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Maine Center for Research in STEM Education

National Conference 2004

2004 National Summer Conference
Integrating Science and Mathematics Education Research into Teaching
June 20-25, 2004
The University of Maine

Co-sponsored by:

  • Maine Mathematics and Science Teaching Excellence Collaborative (MMSTEC)
  • The University of Maine Center for Science and Mathematics Education Research (The Center)

This summer’s national conference will be comprised of a dinner and keynote on Sunday, two days of talks and workshops hosted by the Center, followed by three days of MMSTEC’s Summer Academy. Tuesday evening will feature a second keynote and a lobster dinner. Invited and contributed talks, and poster presentations, on Monday and Tuesday will reflect the following interests:

  1. Recent findings from science and mathematics education research (parallel sessions of 25-minute talks divided by discipline).
  2. Applying Education Research to Instruction (parallel sessions of 25-minute talks divided into):
    • Middle and Secondary Levels
    • Post-Secondary
    • Teacher Training and Professional Development
  • Workshops on developing education research projects and the use of various methods and instruments.
  • Workshops on making researched-based modifications to instruction.



Keynote Speakers:

Dr. Rosemary R. HaggettDivision Director, Division of Undergraduate Education, National Science Foundation
Teacher as Learner: Undergraduate Curriculum Innovation and the Assessment of Student Achievement ”  (abstract)

Dr. Fred Goldberg, San Diego State University

Developing a Research-based Curriculum: Examples from the CIPS and PET projects    (abstract)


Invited Speakers:

Dr. Thomas J. Greenbowe, Dept. of Chemistry, Iowa State University
Student Difficulties with Chemical Processes Involving Heat Exchange During Simple Calorimetry Experiments    (abstract)

Dr. Randal HarringtonThe Blake School, Minneapolis, MN
Applications of Research to Improve High School Physics Classes: Physics First through AP Physics   (abstract)

Dr. Clyde Freeman HerreidDirector of the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York
Teaching and Learning with Case Studies: What Do We Know?      (abstract)

Dr. Eric Knuth, Dept. of Curriculum and Instruction, University of Wisconsin
Middle School Students’ Production of Mathematical Justifications    (abstract)

Dr. Joe Krajcik, School of Education, University of Michigan
Project-based science: What’s the evidence that students learn?    (abstract)

Dr. Julie Libarkin, Dept. of Geological Sciences, Ohio University
A Tale of Three Theories: Development of the Geoscience Concept Test    (abstract)

Dr. David E. Meltzer, Department of Physics and Astronomy, Iowa State University
Investigation of Students’ Reasoning in Thermodynamics and the Development of Improved Curricula    (abstract)

Dr. Paula Messina, Dept. of Geology, San Jose State University
The Earth Science Placement Anomaly: Suggestions for Status-stepping and Strategies for Success   (abstract)

Dr. Daniel Orey, California State University, Sacramento
The Algorithm Collection Project (ACP)    (abstract)

Ms. Suzi Shoemaker, Casa Verde High School, Casa Grande Union High School
District #82.
A Model-Centered Approach to Earth Science Instruction    (abstract)

Dr. Marshall D. Sundberg, Emporia State University
Assessment: Quantitative plus Qualitative produces Quality     (abstract)

Mr. Gregg SwackhamerGlenbrook North High School, Northbrook, IL 60062
Measuring Modeling    (abstract)

Dr. Patrick Thompson, Dept. of Teaching & Learning, Vanderbilt University
Cross-talk and Miscommunication in Thinking about Teaching Statistics      (abstract)

Dr. Gabriela WeaverDepartment of Chemistry, Purdue University
Examining Student Use of a Web-enhanced DVD as an Instructional Supplement    (abstract)

Dr. Donald B. Young, Director, Curriculum Research & Development Group
College of Education, University of Hawaii at Manoa
Foundational Approaches in Science Teaching (FAST), An Enduring Curriculum: Its Theoretical and Pedagogical Foundations   (abstract)
FAST, An Enduring Curriculum: Data on Effectiveness      (abstract)