Scholarship
Research Interests
K-12 Scholarship
I am interested in how high school students engage in the practices associated with field science. As part of the work that I do with Slip Slid'n Away, I have been conducting research in this area. The following article will be submitted June 2009.
Tomasek, T. M., Matthews, C.E., & Allen, M.H. (in process). High School Student Experiences in Field Ecology. Presented at AERA and NARST, April 2009. (pdf version of draft paper)
K-12 Teaching & Learning
I am always exploring aspects of science teaching and learning in the K-12 classroom and beyond. I continue to explore practical applications of science teaching and learning as I work with K-12 classroom teachers, children and pre-service teachers. The following working drafts or published peer-reviewed articles reflect some of the learning experiences that I have developed.
Tomasek, T. (2009, in press). Keeping up with the tools of the trade. Green Teacher.
Tomasek, T. (in process). Nature exploration becomes science exploration.
Tomasek, T.,
& Matthews, C. (2008). Using reptile and amphibian activities in your
classroom. Science Activities. 45 (1).
Tomasek, T. &
Matthews, C. (2008). Toads give you warts- Not!
Science Activities, 45 (1).
Pre-service Teacher Development
My research interests related to pre-service teacher professional development revolve around how I can make mathematics and science teaching and learning more meaningful for developing professionals. I currently have the following articles waiting to be published or in process.
Tomasek, T. (2009, in press). Critical reading: Using reading prompts to promote active engagement with text. International Journal of Teaching and Learning in Higher Education.
Future Research Interests
During the 2009-2010 academic year I will be
collaborating with Jan Mays in the Elon University Mathematics
Department to examine the relationships between the math content course
(MTH210) and the math methods course (EDU312/412).
We will examine our areas of strengths and weaknesses related to
elementary pre-service teacher development.
Our focus will be to think about and advocate for an
interdependence of mathematical
beliefs and knowledge for our pre-service teachers.
Education and Mathematics department faculty will:
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Collaboratively examine and reflect upon the strengths and weaknesses of the existing program structure.
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Co-teach in both the MTH210 and EDU 312/412 courses.
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Deliver mathematics content that includes conceptual understanding and ways that children learn mathematics content.
Projected Outcomes:
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Systematic documentation of our collaboration, meeting weekly to
plan future instruction plus debrief on what we are learning from
the collaboration. We will
focus on what needs to be included in both courses and how
EDU312/412 can build on the learning presented in MTH 210 as well as
how the learning in MTH 210 can support the learning in EDU312/412.
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Development of stream-lined course outlines that reflect a spiraling
nature to the mathematics learning of elementary pre-service
teachers. This should help
pre-service teachers to better understand the important
relationships between mathematics content (conceptual understanding,
multiple representations and computational proficiency) and
mathematics pedagogical content knowledge that includes how children
learn, what misconceptions they hold, and what common mistakes are
made. This will be in the
form of a matrix that shows learner outcomes for each course (MTH
210 and EDU312/412).
Narrative descriptions will be included to describe the spiraling
nature of the curriculum.
From this we will develop a scope and sequence for both courses.
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Presentation of our findings to both the Mathematics and Education
departments for potential program revisions.
General Teaching and Learning
Shared Methods Instruction
Collaboration with Dr. Richard Mihans to examine shared methods instruction. We will be working with a common group of students and then following them into student teaching. How does this extended relationship building with two faculty members affect pre-service teacher growth and development? In what ways have we been able to stream-line out courses that allows us to explore some topics for deeply?
University/Public School
Partnerships
I have begun to teach my math/science methods course in the elementary
school. How does this affect the
developing partnership between the elementary school and the university?
How does this affect the relationships that university faculty
have with elementary faculty?
Use of WIKI technology in promoting collaboration
I am using a wiki to promote collaborative unit planning with my methods
students. How will undergraduate
students respond to this type of collaboration?
What are the strengths and weaknesses of this type of
collaboration? How can this type
of technology promote more collaboration between pre-service teachers
and their cooperating teachers?
How can the products from this collaboration be equitably assessed?
Professional Memberships
- National Science Teachers Association
- National Association for Research in Science Teaching
- National Council for Teachers of Mathematics
- North Carolina Science Teachers Association
-
North Carolina Council of Teachers of
Mathematics
- North Carolina Partners for Amphibian and Reptile Conservation