Assessing the Beliefs and Practices of University Teaching Assistants in the Life Sciences Following Participation in a Reform-Based Teacher Certificate Program
Principle Author: Tracie M Addy, North Carolina State University, College of Education, Department of Mathematics, Science, and Technology Education, tmaddy@ncsu.edu
Abstract:
Reform-based practices are continually encouraged in pre-service science teacher methods courses. Such belief systems are based upon constructivist theory that knowledge is built from within the learner and promote a more student-centered classroom. Pre-service science teachers, however, in addition to their science education methods courses must complete university science laboratory courses during which they are often exposed to more traditional models. This study describes four life science graduate student teaching assistants (TAs) who independently taught required laboratory courses for pre-service science teachers. This investigation asks: What are teaching assistants’ beliefs about teaching? How are their practices described? Do their teaching beliefs correspond with their practices? Each of the four participants recently completed a TA professional development certificate program led by a biology professor with reform-minded practices. Each TA was interviewed with the Teacher Beliefs Interview to capture and describe their teacher beliefs upon completion of the program. The Reformed Teaching Observation Protocol was used to code their laboratory teaching videos submitted for the professional development to describe their practices. Findings suggest that although the TAs held differing teacher beliefs, each displayed similar laboratory behaviors, characterized by Schwab’s Level 1 and Colburn’s Guided inquiry. A significant contributory factor was the constraint imposed by the laboratory curriculum. Such research into the factors that contribute to a pre-service science teacher’s belief system is critical to encourage consistency between belief systems taught within educational courses and models in which future science teachers are exposed to in their science coursework.

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Student Understanding of Concepts in Quantum Physics in College: Einstein’s Biggest Oversight
Principle Author: Bayram Akarsu, Indiana University-HSAT, drakarsu@horizontoledo.org
Co-Authors: Beyhan Akarsu, Horizon Science Academy
Abstract:
This study reports on investigation of students’ understanding of the concepts of quantum physics. How student reasoning of fundamental concepts and professors’ initiatives were probed.

Although conceptual issues about learning and teaching of quantum physics were addressed in prior research, the current study primarily explores college professors’ opinions and instructional approaches in quantum physics classes, as well as considerations of what the classroom environments are like. The purposes of the current study were to investigate difficulties of the college students enrolled in introductory undergraduate quantum physics courses with the perspectives of faculty members and students at five big mid-western universities and to explore possible solutions in order to improve understanding of quantum physics for students.

The findings are supported by Kalkanis et al. (1998) and Singh (2001) who proposed solutions for students’ insufficient knowledge of mathematical background of quantum physics. The quantum physics curriculum needs to be revised to dedicate four semesters toward this end. Moreover, if the structure of the physics curriculum permits we should study quantum physics concepts over six semesters. Otherwise, students are not able to keep up with the way it is currently handled. To summarize, physics department in colleges should be given the opportunity for spending more time for quantum physics concepts than the one in the current curriculum.

In order to achieve the desired level of students’ conceptualization of quantum physics, earlier classes and instructors shouldn’t take the whole responsibility. The solution to those problems requires additional courses in the curriculum to prepare students more. This modification can be easily achieved with the aid of two new mathematical physics courses purposefully intended to provide necessary mathematical tools for quantum physics courses. Both courses should be offered to sophomore level students in the physics department and desirably by physics faculty member experts on quantum physics.

