Frederick L. Nelson

Frederick L. Nelson
California State University, Fresno | Fresno State · Department of Liberal Studies

Doctor of Philosophy

About

6
Publications
4,123
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
55
Citations
Citations since 2016
2 Research Items
47 Citations
20162017201820192020202120220246810
20162017201820192020202120220246810
20162017201820192020202120220246810
20162017201820192020202120220246810
Additional affiliations
August 2012 - present
California State University, Fresno
Position
  • Assistant Professor of Science Education
Description
  • Curriculum, Instruction, & Technology in Secondary Classrooms Methods & Materials for Teaching Secondary Science Social Justice and the Multicultural Classroom Advanced Instructional Theory M.A.E Project Supervision Doctoral Affiliate Faculty
August 2012 - present
California State University, Fresno
Position
  • Assistant Professor of Science Education
June 2006 - July 2012
University of North Florida
Position
  • Instructor
Description
  • Introduction to the Teaching Profession Assessment of Learning and Behavior Teaching Diverse Populations The Learning Process Science Methods for Elementary Teachers Special Methods: Middle Grades Science Special Methods: Secondary Science
Education
January 2007 - August 2012
University of Florida
Field of study
  • Science Education
August 2000 - December 2003
Kansas State University
Field of study
  • Science Education
August 1992 - December 1997
Kansas State University
Field of study
  • Secondary Education (Physics)

Publications

Publications (6)
Article
In the following article, we describe our research with preservice teachers (PSTs) engaged in an introductory course in curriculum, instruction, and technology. Typically, efforts to engage PSTs in reflection focus on the student-teaching experience. We assert there is potential for PSTs to think deeply about their identities prior to actual classr...
Article
Full-text available
In this naturalistic study, I examined science teacher educators’ ideas and plans for pre-service teachers’ development of reflection. Participants espoused different ideas about influences, values, and strategies, but consistently emphasized the outcome of effective decision-making by pre-service teachers. Differences were found concerning stimuli...
Chapter
In the 1980’s the “reflective practitioner” became the standard of excellence to be achieved by the members of the teaching profession. Teacher educators were thus not only asked to provide a foundational training for future teachers, but to instill a capacity for reflection and continuous learning. Alois Niggli is among the researcher-practition...
Conference Paper
Full-text available
The lack of a solid foundation of engineering literacy is an obstacle to student success in undergraduate engineering program. This paper outlines an approach to address this obstacle and to generate a well-prepared generation of engineering students. There have been many outreach attempts to develop engineering curriculum for grades K-6 classrooms...
Article
Full-text available
While the importance of the development of reflection in teacher education programs is widely acknowledged, articulations of the frameworks and strategies of teacher educators that guide its development in preservice teachers are less clear. To facilitate understanding, we present a heuristic to describe and interpret the construct in two dimension...

Network

Cited By

Projects

Project (1)
Project
In this inquiry, we examine the initial implementation of a common reading program at a medium-sized comprehensive university, focusing on the critical issue of water. This theme is of high relevance as the region is in an historic drought, and many students are very aware of the importance of agriculture in the region and its dependence on water.