Valarie  Akerson Profile Image
Valarie Akerson
Professor of Science Education
Faculty
W.W. Wright Education Building Room Wright Ed Bldg 3070
Phone : (812) 856-8140
Fax: (812) 856-8116
Send me an e-mail
Department:  Curriculum and Instruction
Affiliations:  Science Education , Elementary Education, Elementary Certification Master’s Program
My website:  http://profile.educ.indiana.edu/vakerson
 
 

ABOUT ME

My research interests include (a) designing strategies to develop elementary teachers' understandings of nature of science so they can both (1)better differentiate science from other ways of knowing and (2)provide their own students with appropriate conceptions of science, (b) devising ways to improve elementary students' understandings of nature of science and (c) helping elementary teachers recognize their strengths in teaching such subjects as language arts in teaching science.

I am the Program Coordinator of Science Education, and a Co-Director of the Elementary Certification Masters Program.




DEGREES

  • Ph. D. (1997) Oregon State University, Corvallis, OR. Science Education. Minor: Integrated Science
    Dissertation: The Influence of Primary Children&rsquo
  • s Ideas in Science on Teaching Practice
    Ed. M. (1993) Washington State University, Richland, WA. Elementary Education
    B.A. (1981) University of California, Berkeley, CA. Psychology

AWARDS

  • Nominated for Outstanding Mentor Award by by current and former doctoral students.