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Knowledge and Perceptions of Elementary Pre-service Teachers Regarding Science, Technology, and Society (STS) and Environmental Issues
Principle Author: Aidin Amirshokoohi, Fairfield University, aamirsho@indiana.edu
Abstract:
As society becomes increasingly dependent on science and technology, it becomes imperative for citizens to become educated on the interrelationship between science and technology and their impact on society. The Science, Technology, and Society (STS) curriculum enables students to understand this interdependence, become empowered to make informed and responsible decisions, and act upon those decisions. Despite the benefits of STS/Environmental education, most teachers are not adopting an STS curriculum because it challenges the traditional approach to science teaching. Before such curriculum can be developed and put into practice, science teachers’ beliefs must be compatible with the goals of the STS curriculum. Teachers must have an opportunity to examine their beliefs about the goals of STS education and its place in the school science curriculum and to confront inconsistencies in their beliefs. Teachers are not adequately trained to address STS and environmental literacy. Therefore, it is vital to adequately prepare them to help students become environmentally literate as well as responsible and effective citizens. This study explored the level of environmental literacy as well as attitudes and perceptions of elementary pre-service teachers in relation to environmental and STS issues and the teaching of such issues to their prospective students.
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A Study of Teacher-mediated Enhancement of Students’ Organization of Science Knowledge using Web Diagrams as a Teaching Device and Flow Map Analyses of Students’ Recall Narrative
Principle Author: O. Roger Anderson, Columbia University Teachers College, ORA@LDEO.Columbia.edu
Co-Authors: Julie Contino, Columbia University Teachers College
Abstract:
The effectiveness of a teacher implemented enhancement of students’ organization and networking of science content in memory was studied, including qualitative data on the teacher’s perceptions of the efficacy and practicality of the enhancement strategy and quantitative data on students’ gains in networking of information in memory. The teacher was instructed in the implementation of a novel networking device called a “web diagram” and its application in science classroom learning. Based on the teacher’s reflective journal entries and also as measured by gains in students’ networking skills, assessed by flow-map analyses, our data indicate that the web diagram approach to enhancing student networking of information and science literacy in written communication can be readily implemented in science classrooms; and that students can gain networking skills relatively quickly based on our initial analysis of the response of 12 students in an urban secondary school, earth science class. Over a period of three weeks, one-half of the students showed statistically significant gains in recursive networking of science content in comparison to their initial networking abilities prior to instruction with the web diagrams. One-quarter of the students showed statistically significant gains when the web diagram was used as a scaffold during recall, but declined to a lower level of networking when they were required to write their narratives by free recall after reviewing their web diagrams. Additional support and practice may be needed for students within this group to sustain networking abilities. The other quarter of the students began with a relatively high networking ability and remained at a high level. Overall, our data suggest that teachers may benefit from professional development in the use of web diagrams and that students can gain networking abilities relatively efficiently when this strategy is incorporated in secondary school science curricula.
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Virtual Online Learning in Science Education: Investigating Graduate Student perceptions For Using Competing Delivery Strategies
Principle Author: Leonard Annetta, North Carolina State University, len_annetta@ncsu.edu
Co-Authors: Elizabeth Folta, North Carolina State University; Meng-Tzu Cheng, North Carolina State University; Shawn Holmes, North Carolina State University
Abstract:
Converging distance learning with online gaming, the development of a new online learning platform came to existence. As digital natives make their way into college settings and continue to fill K-12 classrooms, the infusion of technology into teacher education is crucial. These digital natives do not just want to use technology, the expect it. This paper will highlight the innovative approach of using a 3D virtual learning environment for online learning in a science education graduate course. Comparing this environment with two competing online learning management systems (i.e., Blackboard and Elluminate) students reported a preference for the 3D environment. Results suggest the reasons why students preferred one platform over the others.
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Barriers to teachers’ understandings of the practice of science: An examination of a pilot RET
Principle Author: Allison L Antink, Illinois Institute of Technology, aantink@iit.edu
Co-Authors: Daniel Z Meyer, Illinois Institute of Technology; Kimberly G Fluet, Illinois Institute of Technology
Abstract:
We explored qualities of science which represent points of contention between its practice and the manner in which it is portrayed within classrooms. A novel means of supporting teachers during their research experience will also be discussed. This exploration took place within a pilot RET conducted during the development of a cohort program for inservice K-8 teachers. The program culminates in a master’s degree in science education and an endorsement in middle grades physical science. The goals for teachers participating in the RET component of the masters program include:

1. learning to communicate the uncertainty of and tentativeness in scientific exploration,

2. developing a deeper and broader understanding of the practice of science,

3. experiencing opportunities to learn and practice certain laboratory procedures and protocols and,

4. developing an appreciation of the non-linear progression of scientific knowledge.

The pilot, therefore, was grounded in efforts to best anticipate the needs and develop the necessary support structures for the elementary teachers who would eventually participate in the program. The following two research questions reflect these overarching goals:

1. What dilemmas, inherent in the practice of science, represent potential barriers to the realization of the RET goals for participants?

2. What role would a liaison between the science education department and research laboratories play in order to best reconcile the goals of the RET and the dilemmas faced by participating teachers?

The dilemmas referenced above describe qualities of scientific practice which, when encountered by participating teachers, have the potential to alienate them from the experience and jeopardize the development of their understanding of the practice of science. The incorporation of a liaison within the RET is intended to mediate these potential dilemmas and help facilitate what will be a two year collaboration between a faculty scientist and elementary teacher.

