|
Conceptual Framework for New Science Education Standards
Committee Members
Helen R. Quinn (Chair), Stanford Linear Accelerator Center, Stanford University, Menlo Park, CA
|
Wyatt W. Anderson, Department of Genetics, University of Georgia, Athens, GA
|
Tanya Atwater, Department of Earth Science, University of California, Santa Barbara, CA
|
Philip Bell, College of Education, Learning Sciences, University of Washington, Seattle, WA
|
Thomas B. Corcoran, Teachers College, Columbia University, New York, NY
|
Rodolfo Dirzo, Department of Biology, Stanford University, Stanford, CA
|
Phillip A. Griffiths, Institute for Advanced Study, Princeton, NJ
|
Dudley R. Herschbach, Department of Chemistry & Chemical Biology, Harvard University, Cambridge, MA
|
Linda P.B. Katehi, University of California, Davis, CA
|
John C. Mather, NASA Goddard Space Flight Center, Greenbelt, MD
|
Brett D. Moulding, Utah Partnership for Effective Science Teaching and Learning, Ogden, UT
|
Jonathan Osborne, School of Education, Stanford University, Stanford, CA
|
James W. Pellegrino, School of Education & Social Policy, University of Illinois, Chicago, IL
|
Brian Reiser, School of Education & Social Policy, Northwestern University, Evanston, IL
|
Rebecca R. Richards-Kortum, Department of Bioengineering, Rice University, Houston, TX
|
Walter G. Secada, School of Education, University of Miami, Coral Gables, FL
|
Deborah C. Smith, Department of Curriculum & Instruction, Pennsylvania State University, University Park, PA
|
Biographical Sketches
Helen R. Quinn (Chair) is Professor Emerita of Physics at Stanford Linear Accelerator Center. Dr. Quinn is a theoretical physicist who was inducted into the National Academies in 2003. She served as the president of the American Physical Society in 2004. In addition to her scholarship in physics, Dr. Quinn has had a long term involvement in science education and in the continuing education of science teachers. She was an active contributor to the California State Science Standards development process. She is a former president and founder of the non-profit Contemporary Physics Education Project. She served as chair of the Review and Evaluation of NASA’s Pre-College Education Program Committee. She has been a member of the Committee on Science Learning, K-8; the Federal Coordinating Committee on Science, Mathematics and Technology Education, as well as, the Center for Education Advisory Board. She received a Ph.D. in physics from Stanford University in 1967.
Back to top
Wyatt W. Anderson is the Alumni Foundation Distinguished Professor in the genetics department at the University of Georgia. He is also a member of the National Academy of Sciences. His research interests include evolutionary genetics of mating behavior and chromosomal polymorphisms of Drosophila species; evolutionary genomics of Drosophila; science education and minority participation in college science curricula. He has served on a number of NRC committees, including Section 27: Evolutionary Biology, Committee to Review Northeast Fishery Stock Assessments, and Committee on the Release of Genetically Engineered Organisms into the Environment. He earned his B.S. in Molecular Evolution and his M.S. in Pop. Genetics and Pop. Biology from the University of Georgia. He earned his Ph.D. in Science Literacy and Education from the Rockefeller University.
Back to top
Tanya Atwater is a Professor of Tectonics at the University of California, Santa Barbara. Dr. Atwater's research has concerned various aspects of tectonics, ranging from the fine details of sea floor spreading processes to global aspects of plate tectonics. She has participated in or led numerous oceanographic expeditions in the Pacific and Atlantic Oceans, including twelve dives to the deep sea floor in the tiny submersible, Alvin. She is especially well known for her works on the plate tectonic history of western North America, in general, and of the San Andreas fault system, in particular, work that is presently taking her in exciting new directions. Dr. Atwater is devoted to science communication, teaching students at all levels in the University, presenting numerous workshops and field trips for K-12 teachers, consulting for the written media, museums, TV and video producers, etc. Dr. Atwater serves on various national and international committees and panels. She is a fellow of the American Geophysical Union and the Geological Society of America and was a co-winner of the Newcomb Cleveland Prize of the American Association for the Advancement of Science and was elected to the National Academy of Sciences in 1997. She received her education at the Massachusetts Institute of Technology, the University of California at Berkeley, and Scripps Institute of Oceanography, completing her PhD in 1972.
