Martha M. Canipe

Martha M. Canipe
Northern Arizona University | NAU · Department of Teaching and Learning

Doctor of Philosophy

About

17
Publications
1,293
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22
Citations
Introduction
My research centers on elementary science teacher identity development and elementary science teacher education. I am primarily interested in how experiences before, during, and after teacher education programs shape identity development and enactment.
Additional affiliations
August 2016 - present
Northern Arizona University
Position
  • Professor (Assistant)
May 2016 - August 2016
The University of Arizona
Position
  • Instructor
May 2014 - July 2014
The University of Arizona
Position
  • Graduate Teaching Assistant - Action Research Course
Education
August 2011 - May 2016
The University of Arizona
Field of study
  • Teaching and Teach Education - Science Education
August 1995 - July 1997
University of New Hampshire
Field of study
  • Zoology
August 1991 - May 1995

Publications

Publications (17)
Article
As institutions, science and science education alike have rarely included the perspectives and contributions of indigenous peoples pertaining to the natural world. Yet, people worldwide have benefited from the traditional ecological knowledge of indigenous communities. Western science and technology, though broadly worthwhile, have been a source of...
Article
The mentor–preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor–preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dyn...
Chapter
Full-text available
The COVID-19 pandemic precipitated a rapid and unprecedented shift to online delivery of university coursework around the world. This was a challenging shift for educators and learners alike. Here we de- scribe how one educator worked to transition an elementary science methods to online delivery while main- taining key pedagogical approaches; and...
Article
Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Identity is a multifaceted construct and for prospective elementary teachers there are many possible sources for learning about what it means to be a teacher and these sources may tell conflic...
Article
Full-text available
Focus groups are a commonly used methodology to explore ideas in a group setting with a researcher acting as moderator. However, in some contexts the presence of a moderator may unduly influence the responses of focus group participants. I report on the use of unmoderated focus groups, a modi cation of the traditional focus group methodology. Unmod...
Article
In this study, we examined the ways in which two middle school science teachers elicited and were responsive to students' initial science ideas for explaining an anchoring phenomenon while teaching the same model-based learning unit focused on plate tectonics. Data sources included student models, classroom video, and classroom artifacts. Our analy...
Article
Full-text available
Research in engineering education has identified several factors relevant to the development of students’ identity as engineers. Here we examine the engineering identity of undergraduate engineering students after an introductory engineering course. The specific research question explored here is: "How do engineering students in an introductory eng...
Article
Full-text available
Prospective elementary teachers may enter their teacher education program having experienced science more as a collection of definitions and facts than in ways that support rich engagement with scientific phenomena. As a result, their visions of themselves as science teachers may not align with the most recent understandings about how to teach scie...
Conference Paper
Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and may not identify themselves as teachers of particular content areas. Using a narrated identity framework, I explored stories told by preservice teachers...
Article
The Lunar Workshops for Educators (LWE) are designed to educate and inspire grade 6-12 science teachers about lunar science and exploration, sponsored by LRO.

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Projects

Projects (3)
Project
Investigate the impact of experiences during a science methods course on preservice elementary teachers' visions of themselves as teachers of science