Peter Meyerson, Ph.D.
Doctor of Philosophy in Educational Psychology | University of Wisconsin-Madison (1997)
MS. E.d. Secondary Education | University of Pennsylvania (1990)
B.A. History & Psychology (1988)
Years of P-12 Experience: 2 years teaching in the Philadelphia PA public schools (secondary level), 3 years teaching/supervising experience in the Nashville, TN public schools (middle and secondary)
Areas of Expertise:
- Educational Psychology
- Cognitive Psychology
- Developmental Psychology
- History Education
- Science Education/Epistemology
Classes Typically Taught:
- Educational Psychology
- Child and Adolescent Development
- Research Methods
Date of First Employment at UW Oshkosh: Fall 2000
"Based upon my work in K-12 schools in the 1900's and my work in post-secondary teacher education over the past six years, believe the best teaching and learning take place in a classroom environment that encourages each student to push the boundaries of his or her current understanding by taking part in personally meaningful learning experiences."
Peter strives to strike a balance between making sure all of his students walk away from a course with a set of common understandings (e.g. through lectures, required reading, group discussions, etc.) and allowing them to pursue questions of their own interest (e.g. through individual and group inquiry/research projects). To achieve this balance he incorporates elements of both a student-and-teacher center pedagogy into his classroom instructional practices.
I strive to connect my teaching to my scholarship, and services work through some unifying themes. First, as a caring intellectual I am always committed to doing the best job I possibly can no matter what the task.
Second, I have increasingly taken the insights from the scholarship I do in the field of social studies and science education and connected it to my own teaching practices and my service work. For example, one area that my scholarship has increasingly focused on is the topic of students' epistemology (i.e. their understanding of what knowledge is and how knowledge is acquired). My scholarship in this area has helped me improve my teaching by getting me to focus more on helping my students to reflect on their own knowledge acquisition processes. It has also helped in my service work by getting me to really appreciate the various epistemological stances my colleagues from around the university take when they submit teaching and research proposals to the Faculty Development Board upon which I serve.