Back to top
Philip Bell pursues a cognitive and cultural program of research across diverse environments focused on how people learn in ways that are personally consequential to them. He is an associate professor of the Learning Sciences at the University of Washington and the Geda and Phil Condit Professor of Science and Mathematics Education. He directs the ethnographic and design-based research of the Everyday Science and Technology Group as well as the University of Washington Institute for Science and Mathematics Education that cultivates innovative projects in P-20 STEM education between university groups and community partners. Dr. Bell has studied everyday expertise and cognition in science and health, the design and use of emerging learning technologies in science classrooms, children's argumentation and conceptual change in science, culturally responsive science instruction, the use of emerging digital technologies within youth culture, and new approaches to inquiry instruction in science. He is a Co-Lead of the Learning in Informal and Formal Environments (LIFE) Science of Learning Center (http://life-slc.org/) and is a Co-PI of COSEE-Ocean Learning Communities (http://cosee-olc.org/). Dr. Bell is a member of the NRC’s Board on Science Education, and he co-chaired the recent consensus committee on Learning Science in Informal Environments. He has a background in human cognition and development, science education, computer science, and electrical engineering. He earned his Ph.D. in Education in Human Cognition and Development from the University of California, Berkeley.
Back to top
Thomas B. Corcoran is Co-Director of Consortium for Policy Research and Education (CPRE) at Teachers College, Columbia University. He has been a state policymaker, a designer of programs to improve teaching, a researcher, an evaluator, and an advisor to governors, state legislatures, foundations, and reform organizations. His research interests focus on the linkages between research and practice, the use of evidence-based instructional practices, design of knowledge transfer systems for public education, the effectiveness of professional development, and the impact of changes in work environments on the productivity of teachers and students. He heads the Center on Continuous Instructional Improvement, funded by the Hewlett Foundation and Teachers College projects in Jordan and Thailand. He also has served on the NRC K-8 Science Study Committee. He is the author of several books and numerous papers, articles, and book chapters. Since 1998 he has taught policy analysis at the Woodrow Wilson School of International and Public Affairs at Princeton University. Mr. Corcoran earned an M.Ed. from the University of London.
Back to top
Rodolfo Dirzo is a Professor of Biology at Stanford University. Dr. Dirzo is one of the world's leading tropical forest ecologists and conservation biologists. He has performed seminal work on the evolutionary ecology. He carried out classical experimental studies on the ecosystem significance of biodiversity loss, fragmentation, and deforestation. He is a foreign associate of the National Academy of Science. He is also a member of The Mexican Academy of Sciences and of The California Academy of Sciences. Dr. Dirzo has been awarded the Presidential Award in Ecology, Secretary of Environment, Mexico. He was a Pew Scholar in Conservation, The Pew Charitable Trust; and the Outstanding Service Award: Teaching, Organization for Tropical Studies. He earned his M.Sc. and his Ph.D. from the University of Wales UK.
Back to top
Phillip A. Griffiths is Director Emeritus and Professor of Mathematics at the Institute for Advanced Study (IAS), which he led from 1991 to 2003. He was formerly provost and James B. Duke Professor of Mathematics at Duke University and professor of mathematics at Harvard. Over the last four decades, Phillip Griffiths has been a central figure in mathematics. He has made crucial contributions in several fields, including complex analysis, algebraic geometry, and differential systems. Dr. Griffiths chaired the committee that produced the Carnegie Corporation report “The Opportunity Equation.” Dr. Griffiths served on the National Science Board from 1991-1996. He is a member of the National Academy of Sciences and a Foreign Associate of the Third World Academy of Sciences. Dr. Griffiths has served as a member, ex-officio member, and chair for numerous NRC committees, including the Mathematical Sciences Education Board; Committee on Science, Engineering and Public Policy; Center for Science, Mathematics and Engineering Education Advisory Board; and the U.S. National Committee for Mathematics. He is currently a member of the NRC Board on African Science Academy Development. He received his M.S. in mathematics from Wake Forest University and his Ph.D. in mathematics from Princeton University.
Back to top
Dudley R. Herschbach is an Emeritus Professor in the Department of Chemistry and Chemical Biology at Harvard University and a Professor of Physics at Texas A & M University during the fall term. He won the 1986 Nobel Prize in Chemistry jointly with Yuan T. Lee and John C. Polanyi for their contributions concerning the dynamics of chemical elementary processes. Dr. Herschbach has been a strong proponent of science education and science among the general public, and frequently gives lectures to students of all ages, imbuing them with his infectious enthusiasm for science and his playful spirit of discovery. He is engaged in several efforts to improve K-12 science education and public understanding of science. He is a board member of the Center for Arms Control and Non-Proliferation and is the chairman of the board for Society for Science & the Public. Dr. Herschbach is a member of the National Academy of Sciences. He has served on the NRC Committee on Education and Employment of Women in Science and Engineering; the Panel for National Science Education Standards and Television Project; and the Board of Overseers and the Communications Advisory Committee. Dr. Herschbach received a B.S. in mathematics and an M.S. in chemistry from Stanford University. He earned an A.M. in physics and a Ph.D. in chemical physics from Harvard University.