PUBLICATIONS

  • Akerson, V. L., Buzzelli, C. A., Donnelly, L. A. (Dec. 2009 on line version). On the nature of teaching nature of science: Preservice early childhood teachers instruction in preschool and elementary settings. Journal of Research in Science Teaching.
  • Gatzke, J., Buck, G. A. , Akerson, V. L. (2015). Maybe I just want to play outside: Building bridges to find ones science teacher and environmental educator identity. International Journal of Environmental and Science Education, 10, (3), 319-335.
  • Weiland, I., Akerson, V. L. (2013). Toward understanding the nature of a partnership between an elementary classroom teacher and an informal science educator. Journal of Science Teacher Education, 24 1333-1355.
  • Akerson, V. L., Buck, G. A., Donnelly, L. A., Nargund, V., Weiland, I.S. (2011). The importance of teaching and learning nature of science in the early childhood years. The Journal of Science Education and Technology, 20, 537-549.
  • Akerson, V. L., Donnelly, L. A. (2009, May 27 on-line version). Teaching Nature of Science to K-2 Students: What understandings can they attain" International Journal of Science Education.
  • Abd-El-Khalick, F., Akerson, V. L. (2009 April 2, on line version). The influence of training in metacognitive strategies on preservice elementary teachers conceptions of nature of science. International Journal of Science Education.
  • Akerson, V. L., Cullen, T.A., Hanson, D. L. (2009). Fostering a community of practice through a professional development program to improve elementary teachers views of nature of science and teaching practice. Journal of Research in Science Teaching, 46, 1090-1113.
  • Bianchini, J., Akerson, V. L., Calabrese-Barton, A., Lee, O., Rodriguez, A. Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education. Springer.
  • Buck, G. A., Akerson, V. L. Supporting New Members as They Transition into our Science Education Community of Practice in G. A. Buck and V. L. Akerson (Eds)Enhancing professional knowledge of pre-service science teacher education by self-study researchturning a critical eye on our practice.Springer: Dordrecht.
  • Akerson, V. L., Weiland, I. S., Elcan, N. (2015). On the nature of professional identity for nature of science: Characteristics of teachers who view themselves as teachers of nature of science and their teaching practice. In L. Avraamidou (Ed) Studying science teacher identity: Theoretical, methodological, and empirical explorations. Dordrecht: Sense.
  • Akerson, V.L., Weiland, I.S., Fouad, K. (2015). Childrens ideas about life science. In K. C. Trundle and M. Sackes (Eds) Research in early childhood science education. Pp. 99-123. Dordrecht: Springer.
  • Akerson, V. L., Buck, G. A. (accepted). Turning a critical eye on our practice. in G. A. Buck and V. L. Akerson (Eds). Enhancing professional knowledge of pre-service science teacher education by self-study research--turning a critical eye on our practice. Springer: Dordrecht.
  • Walls, L., Buck, G. A., Akerson, V. L. (2012). Race, culture, and nature of science in elementary settings. In Bianchini, et. al (Ed) Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education. (p. 131-152) Dordrecht, Heidelberg: Springer.
  • Akerson, V.L., Pongsanon, K., Nargund, V., Weiland, I. (2014). Developing a professional identity as a teacher of nature of science.International Journal of Science Education.
  • Oliveira, A. W., Colak, H., Akerson, V. L. (2009). Who polluted the Potomac" The translation and implementation of an environmental story in Brazilian and Turkish elementary classrooms. Cultural Studies of Science Education, 4, 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, 141-148.
  • Quigley, C., Buck, G., Akerson, V. L. (2011). Take the 30 day NOS Challenge: Thirty days of explicit-reflective Nature of Science instruction for elementary students. Science and Children, 49 (2), 57-61.
  • Weiland, I., Akerson, V. L. (2013) Using environmental problem-based learning in an elementary science methods course to promote integrated instruction. Journal of Science Teacher Education.
  • Cullen, T. A., Akerson, V. L., Hanson, D. L. (2010). Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development. Journal of Science Teacher Education.
  • Buck, G. A., Akerson, V. L., Quigley, C., Weiland, I. (2014)A case study on teaching nature of science to first-grade, low SES, African American girls. The Electronic Journal of Science Education.
  • Weiland, I. S., Park Rogers, M., Pongsanon, K., Amador, J., Akerson, V. L. Utilizing an iterative research-based lesson study approach in preservice elementary science teacher education. Journal of Research in Science Teaching.
  • Akerson, V. L., Pongsanon, K., Park Rogers, M., Weiland, I.S., Galindo, E. (2015). Exploring the use of lesson study to develop elementary preservice teachers pedagogical content knowledge for teaching nature of science. International Journal of Science and Mathematics Education, on line first.
  • Weiland, I, Blieden, K., Akerson, V. L. (2014). Integrating the Nature of Science into Interdependent Relationships and Ecosystems. Science and Children.
  • Akerson, V. L., Nargund-Joshi, V., Weiland, I. S., Pongsanon, K., Avsar, B. (2014)What third grade students of differing ability levels learn about nature of science after a year of instruction.International Journal ofScience Education.
  • Akerson, V. L., Young, T. A. (2011). Science the Write way: Nonfiction writingactivities help students learn science. In J Wheeler-Toppen (Ed) Science theWrite Way. Pp. 5-10 NSTA Press: Arlington, VA.
  • Akerson, V. L., Buzzelli, C. A., Eastwood, J. A. (2011, on line version). Bridging the gap between preservice early childhood teachers cultural values and their perceptions of values held by scientists, and the relationships of these values to conceptions of nature of science. Journal of Science Teacher Education. (DOI) 10.1007/s10972-011-9244-1
