In the CADRE blog, read Melissa Braaten's latest installment in the series of CADRE Fellows' responses to STEM education-related events. In her post, Melissa responds to her experience at NARST and AERA sessions in which the following questions were asked:
- How can we shed light on the day-to-day decisions and practices made by researchers when working to support teachers learning to engage in ambitious pedagogical practices like model-based inquiry?
- How can we expand our design research to build stronger theory about teacher learning and the development of instructional practices?
- How can science and technology studies inform science education--and how might science education inform science and technology studies?
- How do science and math teacher leaders--people who work to support practicing science and math teachers--learn to become facilitators of teacher collaborative inquiry groups focused on improving reform-oriented practice?