Isabel Quita

Professor
Picture of Isabel Quita
Phone: 
415-338-3416
Office Information: 
Building: 
Burk Hall
Room Number: 
172
Biography: 

Educational Background

  • Ph.D., University of Illinois at Urbana-Champaign, 1997; emphases on Elementary Science Education, and the Cultural and Linguistic Aspects of how Multicultural Children Understands Science Concepts and Phenomena.
  • M.Ed, University of the Philippines – Diliman, 1991; Major in Biology and Science Education

 

An empowered teacher is a learner who is an inquisitive thinker and a reflective decision maker. One who learns and investigates the teaching-learning process. I view learning as a construction and teaching process. This process facilitates development.

 

As an advocate of a constructivist approach to a teacher's education, I believe in teaching that emphasizes learners to be actively involved in making sense of information and experiences—to reflect on their learning as well as to connect classroom experiences with real life situations.

 

Research and Teaching Interests

  • Science Education for culturally and linguistically diverse students in elementary schools
  • Inquiry-based science / Interdisciplinary approach to teaching science to elementary school children
  • Informal Science Education (i.e. science museum / discovery learning centers, etc.)
  • How elementary school children conceptualize science concepts and phenomena
  • How student teachers perceive themselves as teachers and learners during student teaching experiences
  • Integrating technology in science teaching and learning

 

Publications

  • Quita, Isabel. (Fall 2003). What is a Scientist? Perspectives of Teachers of Color.
  • Multicultural Education, vol. II, Number 1.
  • Quita, Isabel N. (February 2002). Interpreting A Filipino Elementary
  • Student's Ideas Of Force And Motion: A Case Study. Journal of Interdisciplinary Education, North America Chapter, volume 5. World Council for Curriculum and Instruction.
  • Quita, Maria Isabel. (Summer 2000). The Challenges in Elementary Science Teaching and Learning in the 21st Century. In College of Education: Review, San Francisco State University, vol. 12.
  • Nicdao-Quita, Ma. Isabel. (1997). An exploratory case study of elementary students’ main explanatory approaches to science concepts and their states of mental engagements. Doctoral dissertation, University of Illinois at Urbana Champaign. (# 9737207 00002) Ann Arbor, MI: UMI Publications.