Jason Stecklein, Ph.D.
B.S. Loras College, Physics and Mathematics, 1996
M.S. Iowa State University, Physics, 1999
Ph.D. University of Iowa, Science Education, 2014
My teaching philosophy centers on the learning theory of Social Constructivism and the production of student understanding through active engagement and interactions with other student learners and instructor. As I have become more experienced and knowledgeable about science learning and teaching, I have discovered value in group-centered learning techniques, which transcend traditional, lecture-focused instructional approaches. Moreover, it has become clear to me that learning is not analogous to pouring information into a student’s head, but rather more akin to the production of a garden of learning, tended and grown by carefully attending teachers through student-teacher interactions. My teaching philosophy therefore includes a focus on group-centered learning engendered in three main areas: (1) the social nature of learning, including the eliciting of students’ prior knowledge frameworks and fostering conceptual conflicts and conceptual change; (2) organizing group-centered learning environments mediated by interactive technologies; and (3) modifying teacher assessment structures to augment student learning.
‘Learning is the public and private negotiation of understanding.’
Effects of the use of interactive technologies on student learning in science
- Elements of Physics PHYS 110, 111
- Introduction to Astronomy PHYS 104
- Introduction to Physical Science PHYS 103
Certifications and Memberships
Chair, Dubuque County Democrats 2003-2005
Jang, J. Y., & Stecklein, J. (2011). Less Talk but Better Teacher Feedback. Science and Children, 48(9), 80-83.