Ronald D. Anderson, PhD
My teaching interests are in the area of science education and educational reform. I am committed to preparing people with undergraduate majors in one of the natural sciences to be effective secondary school science teachers, assisting current science teachers to become the most effective teachers possible through graduate education, and preparing exemplary persons in doctoral programs to become leaders in the field of science education.
Courses frequently taught:
EDUC 4382/5385: Methods and Materials in Secondary School Science
The overarching goal of all student work in this course is professional
development as a science teacher, with particular attention to being prepared
to begin student teaching shortly. Specific objectives of the course are
- Develop a sound rationale for the work of teaching.
- Learn how to locate and use materials and resources.
- Develop facility with various teaching strategies.
- Acquire information on various topics such as safety and testing.
- Develop professional initiative and collaboration skills.
EDUC 8804: Seminar in Science Education
People enrolled in this course include both MA and PhD students. The purpose
of this seminar, especially for the PhD students, is to read, discuss,
and evaluate the research in science education. The MA students enrolled
in this class typically are experienced science teachers who intend to
continue in this career. Many of them take a more practitioner-oriented
approach to their work in this course than the PhD students. Such a practitioner
orientation is encouraged for them, i.e., giving more attention to selection
of teaching materials and ways of using them in the classroom. A given
students orientation to the course is reflected both in the choice
of readings and the writing done by that particular student.
EDUC 5115: Modern Trends in Teaching
This course is taken by MA students in elementary education and all fields of secondary education and has two major foci for its participants: (1) gaining an understanding of the extensive literature on improving the manner in which education is practiced in this country (sometimes referred to as "educational reform"), and (2) developing a personal approach to becoming the most effective teacher possible. These two matters are highly related in that (1) the "reform" of education demands new approaches on the part of teachers and (2) teachers' attempts to become more effective teachers are dependent upon the structural and cultural context in which they are doing their work.