  • Weiland, I., Park Rogers, M., Pongsanon, K., Akerson, V. L. Lesson study as a tool for promoting elementary preservice teachers reflective practice. Journal of Science Teacher Education.
  • Akerson, V. L. (2014). (Invited book review). Notes to a new teacher: A not-for-dummies guide for beginning teachers. Science Books and Films, 50, (1) 17.
  • Akerson, V. L., Weiland, I. S., Nargund-Joshi, V., Pongsanon, K. (2013). Becoming an elementary teacher of nature of science: Lessons learned for teaching elementary science. In M. Dias, C. Eick and L. Brantley-Dias (Eds) Science Teacher Educators as K-12 Teachers
  • Practicing What We Teach.
  • Oliveira, A., AKerson, V.L., Colak, H., Pongsanon, K., Genel, A. (2012). The implicit communication of nature of science and epistemology during inquiry discussion. Science Education, on line version.
  • Akerson, V. L., Townsend, J. S., Donnelly, L. A., Tira, P., White, O. (2009) Scientific modeling for inquiring teachers network (SMITN): The influence on elementary teachers views of nature of science, inquiry, and modeling. Journal of Science Teacher Education,20, 21-40.
  • Oliveira, A., Akerson, V. L., Oldfield, M. (2012). Environmental argumentation as sociocultural activity. Journal of Research in Science Teaching, 49, 869-897.
  • Buck, G. A., Akerson, V. L. (under contract). Enhancing professional knowledge of pre-service science teacher education by self-study researchturning a critical eye on our practice. Springer: Dordrecht.
  • Akerson, V. L. (2012). (invited book review). Energy, environment, natural resources. Science Books and Films, 48, (5), 12B.
  • Deniz, H. Akerson, V. L. (2013).Examining the impact of a professional development program on elementary teachers views of nature of science nad nature of scientific inquiry, and science teaching efficacy beliefs. Electronic Journal of Science Education, 17 (3), 1-19.
  • Akerson, V. L., Buzzelli, C. A., Eastwood, J. A. (2012). Bridging the gap between preservice early childhood teachers cultural values and their perceptions of values held by scientists, and the relationship9s of these values to conceptions of nature of science. Journal of Science Teacher Educaiton, 23, 133-157.
  • Walls, L., Buck, G. A., Akerson, V. L. (2013). Race, culture, and nature of science in elementary settings. In Bianchini, et. al (Ed) Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education. (p. 131-152) Dordrecht, Heidelberg: Springer.
  • Akerson, V.L. (2014). What is the matter anyway" Exploring content and nature of science through oobleck. In P. Morrell and K. Popejoy (Eds) Methods for teaching science methods. Dordrecht: Sense.
  • Akerson, V. L., White, O., Colak, H., Pongsanon, K. (2011). Relationships between elementary teachers conceptions of scientific modeling and the nature of science. In M. S. Khine and I. M. Saleh (Eds) Models and modeling: Cognitive tool for scientific inquiry. Netherlands: Springer, pp. 221-238.
  • Akerson, V. L. (2014). (Invited book review). Models and approaches to STEM Professional development. Science Books and Films, 50. (7) 178.
  • Bianchini, J., Akerson, V. L., Calabrese-Barton, A., Lee, O., Rodriguez, A. (2013). Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education. Springer.
  • Akerson, V. L., Townsend, J. S., Weiland, I. S., Nargund-Joshi, V. (2012). Developing an on-line/on-site community of practice to support K-8 teachers improvement in inquiry and nature of science conceptions. In P. Ghislandi(Ed) E-Learning: Theories, design, software, and application. (p. 187-212). Croatia: InTech.
  • Akerson, V.L., Weiland, I. S., Pongsanon, K., Nargund, V. (2011). Evidence-based Strategies for Teaching Nature of Science to Young Children.Journal of Kirsehir Education, 11 (4), 61-78.
  • Quigley, C., Pongsanon, K., Akerson, V. L. (2010). If we teach them, they can learn Young students views of nature of science aspects during an informal science education program. Journal of Elementary Science Education, 21, 887-907
  • Nargund, V., Park Rogers, M., Akerson, V. L. (2011). What supports are neededfor change" Exploring Indian secondary teachers orientations and practice for teaching science with respect to reform. Journal of Research in Science Teaching, 48, 624-647.
  • Fouad, K. E., Masters, H., Akerson, V. L. (2015). Using history of science to teach nature of science to elementary students. Science Education, 24, 1103-1140.
  • Akerson, V. L. (2015). A review of the Handbook of Research on Science Education, Volume II: New topics and new information. Science Education, 24, 1023-1026.
  • Akerson, V. L. (Accepted). Teaching and learning science in early childhood education. In C. Brown, N. File, and M. McMullen (Eds) Handbook of Early Childhood Care and Education. Wiley Blackwell Publishing.
  • Akerson, V. L., Nargund-Joshi, V., Weiland, I. S., Pongsanon, K. (accepted). What third grade students of differing ability levels learn about nature of science after a year of instruction. International Journal of Science Education.
  • Akerson, V. L., Weiland, I.S., Nargund-Joshi, V., Pongsanon, K. (2013). Becoming an elementary teacher of nature of science: Lessons learned for teaching elementary science. In M. Dias, C. Eick, and L. Brantley-Dias (Eds) Science Teacher Educators as K-12 Teachers: Practicing What we Teach.
  • Akerson, V. L., Buzzelli, C. A., Eastwood, J. (2010) The relationship between preservice early childhood teachers cultural values and their perceptions of scientists cultural values. Journal of Science Teacher Education, 21, 205-214.
  • Akerson, V.L., Donnelly, L. A., Riggs, M. L., Eastwood, J. (accepted) Supporting preservice elementary teachers nature of science instruction through a community of practice. International Journal of Science Education, 34, 1371-1392.