Back to top
Linda P.B. Katehi is Chancellor of the University of California, Davis. Previously, she served as provost and vice chancellor for academic affairs at the University of Illinois at Urbana-Champaign; the John Edwardson Dean of Engineering and professor of electrical and computer engineering at Purdue University; and associate dean for academic affairs and graduate education in the College of Engineering and professor of electrical engineering and computer science at the University of Michigan. Professor Katehi led the effort to establish the Purdue School of Engineering Education, the first department at a U.S. university focused explicitly on engineering education, particularly on K–12 engineering curricula, standards, and teacher education. The author or coauthor of 10 book chapters, she has published more than 600 articles in refereed journals and symposia proceedings and owns 16 patents. She is a member of the National Academy of Engineering (NAE), a fellow and board member of the American Association for the Advancement of Science, chair of the Nominations Committees for the National Medal of Science and National Medal of Technology and Innovation, and a member of the Kauffman National Panel for Entrepreneurship. She is currently a member of a number of NAE/National Academy of Sciences committees and the Advisory Committee for Harvard Radcliffe College and a member of the Engineering Advisory Committees for Caltech, the University of Washington, and the University of California, Los Angeles.
Back to top
John C. Mather is a Senior Astrophysicist at the U.S. space agency's (NASA) Goddard Space Flight Center in Maryland and adjunct professor of physics at the University of Maryland, College Park. Dr. Mather won the Nobel Prize in Physics for his work on the Cosmic Background Explorer Satellite (COBE) with George Smoot. COBE was the first experiment to precisely measure the black body form and anisotropy of the cosmic microwave background radiation, helping to cement the Big Bang theory of the universe. In 2007, Dr. Mather was listed among Time magazine's 100 Most Influential People in The World. Dr. Mather is also the senior project scientist for the James Webb Space Telescope, a space telescope to be launched to the Sun-Earth Lagrange point L2 in 2014. He was a member of the NRC Board on Physics and Astronomy; he served on the Committee on Physics of the Universe. He earned his B.A. in Physics from Swarthmore College and his Ph.D. in Physics from the University of California, Berkeley.
Back to top
Brett D. Moulding is Director of the Utah Partnership for Effective Science Teaching and Learning, a five district professional development collaborative. He was the director of curriculum and instruction at the Utah State Office of Education before retiring in January of 2008. He was the state science education specialist and coordinator of curriculum from 1993 to 2004. He taught chemistry for 20 years at Roy High School in the Weber school district and served as the district science teacher leader for eight years. Moulding received the Governor’s Teacher Recognition Award, the Presidential Award for Excellence in Mathematics and Science Teaching and the Award of Excellence in Government Service from the Governor’s Science and Technology Commission. He served on the Triangle Coalitional Board, the NAEP 2009 Framework Planning Committee and was the president of the Council of State Science Supervisors from 2003 - 2006. He received his Administrative Supervisory Certificate from Utah State University. Mr. Moulding earned a B.S. in chemistry from the University of Utah, Salt Lake City, and a M.Ed. from Weber State University, Ogden, UT.
Back to top
Jonathan Osborne holds the Shriram Family Professorship in Science Education at Stanford University. Prior to joining Stanford, he was a professor of science education at King’s College, University of London. His research focus is a mix of work on policy and pedagogy in the teaching and learning of science. In the policy domain, he is interested in exploring students’ attitudes toward science and how school science can be made more worthwhile and engaging, particularly for those who will not continue with the study of science. In pedagogy, the focus has been on making the case for the role of argumentation in science education both as a means of improving the use of a more dialogic approach to teaching science and improving student understanding of the nature of scientific inquiry. He led the project on 'Enhancing the Quality of Argument in School Science Education,' from which IDEAS (Ideas, Evidence and Argument in Science Education) materials to support teacher professional learning were developed. Dr. Osborne was one of the partners in the NSF funded Centre for Informal Learning and Schools. He earned his Ph.D. in education from King's College, University of London.
Back to top
James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education at the University of Illinois at Chicago (UIC). He is co-director of UIC's interdisciplinary Learning Sciences Research Institute. Dr. Pellegrino's current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding. A special concern of his research is the incorporation of effective formative assessment practices, assisted by technology, to maximize student learning and understanding. Dr. Pellegrino has served on the NRC Board on Testing and Assessment and co-chaired the Committee on the Cognitive Science Foundations for Assessment, which issued the report Knowing What Students Know: The Science and Design of Educational Assessment. He recently helped the College Board build new frameworks for curriculum, instruction, assessment and professional development in AP Biology, Chemistry, Physics, and Environmental Science. Dr. Pellegrino earned his B.A. in psychology from Colgate University, Hamilton, New York and both his M.A. and Ph.D. from the University of Colorado.
