Michael Dias | Kennesaw State University (original) (raw)
Research Articles by Michael Dias
The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to... more The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards.Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre-and in-service science teachers.
Secondary science methods students' thinking on coteaching practice was studied for the developme... more Secondary science methods students' thinking on coteaching practice was studied for the development of conscious elements of practical teacher knowledge supporting the use of structured inquiry. Reflective dialogue on practice in an electronic forum was analyzed for elements of formal learning and biography (past and present) that informed thinking on practice. Changes in thinking over time were considered in light of observed practice, including methods students' thinking about inquiry through use of STC curriculum. Three concepts related to experience in learning to teach in this model emerged from the data: (a) movement from cultural acclimation to reflection on inquiry practice, (b) thinking through past educational knowledge and experience, and (c) integrating knowledge and experience in practice. Discussion highlights the integration of formal knowledge, biography, and peripheral participation with development of “knowledge of students'' in learning to teach in this model. Implications for preservice teacher education highlight the important aspects of learning to teach in practice in order to begin developing practical teacher knowledge for teaching using structured inquiry
A science teacher educator returned to teaching adolescents after more than 10 years in the profe... more A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator’s beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.
The first author re-entered the middle grades classroom to teach a new National Science Foundatio... more The first author re-entered the middle grades classroom to teach a new National Science Foundation (NSF) physical science curriculum that was designed to foster conceptual change through a scientific approach. The curriculum design met the need and call for reform in science education through its focus on inquiry, evidence-based reasoning, peer collaboration, and deeper understanding of important concepts in a science discipline. Lessons followed a learning cycle of activities for knowledge construction. As a self-study, the first author as teacher sought to learn about his beliefs and abilities in practice while enacting and adjusting the curriculum design. The second author helped in this reflective practice through visiting the first author’s classroom for periodic observations, interviews, and discussions about the implementation of this curriculum. Four videotaped lessons and instructional artifacts demonstrate that the teacher enacted the curriculum with high fidelity to its prescribed inquiries and learning cycle format with only minor changes. Instructional design modifications were made in practice to assist lower achieving students meet its high academic challenge of analytical thinking. The merits of the prescribed curriculum for promoting deductive scientific thinking are detailed alongside instructional design decisions emanating from the curriculums’ academic rigor and limitations in connecting to adolescent interest and choice. This case details one example of a teacher who intended to faithfully implement a reform-based science curriculum, realizing along the way, that design changes were warranted to meet the educative and emotional needs of students in a particular context.
Book Reviews by Michael Dias
In this chapter we provide an introductory overview of the chapters on youth activism, relating t... more In this chapter we provide an introductory overview of the chapters on youth activism, relating these writings to past and current waves of science education reform. We argue that socioscientific issues offer culturally relevant opportunities for helping adolescents develop the knowledge of science needed for personal decision-making, civic engagement, and activism.
Books by Michael Dias
The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to... more The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment.
Papers by Michael Dias
Journal of Applied Instructional Design, 2021
Journal of STEM Teacher Education
Journal of Science Teacher Education
Science teacher educators prepare and provide professional development for teachers at all grade ... more Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Educators (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role. Science Teacher Educators as K-12 Teachers shows science teacher educators as professionals engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction and learning challenged,...
In recent years, teacher education programs have emphasized the importance of developing teachers... more In recent years, teacher education programs have emphasized the importance of developing teachers’ understanding of social justice teaching (SJT). As teacher educators, we believe teaching STEM for social justice involves helping students identify inequities within their communities and determine how STEM knowledge can be used to understand and respond to community issues around social injustice (Berry et al., 2009). While many STEM teachers have theoretical knowledge of social justice for teaching, they are often challenged to facilitate social justice lessons in their classrooms (Solomon & Allen, 2001). For many induction-phase STEM teachers, the implementation of social justice lessons is new and they often experience trepidation over how an activity or lesson will play out in a classroom setting (Berry et al., 2020). As such, we developed and delivered a free five-week online professional development (PD) to support middle and high school induction-phase STEM teachers to success...
