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Papers by Paul Kuerbis

Journal of Research in Science Teaching, Oct 1, 1989

School Science and Mathematics, Oct 1, 1991

, the Biological Sciences Curriculum Study (BSCS), with support from theNational Science Foundati... more , the Biological Sciences Curriculum Study (BSCS), with support from theNational Science Foundation (NSF), began the ENLIST Micros project to JWcourage the Literacy of Science Teachers in the use of Microcomputers. During the subsequent four years, BSCS staff and consultants who worked on ENLIST Micros developed models and materials for preparing science teachers to use microcomputers in the classroom. To guide the development of the ENLIST Micros curriculum, the following goals were set: 1. Identify and validate computer literacy objectives for science teachers. 2. Develop and evaluate a model for educating science teachers in educational computing. 3. Develop and evaluate materials for educating science teachers in educational computing. 4. Improve knowledge, skills, and attitudes of science teachers in educational computing. 5. Disseminate information to science educators about how to train science teachers in educational computing. Rationale The purpose of ENLIST Micros is to improve the quality and quantity ofmicrocomputer use in science teaching. American society wants the new information technologies included in science education (Ellis, 1984; Hurd, 1982; National Science Board, 1983; NSF, 1979). Computer technology is having a major effect on our economy and is revolutionizing the way we live and leam. This material is based upon work supported by the National Science Foundation under Grant No. NDR-8470061. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation. These technological and social changes have educational implications. In recent years, computer literacy has become a basic skill required for full participation in society. The National Science Foundation (1979) points out that, "... as the computer becomes a part of the home, school, and business

Science Education, 2005

Findings from a quasi-experimental study of children's ideas about the solar system and how these... more Findings from a quasi-experimental study of children's ideas about the solar system and how these ideas changed in response to a 10-week intervention period of formal astronomy teaching at a single primary school in England are presented in detail. Initial interviews with all of the 9-to 11-year-olds involved revealed a relatively poorly developed prior knowledge base, and this was reflected in the predominantly intuitive and transitional nature of the different mental models expressed and used when answering questions and completing tasks. Following intervention, progression was evident in many different forms and this could be described and measured both qualitatively and quantitatively. The routes and pathways toward scientific conceptualization were often direct, and most changes could be attributed largely to the processes of weak and radical knowledge restructuring. Together with the retention of newly formed ideas over time, learning outcomes were considered particularly encouraging. In order to explain findings more fully, evidence is presented which lends some support to the notion of chaos in cognition.

This study used a. five-step prOcequre to establish and validate-the essential competenciet iruto... more This study used a. five-step prOcequre to establish and validate-the essential competenciet irutoMputer literacy for science teacherS (K-12)-. That rigorotis:,Proceduee produced a conctse list of 24 competencies ;that tar'e.not only representative of the broad field 'Computer, ,11ter-itcy ski Ms, but that also have been condensed to those CPtiipetencies7tpat are essential for science teachersiz\ Tile essential competehcies in computer 'literacy reported in this study will be used to develop 'a) a :test for measuring the computer literacy of science teachers, and to). a curriculum for tratning science teachers ,to ute the 'computer. The test and curriculum will,be used by both preservice and inservice science teachers to successfully implement educational computing. Project ENLIST Micros will Encour'age Literacy,of Science Teachers in the use o i rocamputers by developing models and mAterials for training science teac ,to use 'the cdinptiter in the classrooM. This study reports on the t and validation.of eSsential competencies project's first phase: the develo in computer literady fgr science teachers a BACKGROUND .r $ 4.The sector of our society, devoted to information technology has grown rapidly since World War II. Informatioh-ba$ed in4ustry now accounts for more than 50% of the labor force and more than 50% Qf the Gross NAtional Product (Molnar, 1981). Knowledge is becoming the principle resource of our nation and the World. As society changes from an industrial base to an, information base, the skills and knowledge necessary to funCtion in society apt o change. That .' fundamental shift has direct implicatidns for educatiori (Ellis, 1984)-I 4. 4 3 Olt * transporitation * communications * military Voluntarily choose to use the comp'u t'e for. educational ,purpose. Demonstrate appropriate uses of computer technology for basic skills instruction.