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Implementing a socioscientific curriculum begins with teacher transformation
Principle Author: Scott M Applebaum, University of South Florida, applebaum@msn.com
Co-Authors: Dana L. Zeidler, University of South Florida
Abstract:
In a year-long study, researchers implemented a curriculum that used socioscientific issues (SSI) as the context for teaching, studying and learning scientific concepts (Zeidler, Sadler, & Applebaum, 2007). The instructional methods were aligned with the theory that learners must construct their own knowledge from experiences and by manipulating and transforming information in a manner consistent with their developmental expectation (Cobern, 1996; Matthews, 1998). The focus of the investigation was to examine students’ ability to develop skills in evidence-based reasoning in the context of SSI. Whereas the referenced research and the resultant data has been explained in several manuscripts that describe post-curriculum changes in students’ reflexive judgment ability, development of moral sensitivities and improved reasoning (Zeidler, & Sadler, 2008; Zeidler & Keefer, 2003, Driver, Newton & Osborne, 2000; Kølsto, 2001), the intention of this paper is to provide a more thorough description of the transforming influence of the curriculum on the researcher/teacher’s understanding of the SSI driven pedagogy. Before investigating an innovative classroom pedagogy, researchers should ensure that the cooperating teacher possess an adequate knowledge of the theoretical framework of the study and provide guidance and encouragement regarding planned activities and overarching goals. In the above-referenced study, the teacher was actively engaged in the selection and design of the lesson plans and classroom activities that were provided the treatment group. The direct involvement of the teacher provided better understanding of the processes being investigated. The success of the SSI project is reflected in the transformative process experienced by the teacher (Gess-Newsome, J. & Lederman, N., 2003), as demonstrated by the continuation and further development of the SSI driven curriculum, years after the university researchers left the classroom.
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The Accidental Science Education Professor
Principle Author: Roberta J Aram, Missouri State University, robertaaram@missouristate.edu
Abstract:
The ability to acquire an appropriate professional identity quickly and with little inner conflict is a contributor to professional success (Costello, 2005). While there are predictable milestones and transitions, the career path of every individual is shaped by a myriad of factors that makes it unique. Geographical location, marriage and family status, temperament, age and other personal and contextual aspects together contribute to the choices that result in a satisfying and successful science education career. As science educators transition from one career stage to the next, there is a shift in “identity” that must be recognized, nurtured and embraced. Transition times imply choice points that can shake and build confidence; challenge and solidify identity. This session focuses on the unique transitions encountered in science educator identity formation (Beijaard, Meijer, & Verloop, 2004) and lessons learned by an “identity changer” who has charted a path in science education. ”. There are many lessons to be learned from an accidental entrée into science higher education.

Lessons learned---so far:

• Take advantage of opportunities that arise “accidentally”

• Identify a mentor and seek their guidance along the way

• Balance your life---don’t compromise the things that you love

• Be resourceful and self-sufficient yet collaborative

• Know your limits---don’t take on more than you can accomplish sanely

• Keep your eye on your long-term goal---set short-term objectives directly related to your long-term goal

• Celebrate small accomplishments as well as the big ones

• Recruit your loved ones to get involved in your projects and build their interests and activities in to your projects

• Build a strong, supportive network of professional colleagues at your institution and across the nation and world with whom to collaborate, commiserate and celebrate

• Work hard, expect the unexpected, and enjoy the ride

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Discovering students’ subjective views using Q-methodology
Principle Author: Roland K. Arter, The University of Akron, arter@uakron.edu
Abstract:
A pilot study of technical students’ subjective views of machine design with a focus on the use of Q-methodology as an evaluation tool. Many scientific and technical decision are made with a high degree of subjectivity. This study is two fold: (1) to explore this subjectivity, and (2) to make students aware of the this facet of their decision making in the machine designing process.

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Inservice Elementary Teachers’ Understanding of Magnetism Concepts Before and After Non-traditional Instruction
Principle Author: Ronald K Atwood, University of Kentucky, rkatwo00@uky.edu
Co-Authors: John E Christopher, University of Kentucky; Rebecca M Combs, University of Kentucky; Elizabeth E Roland, Morehead State University
Abstract:
This is a report of a descriptive study of 18 inservice elementary teachers’ understanding of magnetism concepts and confidence in their understanding, before and after non-traditional instruction utilizing instructional activities from Physics By Inquiry that are closely aligned with intentional conceptual change theory. Responses to multiple-choice tasks that include popular non-scientific conceptions in the distracter options, explanations in support of multiple choice selections and confidence ratings of multiple-choice selections and explanations were the data sources. The results are discussed by task. The percent of correct multiple-choice responses ranged from 27.8 to 66.7 on pretest and 50.0 to 100 on posttest with means of 54.4 and 83.3, respectively. The percent of correct multiple-choice responses that were fully supported by explanations ranged from 5.6 to 50.0 on pretest and 33.3 to 77.8 on posttest with means of 27.8 and 62.2, respectively. These results were accompanied by sharply increased levels of reported confidence, as only 34 of 90 ratings were 1 or 2 on pretest compared to 84 of 90 on the posttest. A generally weak pretest performance was followed by a much stronger posttest performance in terms of both conceptual understanding and confidence in conceptual responses. The weak pretest performance is attributed to weaknesses of traditional science coursework in teacher preparation, and the stronger posttest performance is associated with non-traditional instruction that is strongly aligned with contemporary intentional conceptual change theory.
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How my students teach me how to teach them. Using Cogenerative dialogues as a tool to improve teaching science methods courses.