Reflective Practice, 2020
ABSTRACT In this conceptual paper, we present a professional practice-oriented Multidimensional M... more ABSTRACT In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection as a complex endeavor situated in a dynamic milieu. It emphasizes the complementary nature of professional competencies of knowledge, skills, and disposition, and the interrogation of an incident through technical, contextual, and critical reflection as well as reflection-in, -on, and -for-action. The CIR protocol provides scaffolding support for TCs as they move toward becoming independent reflective practitioners. Together, the MMRP and CIR protocol facilitate multidimensional reflection. We present a case for providing a more deliberate support for reflection. In doing this, we define reflection, highlight its common frameworks, and discuss the significance of intentional and systematic reflection on professional competencies. In the conclusion, we bring these ideas together to discuss the implications for a self-directed and agentic approach to reflection and professional growth.
International Journal of Designs for Learning, 2016
The first author re-entered the middle grades classroom to teach a new National Science Foundatio... more The first author re-entered the middle grades classroom to teach a new National Science Foundation (NSF) physical science curriculum that was designed to foster conceptual change through a scientific approach. The curriculum design met the need and call for reform in science education through its focus on inquiry, evidence-based reasoning, peer collaboration, and deeper understanding of important concepts in a science discipline. Lessons followed a learning cycle of activities for knowledge construction. As a self-study, the first author as teacher sought to learn about his beliefs and abilities in practice while enacting and adjusting the curriculum design. The second author helped in this reflective practice through visiting the first author’s classroom for periodic observations, interviews, and discussions about the implementation of this curriculum. Four videotaped lessons and instructional artifacts demonstrate that the teacher enacted the curriculum with high fidelity to its p...
The Art of Teaching Science, 2013
The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to... more The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards.Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre-and in-service science teachers.
Secondary science methods students' thinking on coteaching practice was studied for the developme... more Secondary science methods students' thinking on coteaching practice was studied for the development of conscious elements of practical teacher knowledge supporting the use of structured inquiry. Reflective dialogue on practice in an electronic forum was analyzed for elements of formal learning and biography (past and present) that informed thinking on practice. Changes in thinking over time were considered in light of observed practice, including methods students' thinking about inquiry through use of STC curriculum. Three concepts related to experience in learning to teach in this model emerged from the data: (a) movement from cultural acclimation to reflection on inquiry practice, (b) thinking through past educational knowledge and experience, and (c) integrating knowledge and experience in practice. Discussion highlights the integration of formal knowledge, biography, and peripheral participation with development of “knowledge of students'' in learning to teach in this model. Implications for preservice teacher education highlight the important aspects of learning to teach in practice in order to begin developing practical teacher knowledge for teaching using structured inquiry
A science teacher educator returned to teaching adolescents after more than 10 years in the profe... more A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator’s beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.
The first author re-entered the middle grades classroom to teach a new National Science Foundatio... more The first author re-entered the middle grades classroom to teach a new National Science Foundation (NSF) physical science curriculum that was designed to foster conceptual change through a scientific approach. The curriculum design met the need and call for reform in science education through its focus on inquiry, evidence-based reasoning, peer collaboration, and deeper understanding of important concepts in a science discipline. Lessons followed a learning cycle of activities for knowledge construction. As a self-study, the first author as teacher sought to learn about his beliefs and abilities in practice while enacting and adjusting the curriculum design. The second author helped in this reflective practice through visiting the first author’s classroom for periodic observations, interviews, and discussions about the implementation of this curriculum. Four videotaped lessons and instructional artifacts demonstrate that the teacher enacted the curriculum with high fidelity to its prescribed inquiries and learning cycle format with only minor changes. Instructional design modifications were made in practice to assist lower achieving students meet its high academic challenge of analytical thinking. The merits of the prescribed curriculum for promoting deductive scientific thinking are detailed alongside instructional design decisions emanating from the curriculums’ academic rigor and limitations in connecting to adolescent interest and choice. This case details one example of a teacher who intended to faithfully implement a reform-based science curriculum, realizing along the way, that design changes were warranted to meet the educative and emotional needs of students in a particular context.
In this chapter we provide an introductory overview of the chapters on youth activism, relating t... more In this chapter we provide an introductory overview of the chapters on youth activism, relating these writings to past and current waves of science education reform. We argue that socioscientific issues offer culturally relevant opportunities for helping adolescents develop the knowledge of science needed for personal decision-making, civic engagement, and activism.
