Science and Mathematics Education

2005

Before coming to OSU, I was an associate professor of science education at the University of Maryland, College Park. I also have taught middle school science, contributed to development of science curricula, and studied ways of speaking in science classrooms.

• Student and teacher questioning during conversations about science

• Science conversations in which students express their own ideas and engage one another in discussing what they think

• Factors that foster science learning

• Ways to foster science learning and teaching

• Development of web-based cases that can communicate one's own teaching practices to interested colleagues

van Zee, E.H., Hammer, D., Bell, M., Roy, P. & Peter, J. (2005). Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light. Science Education 89,1007-1042,

van Zee, E.H. (2005). Teaching science teaching through inquiry. In K. Appleton (Ed.), Elementary science teacher education: International perspectives on contemporary issues and practice (pp. 239-257). Mahwah, NJ: Lawrence Erlbaum.

van Zee, E.H., Lay, D. & Roberts, D. (2003). Fostering collaborative inquiries by prospective and practicing elementary and middle school teachers. Science Education 87, 588-612.

van Zee, E.H. & Roberts, D. (2001). Using pedagogical inquiries as a basis for learning to teach: Prospective teachers' perceptions of positive science learning experiences. Science Education, 85, 733-757.

van Zee, E.H., Iwasyk, M., Kurose, A., Simpson, D., & Wild, J. (2001). Student and teacher questioning during conversations about science. Journal of Research in Science Teaching. 38, 159-190.

van Zee, E.H. (2000). Analysis of a student-generated inquiry discussion. International Journal of Science Education,22,115-142.

Minstrell, J. & van Zee, E.H. (Eds.) (2000). Inquiring into inquiry learning and teaching in science. Washington, D.C.: American Association for the Advancement of Science. http://www.aaas.org/programs/education/about_ehr/
pubs/inquiry.shtml

van Zee, E. H. & Minstrell, J. (1997a). Reflective discourse: Developing shared understandings in a high school physics classroom. International Journal of Science Education, 19, 209-228.

van Zee, E. H. & Minstrell, J. (1997b). Using questioning to guide student thinking. The Journal of the Learning Sciences,6,229-271.

Case Studies of Elementary Student Inquiry in Physical Science, National Science Foundation, Co-PI with Professor David Hammer,($872,509 )(2000- 2006)

Fostering Teachers' Inquiries into Science Learning, Spencer Foundation, ($50,000) (2000-2003)

Documentation and Interpretation of the Emerging Practices of the Science Inquiry Group, Spencer Foundation ($15,000)(1998-1999)

Inquiring into Science Learning and Teaching Extension, Spencer Foundation ($19,000)(1996-1997)

Investigation of Questioning Processes during Conversations about Science, National Science Foundation, ($190,475)(1992-1997)

Courses Taught at Oregon State University

Science and the Nature of Inquiry (SED 459)
Science and Mathematics Education Seminar (SED 607)
Perspectives in Science (PH 106)

Courses Taught at University of Maryland, College Park

Research on Teaching (EDCI 780)
Studying Student Learning in Diverse Settings (EDCI 611)
Elementary Science Methods (EDCI 372B)
Special Topics: Inquiring into Science Learning and Teaching (EDCI 788)
Foundations of Science Education (EDCI 770)
Special Topics: Children's Scientific Inquiry (EDCI 788)
Special Topics: Inquiring into Physical Science (EDCI 788)
Trends in the School Curriculum: Science (EDCI 670)
Teaching Science: Early Childhood (EDCI 374)
Young Child and the Physical Environment (EDCI 317)
Computers in the Science Classroom and Laboratory (EDCI 371)