PRESENTATIONS

  • Akerson, V. L., Nargund, V., Weiland, I., Pongsanon, K. (2011, January). Comparative case studies of the development of third graders conceptions of nature of science. Paper presented at the annual conference of the Association for Science Teacher Educators., Minneapolis, MN.
  • Feldman, A., Capobianco, B., Cullen, T., Lebak, K., Subramaniam, K., Megowan-Romanowicz, C., Akerson, V., Hanson, D., Tinsley, R., Goodnough, K. (2011, January). Action research in science teacher education. Paper presented at the annual conference of the Association for Science Teacher Educators., Minneapolis, MN.
  • Quigley, C. Buck, G. A., Akerson, V. L. (2012, March). Elementary teachersTake the 30 day nature of science challenge. Paper presented at the National Science Teachers Association, Indianapolis, IN.
  • Wiebke, H., Park Rogers, M., Nargund-Joshi, V., Akerson, V. L. (2012, January). Iterative Model Building: Developing preservice elementary teachers abilities to uncover students scientific thinking to inform instruction. Paper presented at the annual meeting of the Association for Science Teacher Educators, Clearwater, FL.
  • Dias, M., Eick, C.J., Weinburgh, M., Akerson, V. L., Jablon, P., Guy, M., Brown, S., Meadows, L., Lott, K. (2013, January). Science Teacher Educators Teaching K-12 Students as Professional Development: An Interactive Panel Discussion on Various Approaches, Goals, and Benefits. Paper presented at the Association for Science Teacher Education, Charleston, SC.
  • Attended The Academy for Co-Teaching and Collaboration two-day workshop exploring new models of student teaching as part of an IU team.
  • Akerson, V. L., Lederman, J. S., Lederman, N. G., Martin-Hansen, L., Tal, T. (2015, August). On a mission for scientific literacy: Current status and recommendations for the future. NARST Symposium at European Science Education Research Association (ESERA) meeting, Helsinki, Finland.
  • Abell, S. K., Smith, D. C., Moore-Mensah, F., Friedrichsen, P. M., Akerson, V. L., Feldman, A., Munford, D., Zembal-Saul, C. (2010, March). Mentoring doctoral researchers: Stories from the NARST summer research institute. Symposium presented at the annual conference of the National Association for Research in Science Teaching. Philadelphia, PA.
  • Presider for plenary session: Thirteen Questions about Science Education
  • Weiland, I.S., Akerson, V. L., Park Rogers, M. , Pongsanon, K. (2010, March). Lesson study with preservice teachers: Perceptions on the role of peer feedback in supporting reflective practice. Paper presented at the annual conference of the National Association for Research in Science Teaching. Philadelphia, PA.
  • Colak, H., Oliveira, A., Akerson, V. L., Pongsanon, K., Genel, A. (2011, April). Teacher hedging and the tentative nature of science inquiry discussions. Paper presented at the annual conference of the National Association for Research in Science Teaching, Orlando, FL.
  • Fouad, K., Wiebke, H., Akerson, V. L. (2012, March). Using history of science to teach the nature of science to elementary students. Paper presented at the annual meeting of the National Association of Research in Science Teaching., Indianapolis, IN.
  • Akerson, V. L., Weiland, I., Nargund-Joshi, V., Pongsanon, K. (2013, April). Evidence-based strategies for teaching nature of science to young children. Paper presented at the National Association for Research in Science Teaching, San Juan, Puerto Rico.
  • Akerson, V. L. (2015, January). Aiding preservice teachers in learning and teaching nature of science: Using and writing childrens books. Paper presented at the Association for Science Teacher Education annual meeting, Portland, OR.
  • Cullen, T. A., Akerson, V. L. (2015, January). Nature of science and elementary teachers: Do changes in conceptions and teaching persist eight years after a prolonged professional development program" Paper presented at the Association for Science Teacher Education annual meeting, Portland, OR.
  • Akerson, V. L., Purzer, S., Menekse, M., and Tank, K. (2015, April). An Unconference on Engineering Education: Gearing Up for New Era of Global Science Education Reform. Symposium presented at the Annual International Meeting of NARST, Chicago, IL.
  • Akerson, V. L. Pongsanon, K., Weiland, I. S., Nargund-Joshi, V. (2014). Developing a professional identity as an elementary teacher of nature of science: A self-study of becoming an elementary teacher. Paper presented at the Australasian Science Education Research Association annual meeting, Melbourne, Victoria, AU.
  • Akerson, V. L. (2015, April). Moving Forward: Presidential Address. Presidential address given at the Annual International Meeting of NARST, Chicago, IL.
  • Akerson, V. L., Buzzelli, C. A., Eastwood, J. L. (2010, March). Bridging the gap between preservice early childhood teachers cultural values, the values they perceive are held by scientists, and relationships to conceptions of Nature of Science. Paper presented at the annual conference of the National Association for Research in Science Teaching. Philadelphia, PA.
