The authors discuss the development of an online STEM-based teacher education program, providing a template for the inclusion of constructivist practices, such as course activities and student teaching.

Author Biography

Dr. Frederick W. Freking is an associate professor of clinical education at the USC Rossier School of Education. He began his career in science education as a biology major at the University of California, Santa Barbara. He earned his teaching credential at Azusa Pacific University and taught biology and human anatomy and physiology at Covina High School. His desire to learn science at a deeper level led him to doctoral studies in neuroscience at UCLA. For the past 15 years, he has used his science teaching and science research experiences to prepare future science teachers.

Dr. Jenny D. Ingber is the director of STEM education initiatives at Bank Street College, where she coordinates and facilitates the Tiorati Science Program for Schools and the Kerlin Science Institute. She has been a NYCDOE science teacher, a curriculum developer, an informal science educator, a science education researcher who studied teacher knowledge and practice, a science teacher educator at Teachers College, Columbia University, and at Bank Street College, and a staff developer for the NYCDOE and the California Science Project at UCLA. Currently, Dr. Ingber is involved in projects funded by the NSF, the National Geographic Society, and Con Edison.



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