Michael Dias

Kennesaw State University | KSU · Department of Secondary and Middle Grades Education

Argument-Driven Inquiry (ADI) focuses on both oral and written argumentation skills and requires students to move through seven steps. The ADI process is structured to develop students' knowledge of science and scientific inquiry through the planning and implementation of investigations followed by presenting, defending, and critiquing claims, evid...

This study examined how seven math and science secondary teachers addressed social justice teaching during the COVID-19 pandemic and how their instructional practices mapped onto their pedagogical intentions. Guided by trauma-informed teaching practices and learner engagement conceptual frameworks, the authors argue STEM induction teachers need gre...

Argumentation has been a practice supported by the science education literature over the past few decades, but is not widely practiced. Teacher beliefs and practices will have a large effect on the success of any proposed curriculum. A school district in the metro Atlanta area is implementing Argument-Driven Inquiry (ADI) across the secondary scien...

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 e...

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...

Across the U.S., dimensions of reform-based teaching practice and reflective thinking of preservice teachers are being evaluated via the Teacher Performance Assessment (edTPA) currently used by over 750 Educator Preparation Programs (SCALE, 2018). We present our efforts to expand our preservice teachers’ reflective practice via a Critical Incident...

Across the U.S., dimensions of reform-based teaching practice and reflective thinking of preservice teachers are being evaluated via the Teacher Performance Assessment (edTPA) currently used by over 750 Educator Preparation Programs (SCALE, 2018). We present our efforts to expand our preservice teachers' reflective practice via a Critical Incident...

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 col...

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 n...

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 educator...

Most of the professors contributing to this book had spent several years away from teaching children and adolescents, and they yearned to return to K-12 teaching to prove to themselves that they could (still) be effective teachers of youth. They could not move forward as credible people of reform and reform-based practices without putting into prac...

Science Teacher Educators as K-12 Teachers: Practicing What We Teach presents the professional purposes and benefits realized when science teacher educators arrange opportunities to teach children and adolescents in public schools and informal settings. This monograph for the Association for Science Teacher Education (ASTE) offers practical and the...

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 educator...

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...

A science teacher educator returned to teaching adolescents after more than 10years 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 d...

Framed by sociocultural theory, the purpose of the study was to understand the cultural tools used by science teachers when leaning to mentor and how tool use may lead to the construction of new understandings about mentoring. The participants were 37 experienced teachers enrolled in a federally funded science-specific mentor preparation program. D...

Inquiry-focused professional development and conceptions of inquiry held by eight professional development leaders were investigated within the context of a state science teacher conference. The prominent session format involved session leaders modeling classroom experiences. In all sessions, classroom inquiry was portrayed as a teacher-guided acti...

A new National Science Foundation supported curriculum, Interactions in Physical Science™, was evaluated on students’ conceptual change in the twelve concept areas of the national physical science content standard (B) for grades 5–8. Eighth grade students (N=66) were evaluated pre and post on a 31-item multiple-choice test of conceptual understandi...

In this article, the authors describe a two-phase inquiry lesson in which students explore the catalytic activity of amylase on starch (Rungruangsa and Panijpan 1979). In the first phase, students' prior knowledge about the reaction is assessed through a set of directed prompts and small-group discussion, then challenged or reinforced as students c...

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 peer...

This study used a variety of qualitative methods within the context of an exploratory single case study to examine the use of digital video as a means for a preservice teacher to capture personal teaching episodes and reflect on them as an integral part of her professional development. Results demonstrate how an urban preservice teacher's work with...

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...

Believing that all children should have their multiple intelligences nurtured, these authors planned and implemented a set of learning experiences that would engage each of these capacities for the children in this kindergarten classroom (Figure 1). This study of ladybugs gave children the opportunity to learn in at least eight different ways-all s...

Explains the effectiveness of visual aids compared to written materials in teaching and recommends using television segments for teaching purposes. Introduces digitized clips provided by major television news organizations through the Internet and describes the technology requirements for successful viewing of streaming videos and audios.