  • Akerson, V. L., Pongsanon, K., Nargund, V., Weiland, I. (2010, January). Learning to teach nature of science in a third grade classroom: Can I do it" Paper presented at the annual conference of the Association for Science Teacher Education, Sacramento, CA.
  • Pongsanon, K., Akerson, V. L., Park Rogers, M., Weiland, I. S. (2011, April). Exploring the use of lesson study to develop elementary preservice teachers PCK for NOS. Paper presented at the annual conference of the National Association for Research in Science Teaching. Orlando, FL.
  • Akerson, V. L., Buck, G. A., Nargund-Joshi, V. (2012, March). The importance of teaching and learning nature of science in early childhood years. Paper presented at the National Science Teachers Association, Indianapolis, IN.
  • Akerson, V. L., Weiland, I., Nargund-Joshi, V., Pongsanon, K. (2013, April). Evidence-based strategies for teaching nature of science to young children. Paper presented at the National Association for Research in Science Teaching, San Juan, Puerto Rico.
  • Akerson, V. L. (2015, August). Young childrens ideas about life science. Paper presented at European Science Education Research Association (ESERA) meeting, Helsinki, Finland.
  • Akerson, V. L. (2010) Using Childrens Literature to Launch Science Lessons. Professional Development program for Preschool Teachers at Wonderlab, Bloomington, IN.
  • Akerson, V. L. (2015, April) Presider for Plenary Session STEM Vital Signs by Linda Rosen, Change the Equation, at the Annual International Meeting of NARST, Chicago, IL.
  • Presider for Plenary Session (2015 April) Science Teacher Education in an Era of Science Education Reform: A Global Perspective. Discussants: Lederman, N, G., Lederman, J. S. Presenters: Ogunniyi, M., Enshan, L., Won, Mihye, Dillon, J., Olson, J., Cofre, H. at the Annual International Meeting of NARST, Chicago, IL.
  • Akerson, V. L., Weiland, I., Nargund-Joshi, V., Pongsanon, K. (2013, April). Third grade students conceptions of NOS following one year of explicit reflective NOS instruction. Paper presented at the National Association for Research in Science Teaching, San Juan, Puerto Rico.
  • Akerson, V. L., Buck, G. A., Borgerding, L., Nargund-Joshi, V., Weiland, I. (2013, January). Young Childrens Views of NOS. Paper presented at the Association for Science Teacher Education, Charleston, SC.
  • +Akerson, V. L. Pongsanon, K., Weiland, I. S., Nargund-Joshi, V. (2014). Developing a professional identity as an elementary teacher of nature of science: A self-study of becoming an elementary teacher. Paper presented at the annual meeting of the Association of Science Teacher Education, San Antonio, TX.
  • Akerson, V. L. (2015, April). NARST Business meeting.
  • Akerson, V. L., Atwater, M., Carlone, H.B., Fleming, M. A., Johnson, C. C., Lederman, J.S., Sondergeld, T.A., Quigley, C. (2015, April).NARST Proposal Submission and Review Process. Symposium presented at the Annual International Meeting of NARST, Chicago, IL.
  • Townsend, J. S., Akerson, V. L., Weiland, I. S. (2010, March). Developing a hybrid online/on site community of practice to support K-8 teachers improvement in inquiry and nature of science conceptions. Paper presented at the annual conference of the National Association for Research in Science Teaching. Philadelphia, PA.
  • Weiland, I., Park Rogers, M., Pongsanon, K., Akerson, V. (2011, January). Fostering PSTs knowledge of how to build models of elementary childrens thinking. Paper presented at the annual conference of the Association for Science Teacher Educators., Minneapolis, MN.
  • Akerson, V. L., Taylor, J., Osborne, J., Lynch, S., Carlton-Parsons, E, Baker, D., Pellegrino, J. (2015, April). Exploring Methodological Directions to Support aNGSS-Driven Research and Development Agenda. Symposium presented at the Annual International Meeting of NARST, Chicago, IL.
  • Gatzke, J., Buck, G. A., Akerson, V. L. (2015, April) Balancing Identities: Am I a Science Teacher Educator or an Environmental Educator" Paper presented at the Annual International Meeting of NARST, Chicago, IL.
  • Akerson, V. L., Pearson, R., Wong, A. , Lie, H., Granger, E., Rose, K., Lederman, N.G., Lederman, J. S., Schwartz, R., Southerland, S. (2010, March). Putting nature of science research into classroom practice: Real teachersreal teaching. Symposium presented at the annual conference of the National Association for Research in Science Teaching. Philadelphia, PA.
  • Discussant for New Scholars Symposium Teaching and Learning Science in Diverse Contexts--Local and Global Perspectives, National Association for Research in Science Teaching Conference
  • Deniz, H., Akerson, V. L., (2010, March). Teaching about nature of science and scientific inquiry integrated with language arts at the elementary level. Paper presented at the annual conference of the National Association for Research in Science Teaching. Philadelphia, PA.
