Kirk Perris

Papers

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About

Kirk Perris is a scholar whose work sits at the intersection of science education, teacher cognition, and pedagogical innovation. His research focuses on how preservice and in-service teachers develop the confidence and skills to teach science effectively, particularly through the use of case-based methods and multimedia tools. In his most cited work, "Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs" (2006, 69 citations), Perris demonstrates that carefully constructed cases of exemplary science teaching can significantly boost teachers' self-efficacy—a critical factor in classroom success. By following twelve preservice elementary teachers, he provides compelling evidence that case methods serve as a bridge between theory and practice, helping novices internalize both content knowledge and pedagogical strategies. His earlier study, "Science-specialist Student-teachers Consider Promoting Technological Design Projects: Contributions of Multi-media Case Methods" (2003, 11 citations), extends this work into the realm of technological design, showing how multimedia cases can inspire student-teachers to integrate project-based learning. Perris’s contributions are particularly valuable for teacher educators seeking evidence-based approaches to cultivate confident, reflective science educators. His work remains a touchstone for researchers exploring self-efficacy and case-based pedagogy in STEM teacher preparation.