learning in Kindergarten Through Eighth Grade practitioner project (a "translation" of the Science Learning in Kindergarten Through Eighth Grade report findings for a diverse practice audience)
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From page 372... ...
She is interested in understanding how concepts develop and change, in both children and scientists, and why some science concepts are very hard for students to understand. Her research focuses on characterizing students' initial commonsense theories in some domains (which often contain concepts that are incommensurable with the scientists' con cepts)
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