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Joanne Olson

PROJECT AFFILIATION:

PROFESSIONAL ROLES

  • Higher Ed: Education 

BIO

Joanne taught middle school science and multiage elementary math/science in Los Angeles prior to moving to Iowa. At Iowa State University, she co-developed and co-directs the Master of Arts in Teaching program in secondary science, and teaches elementary and secondary science methods courses, curriculum theory, introductory statistics, and advanced pedagogy in science education. She has directed ISU's Center for Excellence in Science, Mathematics, and Engineering Education, and is the Past President of the Association for Science Teacher Education. She has won numerous awards for her work, including the Outstanding Science Teacher Educator of the Year--Early Career Award (ASTE, 2005), Outstanding Paper Award (NARST, 2004, 2015), Implications of Research for Educational Practice Award (ASTE, 2012), and ISU Foundation Award for Early Achievement in Teaching (2004). 

EXPERTISE

Science Teacher Preparation (elementary and secondary), the Nature of Technology and Nature of Science and their Implications for Teaching and Learning Science, Science Teachers' Decision Making 

RECENT PUBLICATIONS

McKeon, R. (2015, in press). On Knowing: The Social Sciences. D. B. Owen and J. K. Olson, Eds. University of Chicago Press.

Rice, J. W., Clough, M. P., Olson, J. K., Adams, D. C., & Colbert, J. T. (2015, in press). Understanding and acceptance of biological evolution: A study on university faculty. Accepted with revisions in Evolution: Education & Outreach. March, 2015.

Herman, B. C., Clough, M. P., & Olson, J. K. (2015, accepted). Pedagogical Reflections by Secondary Science Teachers at Different NOS Implementation Levels. Research in Science Education.

Olson, J. K., Tippett, C. M., Milford, T., Ohana, C., & Clough, M. P. (2015). Science teacher education in a North American context. Journal of Science Teacher Education, 26(1), 7-28.

Finson, K., Olson, J. K., & Emig, B. (2015). Navigating visual data literacy and inscriptions in the classroom. In Petersen, J., & Finson, K. (Eds.) Teaching the use of visual data in the classroom. Charlotte, NC: Information Age Publishers.

Herman, B. C., Clough, M. P., & Olson, J. K. (2013). Association between experienced teachers NOS implementation and reform-based practices. Journal of Science Teacher Education, 24(7), 1077-1102.

Clough, M. P., Olson, J. K., & Neiderhauser, D. (Eds.) (2013). The nature of technology: Implications for learning and teaching. The Netherlands: Sense Publishers. ISBN: 978-6209-267-9

Herman, B. C., Olson, J. K., Holtz, J., & Colbert, J. T. (2013). The relationship between environmental free-choice experiences and students learning, attitudes, and policy views about waterways. International Journal of Science & Mathematics Education, 11(6), 1327-1350.

Olson, J. K. (2013). Education rather than training: Cognitive pluralism and science teacher education. In Finson, K., & Pedersen, J. (Eds.). Visual Data in Science Education (pp. 97-126). Charlotte, NC: Information Age Publishing.

Herman, B. C., Clough, M. P., & Olson, J. K. (2013). Teachers NOS implementation practices two to five years after having completed an intensive science education program. Science Education, 97(2), 279-301.