STEM Education & Teacher Development
Liberal Arts 398E
|2012||University of Missouri||PhD in Science Education|
- Development of teachers’ specialized knowledge for teaching science
- Socioscientific issues based education
- Informal science contexts & field based teaching/learning
- Scientific practices & formative assessment in science
- Sickel, A. J. & Witzig, S. B., (Eds.) (2017).
Designing and teaching the secondary science methods course: An international perspective
- Witzig, S. B., Halverson, K. L., Siegel, M. A., & Freyermuth, S. K. (2013).
The interface of opinion, evaluation, and understanding while learning about a socioscientific issue
International Journal of Science Education, 35(15), 2483-2507.
- Witzig, S. B., Freyermuth, S. K., Siegel, M. A., Izci, K., & Pires, J. C. (2013).
Is DNA alive? A study of conceptual change through targeted instruction
Research in Science Education, 43(4), 1361-1375.
Dr. Witzig holds a Ph.D. in Science Education from the University of Missouri. He joined the UMass Dartmouth faculty in 2012 and teaches courses in both the Ph.D. program in STEM Education as well in the Masters of Arts in Teaching programs. Stephen’s research focuses on the development of teachers’ specialized knowledge for teaching science, scientific practices, and bridging research relationships among scientists, classroom teachers, and science teacher educators. His work focuses on the sources of teachers’ content and pedagogical knowledge, how experience shapes knowledge, socioscientific issues based education, qualitative methods in science education, and areas of student learning including the roles of students and teachers in learning science. He has published his work in the International Journal of Science Education, Research in Science Education, Journal of College Science Teaching, and Biochemistry and Molecular Biology Education, among others and has a co-edited book entitled Designing and Teaching the Secondary Science Methods Course: An International Perspective.