Jerrid Kruse

Drake University, Teaching and Learning, Faculty Member

Followers

381

Following

Co-authors

Public Views

My interests lie specifically with science education and the teaching of nature of science to all levels of science students. More generally my interests include the history of science, how people learn and the role of technology in the classroom.

less

Marc Champagne

Kwantlen Polytechnic University

David Seamon

Kansas State University

Jeff Ollerton

University of Northampton

Simon McIntyre

The University of New South Wales

Armando Marques-Guedes

UNL - New University of Lisbon

Patrick Lowenthal

Boise State University

Marco Sgarbi

Università Ca' Foscari Venezia

Melinda Knapp

Oregon State University Cascades

Sheila Macrine, Ph.D.

University of Massachusetts, Dartmouth

Guido Tana

IUSS Pavia

InterestsView All (13)

Uploads

Papers by Jerrid Kruse

Learning to Learn: Drawing Students’ Attention to Ideas about Learning

The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2022

Abstract Students often have misconceptions about learning gleaned from their experiences, the me... more Abstract Students often have misconceptions about learning gleaned from their experiences, the media, or even their parents and teachers. Unfortunately, students’ misconceptions about learning are reinforced by traditional classroom instruction. Sometimes when students encounter more robust learning experiences in research-based classrooms, their misconceptions hinder their engagement and persistence in learning tasks. To combat these views, and prepare students for a lifetime of learning, we discuss some of the common problematic beliefs about learning we have observed in students. Then we share strategies to more strongly confront misconceptions and help students develop more useful beliefs about learning.

Investigating Elementary Teachers’ Views, Implementation, and Longitudinal Enactment of Nature of Science Instruction

Science & Education

During a 10-week professional physical science professional development (PD) course, elementary i... more During a 10-week professional physical science professional development (PD) course, elementary inservice teachers (n = 18) in a large urban district were engaged in explicitreflective nature of science (NOS) instruction. Teachers were also explicitly engaged in reflection concerning NOS pedagogy (e.g., explicit-reflective, role of context). During the last 2 weeks of the PD course, teachers attempted to implement NOS instruction in their classrooms. Teachers submitted videos of their NOS teaching and written reflections about their videos. Then, 7 months later, teacher participants (n = 14) submitted videos of their science teaching. During the PD course, most teachers were able to implement effective explicit-reflective NOS instruction and their reflections indicated strong agreement between participants&#39; NOS pedagogical content knowledge and their enacted NOS instruction. 7 months later, just over one-third of participants continued to include explicitreflective NOS instruction in their science teaching. NOS views, prior NOS pedagogical views, and prior NOS enactment did not account for longitudinal inclusion of effective NOS instruction. The role of teachers&#39; rationale for NOS and informal support networks are discussed.

Rider Root Beer

The Science Teacher, 2022

Jerrid Kruse

Uploads

Papers by Jerrid Kruse

Log In