coe-staff: Invited Colloquium - Third Candidate for the Open Rank Science Education Faculty Position in Education Studies

[Elaine Seyman]

The Education Studies (EDST) Department is pleased to announce the following colloquium presentation by a candidate for the open rank, tenure-related position in Science Education in the Education Studies department of the College of Education.


Title:   "ENERGY IS LIFE": MEANING MAKING THROUGH DIALOGUE
IN A TRIBAL COLLEGE PHYSICS COURSE


Dr. Jessie Antonellis-John, Science Curriculum Specialist,
Lawrence Hall of Science


WHEN: Thursday, January 15, 2015
PRESENTATION: 11:00 a.m. - 12:00 p.m.
WHERE: HEDCO 230T Education Conference Room


In this presentation, Dr. Antonellis-John will describe a qualitative case study exploring students' meaning making around physical concepts through connections to their funds of knowledge.  Influenced by Indigenous research methodologies, this study focused on two Native students in a tribal college introductory physics course, documenting the personal, cultural, and philosophical connections that were voiced in dialogic interactions among the students and instructor.  For these students, the cultural connections they brought in were ways for them to incorporate their out-of-class identities and to consider their cultures from a scientific perspective.  Participants of this talk will be invited to consider their personal descriptions of a physical concept, and to compare their conceptual understandings with those of the students in the study.  Select participants will be called upon to role play as the members of the class, in order to highlight one example of how, through the classroom dialogues, conceptual understandings were crafted and developed by adding personally meaningful details to a growing conceptual framework.

Jessie Antonellis-John completed her doctoral work in Science Education and American Indian Studies at the University of Arizona, and holds a Bachelor of Arts degree in Astrophysics from Mount Holyoke College in Massachusetts.  Her research involves investigating tribal college students' approaches to science learning, with an emphasis on student dialogue as a site for making connections between science and students' cultural and personal identities.  Prior to her work with the Learning Design Group, Dr. Antonellis-John taught math and science for tribal colleges in Arizona and Nebraska, most recently as a full-time math instructor at Little Priest Tribal College.  She has presented nationally on her research on college students' perceptions of diversity with the Millennial Student Project, as well as on college students' science literacy relative to the Science and Engineering Indicators with science education researchers in the Astronomy Department at the University of Arizona.  She has also presented professional development workshops for in-service science teachers, and taught science and math methods courses for pre-service teachers.


A. Elaine Seyman
Administrative Program Assistant
Education Studies Department, College of Education
541-346-5968
elaines at uoregon.edu


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