Mentor Recruitment: 2020 NARST Graduate Student Research Symposium (due January 27, 2020)
Thank you for your interest in mentoring a science education graduate student on their research works-in-progress at the 2020 NARST Annual International Conference. Please complete this form ranking abstracts for graduate students you are willing to mentor by January 27, 2020. Graduate student abstracts are available for your review and selection here:
Mentors will be assigned by February 18th.
*Read 10-15 page double-spaced draft proposal and provide written and verbal feedback
*Attend the 2020 NARST Graduate Student Research Symposium held on Tuesday March 17th, 3:30 to 5:00 pm. Partial attendance is acceptable. Mentors can also schedule a one-on-one meeting while at NARST if there is a schedule conflict preventing symposium attendance.
Questions? Contact Ayca Fackler at
Please indicate strands areas you are willing to serve as a mentor for (Check all that apply).
Strand 1. Science Learning, Understanding and Conceptual Change, How students learn for understanding and conceptual change.
Strand 2. Science Learning: Contexts, Characteristics, and Interactions, Learning environments, teacher-student and student-student interactions, and factors related to and/or affecting learning.
Strand 3. Science Teaching--Primary School (Grades preK-6): Characteristics and Strategies, Teacher cognition, content knowledge, pedagogical knowledge, pedagogical content knowledge, instructional materials and strategies.
Strand 4. Science Teaching--Middle and High School (Grades 5-12): Characteristics and Strategies, Teacher cognition; content knowledge, pedagogical knowledge, pedagogical content knowledge, and instructional materials and strategies.
Strand 5. College Science Teaching and Learning (Grades 13-20), Instructor cognition, content knowledge, pedagogical knowledge, pedagogical content knowledge, student understanding and learning, and conceptual change at postsecondary level.
Strand 6. Science Learning in Informal Contexts, Learning and teaching in museums, outdoor settings, community programs, communications media and after- school programs.
Strand 7. Pre-service Science Teacher Education, Pre-service professional development of teachers, pre-service teacher education programs and policy, field experience, and issues related to pre-service teacher education reform.
Strand 8. In-service Science Teacher Education, Continuing professional development of teachers, in-service teacher education programs and policy, and issues related to in-service teacher education reform.
Strand 9. Reflective Practice, Teacher inquiry, action research, self-study practices, and transformative education
Strand 10. Curriculum, Evaluation, and Assessment, Curriculum development, change, implementation, dissemination and evaluation, including alternative forms of assessment of teaching and learning.
Strand 11. Cultural, Social, and Gender Issues, Equity and diversity issues: sociocultural, multicultural, bilingual, racial/ethnic, and gender equity studies.
Strand 12. Educational Technology, Computers, interactive multimedia, video and other technologies.
Strand 13. History, Philosophy, Sociology, and Nature of Science, Historical, philosophical and social issues of science as related to science education.
Strand 14. Environmental Education, Ecological education, experiential education, education for sustainable development, and indigenous science.
Strand 15. Policy, The construction, interpretation, and implementation of science education policies and reforms at the local, regional, national, or international levels.
Are you available to attend the NARST Graduate Student Research Symposium on Tuesday, March 17th, 3:30-5:00 pm?
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