Journal of Science Education in Japan, Jun 10, 2013

This paper examines recommendations by the National Research Council for a framework for Science ... more This paper examines recommendations by the National Research Council for a framework for Science Professional Developrnent along with other compilations of recommended strategies that emerged in the literature in the late 1990s, That research formed the basis for a successfu1 proposal to the National Science Foundation to work with five large school districts (85 K-5 schools) in the Pikes Peak region of Celorado on a long term systemic effort to impact K-5 teaching behaviors and consequent impact on student achievement. The paper summarizes two studies, the first that examined aspects of the prDfessional development model implemented by the project, Science [[bacher Enhancement PrQject unifying the Pikes Peak region (STEP-uP). Elfect sizes were low but significant on student achievernent in reading, writing and mathematics, The second study examined key elements of professional development along with levels of teachers' implementation of more active teaching strategies and student achievement in reading, writing, mathematics and science. We argue that sound professional development, followed with actual teacher implementation of active learning leads to substantial gains (up to 1.8 effect size in science) in student learning in fifth grade students when those students have been taught by teachers in grades 2-5 who participated in particular aspects of STEP-uR The paper cencludes with a discussion of emerging recommendations for professiona1 development that must be in place if we wish to impact student learning

The Biological Sciences Curriculum Study (BSCS), with support from the National Science Foundatio... more The Biological Sciences Curriculum Study (BSCS), with support from the National Science Foundation, is conducting a three-year project to develop a model for implementing educational computing in school science. This paper, explains the tentative model in detail and presents the results of a pilot test of the model, which project staff conducted during the first year of the project. The goals for the project are: (1) to develop and test a model of implementing educational computing in school science; (2) to train 260 science teachers and administrators in the Pikes Peak region of Colorado to use microcomputers to enhance science learning and teaching; (3) to establish a network in the Pikes Peak region to implement educational computing in school science; and (4) to disseminate a model of implementation for educational computing in school science. The project met its first year objectives and was successful at increasing science teachers' use of microcomputers. Project staff defined and measured implementation according to the Concerns Based Adoption Model (CBAM). Results from pre-and posttests using the Stages of Concern Questionnaire from CBAM indicated that the participants changed from a profile typical of non-users of an innovation toward one typical of users. Project staff developed an Innovation Configuration checklist to describe participants' use of microcomputers. Most of the participants were urang microcomputers in several ways by the end of the year. Appendixes include the Microcomputer Use in Science Teaching checklist and the Stages of Concern Questionnaire. A 41-item reference list is also provided.

This document represents the final report of a project which was designed to improve the quality ... more This document represents the final report of a project which was designed to improve the quality and quantity of microcomputer use in science teaching. The five major goals of the project were met, and 22 essential competencies for computer literacy among science teachers were identified. The model and materials developed tended to be successful in improving the skills, knowledge, and attitudes of science teachers. Results of the project were disseminated by workshops, papers at professional meetings, publicity releases, and published articles. The materials developed and summarized in this document include: (1) a teacher enhancement model that applies to implementing any educational innovation; (2) a definition of what it means to be a computer-literate science teacher; (3) strategies for implementing educational computing; (4) materials and approaches that continue in use without outside

This study used a five-step procedure to establish and validate the essential competencies in com... more This study used a five-step procedure to establish and validate the essential competencies in computer literacy for elementary and secondary school (grades K-12) science teachers. This procedure produced a concise list of 24 competencies that are not only representative of the broad field of computer literacy skills, but also are considered to be essential for science teachers. These competencies fall into the categories of: computer awareness; applications of microcomputers in science education; implementing microcomputers in science teaching; selection and evaluation of software; and resources for educational computing. (Computer programming, the history of computing, and computers and society were not rated as essential competencies.) The 24 competencies will be used to develop: (1) a test for measuring the computer literacy of science teachers; and (2) a curriculum for training science teachers to use the computer. The test and the curriculum will be used by both preservice and ...

An instrument to measure the computer literacy of science teachers in grades K-12 is being develo... more An instrument to measure the computer literacy of science teachers in grades K-12 is being developed. This instrument, the Test of Computer Literacy for Science Teachers (TCLST), is part of ENLIST Micros (a project to develop a curriculum for training science teachers to use computers). The instrument, based on essential competencies for computer literacy for science teachers developed and validated for this project, will be used to evaluate the effectiveness of the ENLIST Micros curriculum at developing those essential competencies in science teachers. In addition, TCLST can be used as a diagnostic test by universities and school districts to determine if teachers have previously achieved computer literacy and also for various purposes by researchers. A 12-step procedure for developing and validating criterion-referenced tests is being used to develp the TCLST. Results of the first eight steps are reported and discussed: preliminary considerations; review of objectives; item writin...

School Science and Mathematics, 1991

Journal of Science Teacher Education, 1992

To improve the academy, Jun 1, 2009

To Improve the Academy, 2009

This chapter complements a recent chapter in To Improve theAcademy by Mooney and Reder (2008) tha... more This chapter complements a recent chapter in To Improve theAcademy by Mooney and Reder (2008) that discusses the distinctive features and challenges offaculty development at small and liberal arts colleges. As a continuation and expansion of that more conceptual discussion, we aim to convey practical strategies for relatively newfaculty developers at small institutions with incipient programs. The suggestions offered in this chapterare grounded in our experiences asfaculty developers at liberal arts colleges and deoeloped through numerous national conference presentations

Journal of Research in Science Teaching, 1989