Back to top
Brian Reiser (Ph.D. 1983, Cognitive Science, Yale) is Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University. Reiser’s research examines how to make scientific practices such as argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. This design research investigates the cognitive and social interaction elements of learning environments supporting scientific practices, and design principles for technology-infused curricula that embed science learning in investigations of contextualized data-rich problems. Reiser leads the MoDeLS project (Modeling Designs for Learning Science), to develop an empirically-based learning progression for the practice of scientific modeling, and BGuILE (Biology Guided Inquiry Learning Environments), developing software tools for supporting students in analyzing biological data and constructing explanations. Reiser is also on the leadership team for IQWST (Investigating and Questioning our World through Science and Technology), a collaboration with the University of Michigan developing a middle school project-based science curriculum. Professor Reiser was a founding member of the first graduate program in Learning Sciences, created at Northwestern, and chaired the program from 1993, shortly after its inception, until 2001. He was co-principal investigator in the NSF Center for Curriculum Materials in Science, exploring the design and enactment of science curriculum materials, and served on the NRC panel authoring the report Taking Science to School, and the editorial boards of Science Education and The Journal of the Learning Sciences.
Back to top
Rebecca R. Richards-Kortum is the Stanley C. Moore Professor of Bioengineering at Rice University. Dr. Richards-Kortum is also a member of the National Academy of Engineering. Her work has focused on translating research that integrates advances in nanotechnology and molecular imaging with microfabrication technologies to develop optical imaging systems that are inexpensive, portable, and provide point-of-care diagnosis. This basic and translational research is highly collaborative and has led to new technologies to improve the early detection of cancers and other diseases, especially in impoverished settings. Over the past few years, Dr. Richards-Kortum and collaborators have translated these technologies from North America to both low- and medium-resource developing countries (Botswana, India, Taiwan, Mexico, and Brazil). Dr. Richards-Kortum has received numerous awards for her reseach and teaching, including: Presidential Young Investigator (1991) and Presidential Faculty Fellow (1992) awards from the National Science Foundation; the Becton Dickinson Career Achievement Award from the Association for the Advancement of Medical Instrumentation (1992); the Chester F. Carlson Award (2007) from the American Society for Engineering Education. She served on the inaugural National Advisory Council for Biomedical Imaging and Bioengineering for the National Institutes of Health (2002-2007), was elected fellow of the American Association for the Advancement of Science and Biomedical Engineering Society (2008). She served on the NRC Committee on Being a Scientist: Responsible Conduct in Research, 3rd Edition. She holds a Ph.D. in Medical Physics and an M.S. in Physics from Massachusetts Institute of Technology.
Back to top
Walter G. Secada is the Senior Associate Dean of the School of Education and the Chair of the Department of Teaching and Learning at the University of Miami. Prior to moving to UM, Dr. Secada was professor of curriculum and instruction at the University of Wisconsin—Madison and the director of Diversity in Mathematics Education. Dr. Secada’s research interests have included equity in education, mathematics education, bilingual education, school restructuring, professional development of teachers, student engagement, and reform. Dr. Secada has been associate director and Co-PI of Promoting Science among English Language Learners (P-SELL) with a High-Stakes Testing Environment, associate director and Co-PI of Science Made Sensible; and a member of the University’s Social Sciences Institutional Review Board at UM. Dr. Secada has worked on the development of a secondary-school mathematics and science academy at UM. As director of the U.S. Department of Education’s Hispanic Dropout Project, he was senior author of its final report, No More Excuses. He earned a BA in philosophy from the University of Notre Dame, an M.S. in mathematics and Ph.D. in education, both from Northwestern University.
Back to top
Deborah C. Smith is an Assistant Professor in the Department of Curriculum and Instruction at Pennsylvania State University. Dr. Smith teaches elementary science methods, and graduate courses in science curriculum, the history, philosophy, and sociology of science, and science teacher knowledge. She is a former preschool and elementary school teacher, with a background in biology. Her research focuses on how teachers and young children build communities of scientific discourses and practices in the early years of schooling. As part of her research on elementary teachers' scientific knowledge and teaching practices in professional development, she has also co-taught with elementary teachers in Delaware, Michigan, and Pennsylvania. She was the author and co-PI on a five-year National Science Foundation grant to Lansing (MI) School District and Michigan State University, in which grade level groups of K-8 teachers studied scientific content, standards-based and inquiry-oriented curriculum design, research-based teaching practices, and their students' science learning. She served on the National Research Council's (NRC) Teacher Advisory Committee, and was a consultant for the NRC’s popular publication, Ready, Set, Science! She currently serves on the NRC's Committee on conceptualizing a new framework for K-12 science standards. Dr. Smith earned her B.S. in biology from Boston University, M.A.T. in science education from the Harvard Graduate School of Education, and her Ph.D. in curriculum and instruction from the University of Delaware.
Back to top
|
