Transforming Undergraduate Science Teaching Social Constructivist Perspectives

The Editors: Peter C. Taylor is a tenured Senior Lecturer at the Science and Mathematics Education Centre and Key Centre for School Science and Mathematics at Curtin University of Technology in Perth, Western Australia. In 1994 he received the AERA Outstanding Paper Award from the Special Interest Group of the Study of Learning Environments. In 1997 he received the coveted NARST Early Career Research Award. He has more than 165 publications on science and mathematics education research.
Penny J. Gilmer, a biochemist and science educator, is Professor of Chemistry and Biochemistry at Florida State University. In 1999 she received an Innovative Excellence in Teaching, Learning, and Technology Award from the Tenth International Conference on College Teaching and Learning. She has co-edited two monographs: Science in the Elementary School Classroom: Portraits of Action Research and Meaningful Science: Teachers Doing Inquiry + Teaching Science.
Kenneth Tobin, Professor of Science Education at University of Pennsylvania, is internationally known for his research in the teaching and learning of science. His current focus is on the issues in teaching and learning of science in urban areas. He edited The Practice of Constructivism in Science Education and co-edited the International Handbook of Science Education and Windows into Science Classrooms: Problems Associated with Higher-Level Cognitive Learning.