The December 3, 2015 seminar featured Carla Zembal-Saul, Kahn Endowed Professor in STEM Education at the Pennsylvania State University. Zembal-Saul will spoke on the topic of subject matter knowledge for science teachers. In this talk she considers what knowledge science teachers need in order to teach–what disciplinary knowledge science teachers should know, and how we would decide whether novice teachers know this threshold level of content knowledge for teaching. She also proposed what it would take to generate agreement about this threshold across programs and contexts.
Thursday, December 3, 2015
4:10pm - 6:10pm
- Carla Zembal-Saul
Kahn Endowed Professor in STEM Education, Pennsylvania State University
- Kahn Endowed Professor in STEM Education, Pennsylvania State University
Carla Zembal-Saul is the Kahn Endowed Professor in STEM Education at The Pennsylvania State University. She recently transitioned from serving two consecutive terms as the Head of the Department of Curriculum & Instruction (2010–2015) to Co-Director of the Elementary and Early Childhood Education Program in the College of Education. She taught middle school science and continues to collaborate with teachers and students through her engagement with school–university partnerships. Her research investigates the initial and ongoing development of teachers as they engage K-5 children in consequential science learning experiences through participation in scientific discourse and practices, including arguing from evidence and constructing and interrogating evidence-based scientific explanations. Leveraging technology in meaningful ways for teaching and learning has played a central role in her teaching and research. In particular, she has developed online video-based cases of reform-oriented science teaching, used video analysis tools with pre-service and practicing teachers, examined the use of software scaffolds to support meaningful science learning, and implemented electronic teaching portfolios in teacher education. She is a National Science Teachers Association Fellow and works with that organization to support large-scale professional learning opportunities for teaching NGSS in elementary grades. She also served on the National Research Council consensus panel for the new report on building capacity for the continuous learning of science teachers.