Michael E. Beeth completed his undergraduate
studies in biology and chemistry at the University of Wisconsin-Steven
Point. Following the completion of his undergraduate degree,
he taught high school science courses in biology, chemistry,
and general science for ten years in Illinois and Wisconsin.
During his tenure as a high school science teacher he completed
a Master's of Science degree in secondary education at the
University of Wisconsin-Platteville and attended numerous
summer institutes focused on learning and teaching genetics.
In 1993, he completed his doctoral studies in Curriculum
and Instruction (Science Education) at the University of
Wisconsin-Madison. His doctoral research, under the direction
of Dr. Peter W. Hewson, investigated the implications that
two theoretical constructs from the Conceptual Change Model,
status and the conceptual ecology, have on student learning.
His research on theoretical aspects of learning in science
is now augmented by two additional lines of inquiry. First,
understanding the role of the teacher in creating conditions
necessary for students to engage in conceptual change learning,
and second, understanding what, in addition to the science
content, needs to change when students engage in learning
as conceptual change.
Dr. Beeth's research has been presented at major national
and international research conferences and is published
in the Journal of Research in Science Teaching, Journal
of Science Teacher Education, Science Education, the Proceedings
of the Fourth International Seminar-From Misconceptions
to Constructed Understanding, and as chapters in several
books.
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Beeth, M. E. & Adadan, E. (2006, to appear).
The influence of university course work during field experience.
Journal of Science Teacher Education.
Beeth, Michael E., Smentek, Barbara, Schaefer, Nancy,
Owens, Douglas T., Irving, Karen & Kelly, Kim. (2005).
Alternative licensure and non-matriculants: A high level
of interest but few enrollees. Paper presented at the annual
meeting of the Association for the Education of Teachers
of Science, Colorado Springs, CO.
Beeth, M. E. & Rissing, S. (2004). Arts and Sciences
Inquiry Courses for the Introductory Biology Program at
The Ohio State University. In S. Wagner and S. P. Meiring's
(Eds.) The Story of SUSTAIN: Models of Reform in Mathematics
and Science Teacher Education. Columbus, OH: Ohio
Resource Center for Mathematics, Science, and Reading.
Beeth, M. E., Duit, R., Prenzel M., Ostermeier, C., Tytler,
R., Wickman, P-O. (2003). Quality development projects
in Science Education. In D. Psillos, ,P. Kariotoglou, V.
Tselfes, E. Hatzikraniotis, G. Fassoulopoulos & M.
Kallery (Eds.). Science Education Research in the Knowledge
Based Society. Dordrecht: The Netherlands: Kluwer Academic
Publishers.
Beeth, M. E. & Huziak, T. ( 2002). Science and engineering
articles published by elementary school students in I Wonder
(1992-2000). Journal of Elementary Science Education, 14
(1), 47-57.
Wagler, M. & Beeth, M. E. (2002). Communities of teacher
inquiry. In Steven Jay Gross (Ed.) Curriculum Handbook.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Beeth, M. E., Cross, L., Pearl, K., Pirro, J, Yagnesak, K. & Kennedy,
J. (2001). A continuum for assessing science process knowledge
in grades K-6. Electronic Journal of Science Education. [On-line].
Available: http://unr.edu/homepage/crowther/ejse/beethetal.html (2001,
March 4).
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