Howe, Eric M.

Eric M. Howe, Assistant Professor of Education

ERIC M. HOWE
Assistant Professor of Education (2004)
Department of Education
ERIC HOWE’S HOME PAGE

Phone: 508-767-7015
Email: emhowe@assumption.edu

B.S., University of Colorado, Boulder, 1989
M.B.A., Indiana University, 1992
M.A.T., Colgate University, Biology Education, 2000
Ph.D., Western Michigan University, Science Education, 2004
Ph.D. Thesis Title: “Using the History of Research on Sickle-Cell Anemia to Affect Students’ Conceptions of the Nature of Science”

Sample of Publications

• Rudge, D.W. & Howe, E.M. “An Explicit and Reflective Approach to the Use of History to Promote Understanding of the Nature of Science”, Accepted for publication in Science & Education.
• Howe, E.M. (forthcoming 2008), “Addressing Nature of Science Core Tenets with the History of Science: An Example with Sickle-cell Anemia and Malaria”, Accepted for publication in The American Biology Teacher.
• Howe, E.M. (2007), “Untangling Sickle-cell Anemia and the Teaching of Heterozygote Protection”, Science & Education 16(1), pp. 1-19.
• Howe, E.M. (2006), “Using Explicit and Reflective Pedagogy and the History of Science to Affect Students’ Nature of Science Conceptions: Results of an Empirical Study”, (39pp.), Proceedings of the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.
• Howe, E.M. & Rudge, D.W. (2005), “Recapitulating the History of Sickle-Cell Anemia Research: Improving Students’ NOS Views Explicitly and Reflectively”, Science & Education 14(3-5), pp 423-41.
• Rudge, D.W. & Howe, E.M. (October, 2004), “How to Use History of Science to Promote Student Understanding of Nature of Science”, The Science Teacher 71(9), 51-57.
• Howe, E.M. “Henry David Thoreau, Forest Succession, and the Nature of Science: A Method for Curriculum Development,” submitted to the journal Science & Education in March, 2007.

Sample of Presentations

• “Henry David Thoreau, Forest Succession, and the Nature of Science: A Method for Curriculum Development”, 9th International History, Philosophy and Science Teaching Conference, Calgary, June 24, 2007.
• “Using Explicit and Reflective Pedagogy and the History of Science to Affect Students’ Nature of Science Conceptions: Results of an Empirical Study, Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA, April 4th, 2006.
• “Untangling Sickle-cell Anemia and the Discovery of Heterozygote Protection”, 8th International History, Philosophy and Science Teaching Conference, Leeds, England on July 16, 2005.
• “Recapitulating the History of Sickle-Cell Anemia Research: Improving Students’ NOS Views Explicitly and Reflectively” 7th International History, Philosophy and Science Teaching Conference, Winnipeg, Manitoba, July 31, 2003.
• “Using the History of Research on Sickle-Cell Anemia to Affect Preservice Teachers’ Conceptions of the Nature of Science” International Conference of The Association for the Education of Teachers in Science, St. Louis, MO, February 1, 2003.
• (with David Rudge) “Using History and Philosophy of Science to Address Student Misconceptions About the Nature of Science” Department of Biological Sciences, Western Michigan University, Kalamazoo, MI, March 22, 2002.
• “The Relationship of Malaria to Sickle-Cell Anemia and Glucose-6-phosphase Dehydrogenase” Given as a guest lecturer to graduate biology class on Microbial Pathogens, Western Michigan University, Kalamazoo, MI, February 10, 2001.

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