Timothy F. Slater, Ph.D.

1985-1987 Physics University of Kansas, Lawrence, KS, United States 
 1987-1989 Physics Kansas State University, Manhattan, KS, United States 
 1989-1991 Physics & Astronomy Clemson University, Clemson, SC, United States 
 1991-1993 Geological Sciences University of South Carolina, Columbia, SC 
 1994-1996 Physics Pittsburg State University, Pittsburg, KS, United States 
 1996-2001 Physics Montana State University, Bozeman, MT 
 2001-2008 Astronomy University of Arizona, Tucson, AZ 
 2008- Science Education University of Wyoming, Laramie, WY, United States 
Science Education
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Guffey SK, Slater TF. (2020) Geology misconceptions targeted by an overlapping consensus of US national standards and frameworks International Journal of Science Education. 42: 469-492
Slater T. (2017) Pondering astronomy’s perplexingly preposterous propositions The Physics Teacher. 55: 582-583
Slater TF, Gelderman R. (2017) Addressing students’ misconceptions about eclipses The Physics Teacher. 55: 314-315
Guffey SK, Slater SJ, Schleigh Sp, et al. (2016) Surveying Geology Concepts In Education Standards For A Rapidly Changing Global Context Contemporary Issues in Education Research. 9: 167-188
Kasza P, Slater TF. (2016) A Survey of Best Practices and Key Learning Objectives for Successful Secondary School STEM Academy Settings. Contemporary Issues in Education Research. 10: 53-66
Slater TF. (2016) Teaching astronomy with dry erase whiteboards The Physics Teacher. 54: 377-378
Slater TF. (2015) Teaching astronomy with case studies The Physics Teacher. 53: 506-507
Slater TF. (2015) Quickly creating interactive astronomy illustrations The Physics Teacher. 53: 54-55
Slater TF, Burrows AC, French DA, et al. (2014) A Proposed Astronomy Learning Progression For Remote Telescope Observation Journal of College Teaching & Learning. 11: 197-206
Jensen A, Janak E, Slater TF. (2012) Changing Course: Exploring Impacts Of Waiting For Superman On Future Teachers Perspectives On The State Of Education Contemporary Issues in Education Research. 5: 23-32
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