Center Events: Speaker Series
Two Lenses for Examining Science Education:
How Students Learn and Teachers Teach
18 October 2007
Kathy Roth will first share key results
from two strands of her research: her teacher/researcher studies of
students’ science learning and her work on the Trends in Mathematics and
Science Study (TIMSS) video study. From these studies, two lenses for
analyzing and improving science teaching emerged. Using examples from
her current work on two projects (Science Teachers Learning from Lesson
Analysis and Videocases for Preservice Science Teacher Analysis), Kathy
will illustrate how these two lenses inform her work with inservice and
preservice teachers. In both projects, teachers analyze videocases using
the two conceptual lenses, and data is being collected to assess teacher
learning. Preliminary research results about teacher and student
learning will be reported.
Kathleen Roth is Senior Research
Scientist at LessonLab Research Institute in Santa Monica, California,
where she directed the TIMSS Science Video Study and is currently the
principal investigator for two NSF-funded projects: Science Teachers
Learning from Lesson Analysis (STeLLA) and Videocases for Science
Teaching Analysis (ViSTA). In these projects, Dr. Roth uses videocases
of K-8 science teaching to help inservice and preservice teachers deepen
their understandings of science content, students’ thinking and learning
in science, and effective science teaching practices.
Dr. Roth received her PhD in Science
Education from Michigan State University, a master’s degree in science
teaching from Johns Hopkins University, and an undergraduate degree in
Biology from Duke University. Her career in education includes seven
years as a middle and high school science teacher followed by fifteen
years as a teacher educator and researcher at Michigan State University.
She has been at LessonLab Research Institute since 1999.
Kathy’s research program has focused on
studies of upper elementary and middle school science teaching and
learning, preservice teacher learning, and inservice teacher learning.
Much of her research on young students’ learning occurred in her role as
a teacher-researcher, where she taught elementary school science and
studied her own practice and her students’ learning. In her most recent
research, Kathy draws from the findings from the TIMSS Science Video
Study to develop and study innovative, videocase-based teacher learning
programs for preservice and inservice science teachers. Three themes
permeate all of Kathy’s work. First, there is the theme of teaching as
listening -- listening to students (whether they be K-12 students or
teachers) and their ideas and ways of making sense of new ideas. A
second theme throughout her career has been bridging the gap between
research and practice. Finally, as evidenced in more recent work, is a
theme that focuses on the use of videos in supporting teacher learning.