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ETAP Faculty
Alandeom W. Oliveira is an assistant professor of science education at the University at Albany, SUNY. He earned a master’s degree in science education at Southeast Missouri State University (2002) and a Ph.D. degree in science education at Indiana University Bloomington (2008). He has taught science and mathematics education courses to pre- and in-service teachers both in Brazil and in the US and was the coordinator of an inquiry-based professional development program called Science Modeling for Inquiring Teachers Network (SMIT’N), funded by the state of Indiana. His research interests include children’s books, cooperative science learning, inquiry-based teaching, curriculum translation practices, and sociolinguistic analyses of classroom discourse and language use.
Selected Publications
Oliveira, A.W., Cook, K., & Buck, G.A. (in press). Framing evolution discussion
intellectually. Journal of Research in Science Teaching.
Oliveira, A.W. (in press). Science communication
in teacher personal pronouns. International Journal
of Science Education.
Quigley, C.F., Oliveira, A.W., Curry, A.M., Horn,
N., & Buck, G.A. (in press). Coming to terms
with language: A case study of the translation techniques
on technical terminology in science textbooks from
English to Khmer. Language, Culture and Curriculum.
Oliveira, A.W. (in press). Engaging students in
guided science inquiry discussions; elementary teachers’
oral strategies. Journal of Science Teacher Education.
Oliveira, A.W. (2010). Improving teacher questioning
in science inquiry discussions through professional
development. Journal of Research in Science Teaching,
47(4), 422-453.
Oliveira, A.W. (2010). Developing elementary teachers’
understanding of the discourse structure of inquiry-based
science classrooms. International Journal of Science
and Mathematics Education, 8(2), 247-269.
Oliveira, A.W. (2010). Developing elementary teachers’
understandings of hedges and personal pronouns in
inquiry-based science classroom discourse. Journal
of Science Teacher Education, 21(1), 103-126.
Oliveira, A. W. (2009). “Kindergarten, can I have
your eyes and ears?” Politeness and teacher directive
behaviors in inquiry-based science classrooms. Cultural
Studies of Science Education, 4(4), 803-846.
Oliveira, A. W. (2009). From professional development
to classroom instruction: Addressing issues related
to science inquiry discourse. Cultural Studies of
Science Education, 4(4), 865-873.
Oliveira, A. W., Colak, H., & Akerson, V. L.
(2009). “Who polluted the Potomac?” The translation
and implementation of a US environmental story in
Brazilian and Turkish classrooms. Cultural Studies
of Science Education, 4(1), 89-132.
Oliveira, A. W., Colak, H., & Akerson, V. L.
(2009). Curriculum translation and environmental
education: Considering issues of discursive intentionality,
interpretation, and validity. Cultural Studies of
Science Education, 4(1), 149-155.
Oliveira, A. W. & Dhingra, K. (2008). Experiencing
science education in the US: The international graduate
student perspective. Cultural Studies of Science
Education, 3(3), 541-553.
Oliveira, A.W., & Sadler, T.D. (2008). Interactive
patterns and conceptual convergence during student
collaborations in science. Journal of Research in
Science Teaching, 45(5), 634-658.
Pongsanon, K., Oliveira, A. W., Akerson, V. L.,
Genel, A., & Colak, H. (2008). Getting the big
picture: The impact of a summer workshop on teachers’
views of scientific inquiry, nature of science and
classroom interaction. NARST Conference Proceedings.
Oliveira, A.W., Sadler, T.D., & Suslak, D.F.
(2007). The linguistic construction of expert identity
in professor-student discussions of science. Cultural
Studies of Science Education, 2(1), 119-150.
Oliveira, A., Sadler, T., & Suslak, D. (2007).
Analyzing language, interaction and outcomes in
an inquiry-oriented classroom. Cultural Studies
of Science Education, 2(1), 165-170.
Hanson, D.L., Akerson, V.L., Donelly, L., Tira,
P., Townsend, J.S., White, O., Oliveira, A.W., Colak,
H., & Genel, A. (2006). Scientific modeling
for the inquiring teacher network – A collaborative
approach to grant writing and professional development.
ASTE Conference Proceedings.
Oliveira, A.W., & Sadler, T.D. (2006). Interactive
patterns and convergence of meanings during student
collaborations in science. NARST Conference Proceedings.
Fall
2010 Courses:
ETAP 614, Class #10732 - Science for Children
(3 Credits - Fully online through SUNY
Blackboard)
This course prepares graduate students
to monitor and enhance the development of science
literacy in pre-school and elementary school children.
Graduate students will deepen their understanding
of fundamental scientific principles and develop
pedagogical strategies applicable in formal and
informal educational settings that provide all children
the opportunity to develop undestanding of science
and the abilities of science inquiry appropriate
to their developmental level. Prerequisite: Consent
of Instructor.
ETAP 652S, Class #6082 - Teaching Science
in the Secondary School (3 Credits)
Focus is on current research, theory, and
practice in science instruction for adolescents.
Designed for beginning and advanced classroom teachers,
the course promotes inquiry into major contemporary
issues concerning science instruction; developmental
needs, standards and assessments, methods for promoting
science communication/ literacy across contests
and diverse cultures.
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