RDC Science and Mathematics Education
Mission statement
The RDC aims to provide a fruitful platform for discussion amongst teacher educators and researchers interested in science and mathematics education, enabling us to learn from each other’s experience, to be part of a network of colleagues extending throughout Europe and further afield, and to carry out research individually, in small groups, or as a team.
Activities
Our main themes in recent years have been:
1. Developing constructivist approaches to teaching and learning science and mathematics
2. Teachers’ and student-teachers’ pedagogical content knowledge
3. Concept development for teachers and student-teachers
4. The use of IT in the education of science and mathematics teachers
5. Preparing to be a science or mathematics teacher: a comparative study.
However, the work of the group is not restricted to these topics, and contributions in different areas are very welcome.
Group projects
- Teacher thinking and conceptual change
Starting in 1995, subject-specific subgroups were formed for mathematics, physics, chemistry and biology. The members of each subgroup worked together on a common (discipline specific) research project on preservice teacher thinking, using Shulman’s (1987) framework of content knowledge and pedagogical content knowledge. Between the annual conferences, the groups communicated with each other chiefly by email, though some meetings were held. Reports were given at the conferences, and papers were published in EJTE as well as in other journals and conference proceedings.
- Preparing to be a science or mathematics teacher: a comparative study
At the 2005 conference, data collection started on a project intended to provide us with insights into each other’s teacher education courses by presenting the information in a standard format. Work has been carried out between and (in particular) during subsequent meetings, and a paper encapsulating the outcomes to date was presented at the 2007 conference.
- [Working title] The pedagogy of critical thinking in mathematics and science
At the 2008 conference, the group started work on a project that, it is hoped, will address the role of critical thinking in teaching and learning K-16 mathematics and science and its implications for professional development of teachers, both in-service and pre-service.