  • Akerson, V. L., Pongsanon, K. , Nargund, V., Weiland, I. (2010, March). Teaching nature of science in a third grade classroom: An assessment of strategies and student knowledge. Paper presented at the annual conference of the National Association for Research in Science Teaching. Philadelphia, PA.
  • Bianchini, J., A., Akerson, V. L., Calabrese-Barton, A. M., Lee, O., Rodriguez, A. J. (2011, April). Moving the equity agenda forward: Equity research, practice, and policy in science education. Paper presented at the annual conference of the National Association for Research in Science Teaching. Orlando, FL.
  • Oliveira, A., Akerson, V. L. (2012, January). The implicit communication of nature of science through teacher hedging. Paper presented at the annual meeting of the Association for Science Teacher Educators, Clearwater, FL.
  • Koehler, C., Akerson, V. L., Lederman, N.G., McComas, W., Abd-El-Khalick, F., McDonald, C., Binns, I. (2013, April). Nature of Science: We know the past, but what about the future" Symposium presented at the National Association for Research in Science Teaching, San Juan, Puerto Rico.
  • Oliveira, A., Akerson, V. L. (2015, August). Environmental agency in classroom argumentation: Crossing sociocultural and sociocognitive boundaries. Paper presented at European Science Education Research Association (ESERA) meeting, Helsinki, Finland.
  • Weiland, I., Park Rogers, M., Akerson, V. L., Pongsanon, K. (2010, January). Developing a way to determine preservice teachers abilities to predict elementary students scientific reasoning. Paper presented at the annual conference of the Association for Science Teacher Education, Sacramento, CA.
  • Townsend, J. S., Akerson, V. L., Weiland, I. (2010, January). Developing a hubrid online/on-site community of practice to support K-8 teachers improvement in inquiry and nature of science conceptions. Paper presented at the annual conference of the Association for Science Teacher Education, Sacramento, CA.
  • Finson, K., Farland-Smith, D., Carnes, N., Akerson, V., Tippett, C., Milford, T., Cullen, T. (2011, January). Somewhere over the rainbow: Potential futures for DAST research. Paper presented at the annual conference of the Association for Science Teacher Educators., Minneapolis, MN.
  • Nargund-Joshi, V., Park Rogers, M. A., Wiebke, H. L., Akerson, V. L. (2012, March). Re-thinking early field experiences for the purpose of preparing elementary preservice teachers pedagogical content knowledge. Paper presented at the annual meeting of the National Association of Research in Science Teaching., Indianapolis, IN.
  • Akerson, V. L., Weiland, I. S., Bilican, K., Pongsanon, K. Park Rogers, M. A. (2012, March). Exploring elementary science methods course contexts for improving nature of science conceptions and understandings of NOS teaching strategies. Paper presented at the annual meeting of the National Association of Research in Science Teaching., Indianapolis, IN.
  • Akerson, V. L., Nargund-Joshi, V., Weiland, I., Pongsanon, K. (2011, September). What third grade students of differing ability levels learn about nature of science after a year of instruction. Paper presented at the conference of the European Science Education Research Association, Lyon, France.
  • Akerson, V. L., Nargund, V., Weiland, I. S., Pongsanon, K. (2011, April). Case studies of third graders conceptions of nature of science. Paper presented at the annual conference of the National Association for Research in Science Teaching. Orlando, FL.
  • Akerson, V. L., Nargund-Joshi, V. (2012, March). Evidence-based strategies for teaching nature of science to young children. Paper presented at the National Science Teachers Association, Indianapolis, IN.
  • Lederman, N. G., Lederman, J. S., Akerson, . L., Walls, L., Buck, G. A., Burton, E. P. (2012, March). Teaching and assessment of inquiry and nature of science with early childhood students. Paper presented at the annual meeting of the National Association of Research in Science Teaching., Indianapolis, IN.
  • Akerson, V. L., Weiland, I., Park Rogers, M., Pongsanon, K., Bilican, K. (2012, January). Elementary science methods courses: Varying contexts for improving conceptions of and strategies for teaching nature of science. Paper presented at the annual meeting of the Association for Science Teacher Educators, Clearwater, FL.
  • Oliveira, A., Akerson, V. L., Oldfield, M. (2013, January). Environmental Argumentation as Sociocultural Activity. Paper presented at the Association for Science Teacher Education, Charleston, SC.
  • Bilican, K., Nargund-Joshi, V. J., Akerson, V. L. (2014, March). How mentoring helps to develop nature of science teaching. Paper presented at the NARST meeting, Pittsburgh, PA.
  • Avsar Erumit, B., Fouad, K., Akerson, V. L. (2014, February). The effect of learner-directed scientific investigations on students questioning and their nature of science views. Paper presented at HASTI, Indianapolis, IN.