The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to... more The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment.
Journal of Applied Instructional Design, 2021
Journal of STEM Teacher Education
Journal of Science Teacher Education
Science teacher educators prepare and provide professional development for teachers at all grade ... more Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Educators (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role. Science Teacher Educators as K-12 Teachers shows science teacher educators as professionals engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction and learning challenged,...
In recent years, teacher education programs have emphasized the importance of developing teachers... more In recent years, teacher education programs have emphasized the importance of developing teachers’ understanding of social justice teaching (SJT). As teacher educators, we believe teaching STEM for social justice involves helping students identify inequities within their communities and determine how STEM knowledge can be used to understand and respond to community issues around social injustice (Berry et al., 2009). While many STEM teachers have theoretical knowledge of social justice for teaching, they are often challenged to facilitate social justice lessons in their classrooms (Solomon & Allen, 2001). For many induction-phase STEM teachers, the implementation of social justice lessons is new and they often experience trepidation over how an activity or lesson will play out in a classroom setting (Berry et al., 2020). As such, we developed and delivered a free five-week online professional development (PD) to support middle and high school induction-phase STEM teachers to success...
Reflective Practice, 2020
ABSTRACT In this conceptual paper, we present a professional practice-oriented Multidimensional M... more ABSTRACT In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection as a complex endeavor situated in a dynamic milieu. It emphasizes the complementary nature of professional competencies of knowledge, skills, and disposition, and the interrogation of an incident through technical, contextual, and critical reflection as well as reflection-in, -on, and -for-action. The CIR protocol provides scaffolding support for TCs as they move toward becoming independent reflective practitioners. Together, the MMRP and CIR protocol facilitate multidimensional reflection. We present a case for providing a more deliberate support for reflection. In doing this, we define reflection, highlight its common frameworks, and discuss the significance of intentional and systematic reflection on professional competencies. In the conclusion, we bring these ideas together to discuss the implications for a self-directed and agentic approach to reflection and professional growth.
International Journal of Designs for Learning, 2016
The first author re-entered the middle grades classroom to teach a new National Science Foundatio... more The first author re-entered the middle grades classroom to teach a new National Science Foundation (NSF) physical science curriculum that was designed to foster conceptual change through a scientific approach. The curriculum design met the need and call for reform in science education through its focus on inquiry, evidence-based reasoning, peer collaboration, and deeper understanding of important concepts in a science discipline. Lessons followed a learning cycle of activities for knowledge construction. As a self-study, the first author as teacher sought to learn about his beliefs and abilities in practice while enacting and adjusting the curriculum design. The second author helped in this reflective practice through visiting the first author’s classroom for periodic observations, interviews, and discussions about the implementation of this curriculum. Four videotaped lessons and instructional artifacts demonstrate that the teacher enacted the curriculum with high fidelity to its p...
The Art of Teaching Science, 2013
Environmental Discourses in Science Education, 2014
We were raised in river cities. Brendan’s first home was on the east side of the Susquehanna Rive... more We were raised in river cities. Brendan’s first home was on the east side of the Susquehanna River, while Mike grew up near the confluence of the Tennessee, Cumberland and Ohio Rivers. Water flows some 1,200 miles to get from Harrisburg to Paducah, yet one event joined our thinking as sure as the flow of the rivers. On March 28th, 1979, a partial nuclear meltdown occurred on one of two reactors at the Three Mile Island plant in Dauphin Island, Pennsylvania. This environmental disaster in Brendan’s “backyard” made international news. Although neither of us remembers many details of that accident, we have always been skeptical of nuclear power as an alternative to the hyper-fossil-fuel-based society in which we live. Perhaps because the proliferation of nuclear power plants never progressed in the United States following this accident, or maybe just because we were kids who thought more about sports and other ventures than the environment, this event did not inspire us to learn or do anything.
Journal of Research on Technology in Education, 2021
This case study examines how a cohort of eleven induction secondary STEM teachers engaged learner... more This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers' attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement is critical during times of trauma.
ASTE Series in Science Education, 2014
Interdisciplinary Journal of Problem-Based Learning
The Science Teacher, Sep 1, 2008