ASSOCIATIONS

  • Cornell University: Review promotion to full professor case for faculty member in science education.
  • NARST: Immediate Past President of NARST which is the leading science education research association in the U.S. (and is an international organization)
  • Saturday Science Program: Co-Coordinate Saturday Science program (with Meredith Park Rogers)
  • ASTE: Chair of the Publications Committee
  • Author--Abby Colich: Content Consultant for Abby Colich who produced a series of early childhood children's books in the Exploring Materials series. Titles are "Wood," "Rubber," "Rock," "Plastic," "Paper," "Metal," and "Glass"
  • NARST: NARST 2015 Conference Chair
  • Greene County SMAPP: Professional Development program in conjunction with Enrique Galindo of math education, as well as the Greene County School Corporation. I am the science education faculty member partner with this program. There are 40 teachers, K-12 involved in this program in Greene County to learn STEM and methods for teaching STEM
  • Graduate Studies Committee: Member of the Graduate Studies Committee
  • Elementary Education Committee: Member of the elementary education committee
  • National Association for Research in Science Teaching.: Review Conference Proposals
  • NARST: Strand Coordinator for Strand 13, History and Philosophy of Science
  • NARST: International Committee
  • NARST: Research Committee
  • School of Education: From July 1, 2015, served as Interim Associate Dean for Research and Development for School of Education
  • National Association for Research in Science Teaching: Completed my service in an elected position on the Board of Directors for NARST, as well as my Chair position for the Equity and Ethics committee...
  • National Academy of Sciences: Review learning progressions for K-5 students for science education standards
  • Multiple: Served as external reviewer for two Associate Professor with Tenure promotion cases and two Full Professor promotion cases.
  • ASTE: Journal of Science Teacher Education--Associate Editor
  • NARST: Awards Committee
  • Association for Science Teacher Educators: Elected to Board of Directors of the Association for Science Teacher Educators.
  • NARST: Conference proposal reviewer
  • NARST: Organizational and Internal Policy Committee
  • SOE: Member of School Promotions and Tenure Committee
  • NARST: Associate Editor for Journal of Research in Science Teaching
  • NARST: External Policy and Relations Committee
  • NARST: Equity and Ethics Committee (NARST
  • NARST: Membership and Elections Committee
  • NARST: Search committee member for new editors of Journal of Research in Science Teaching.
  • NARST: Publications Advisory Committee
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