Principle Author: Line A. Augustin, Queens College, City University of New York, Line.Augustin@qc.cuny.edu
Abstract:
This paper presents the rationale for using cogenerative dialogue as a tool to improve student learning by facilitating the enactment of collective practices as a strategy to improve collective agency, and thereby, improve classroom learning. My findings reveal that students’ use of cogenerative dialogue provides structure for enactment of practices, which often increase the likelihood of students expanding their classroom roles from peripheral participation to central forms of participation in my science methods classes. The study focused on the extent to which culture produced in cogenerative dialogues were used as seedbeds for the growth of culture that can be transferred by teachers and students into their science classes, thereby improving the quality of science education. Students had a reverse disposition towards science and teaching science after they were able to take part of the teaching and learning process. The dialogues give them the space to express their concerns, satisfaction, frustration, needs, successes and the possibility to be active contributors of the structure of the class. Cogenerative dialogues influenced the enactment of communal practices producing a sense of collective agency and ultimately improving the quality of science learning. This study demonstrated how cogenerative dialogue can serve to catalyze successful peer interactions, building confidence and good disposition for science education and a deep sense of ownership of the learning process.

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Measuring the Impact of Electric Circuits KitBook on Elementary School Children’s Understanding of Simple Electric Circuits.
Principle Author: Mehmet Aydeniz, The University of Tennesssee, Knoxville, maydeniz@utk.edu
Abstract:
In this study, we are explored the impact of a reform-based science curriculum called Electric Circuits KitBook, on 4th grade elementary school children’s conceptual understanding of simple electric circuits. Sample consisted of 100 4th grade elementary school children from three school districts and six classrooms. 50 students were randomly assigned to the treatment group and the other 50 were assigned to the control group. Both groups of students learned the concept of electricity for a week-long instructional time. Each teacher spent 30-45 minute instructional time in teaching the concept of electricity. We administered The Electric Circuits Concept Inventory Test to the both groups of students a week after they received instruction. This instrument was designed to test students’ understanding of the science learning standards outlined in TN state standards. The results show a significant difference in students’ learning gains between the treatment group and control group students. Overall, the treatment group, the group of students that learned the concept of electricity and simple electric circuits through Electric Circuits KitBook performed significantly better than the control group students on the Electric Circuits Concept Inventory Test. The discussion focuses on the influence of external factors on the reported learning gains and acknowledge the limitations and implications of the study.

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Conceptualization of a Framework for the Measurement of Science Teachers’ Assessment Literacy
Principle Author: Dr. Mehmet Aydeniz, The University of Tennessee, maydeniz@utk.edu
Abstract:
Although interest in science teachers’ assessment beliefs and practices is an essential need, current research lacks a conceptual framework through which to measure science teachers’ assessment beliefs knowledge and practices. For instance, the existing research looks at teachers’ assessment beliefs, knowledge and practices merely through the traditional and alternative assessment dichotomy. Although such dichotomy informs teachers’ attitudes towards assessment, they do not lead to the development of effective science assessments that will impact students’ learning across multiple domains of learning. It follows that in order for science teachers to develop effective and meaningful assessments, their assessment beliefs and practices must be informed by a conceptual framework that takes into account all aspect of classroom assessment, the nature of science and students’ learning in science.The review of assessment literature in science education, educational measurement and the analysis of a qualitative set of data collected from secondary science teachers led to the development of a framework and a quantitative instrument. The framework includes 10 components and each component led to the development of a set of questions related to the particular aspect of assessment. The components of assessment literacy defined and used in the assessment instrument include the following.

Beliefs and Practices About Purposes of Assessment (9), Beliefs and Practices About Grades (12), Beliefs and Practices About Standardized Testing (8), Planning Beliefs Practices for Assessment (10), Content of Assessment Practices (8), Forms of Assessment Practices (8), Embededness of Assessment in Instruction (4), Practices Related to Assessment Climate (8), Professional Development in Assessment (4), Support for the Use of Alternative Forms of Assessment (4).

The discussion focuses on the methodological procedures used to validate the survey, the reliability test and the implications of this survey for science teacher professional development and students’ learning in science.

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In Search of Teaching The Right Attitude
Principle Author: Dr. Mehmet Aydeniz, The University of Tennessee, maydeniz@utk.edu
Abstract:
The purpose of this meta-analysis is to bring the construct of attitude in science education under close scrutiny by reviewing relevant literature on the definition of attitude, scientific attitudes and attitudes towards science, reviewing the theoretical framework used by science educators, analyzing methodologies used to measure the construct and identify problems with the measurement of the construct. This study will also present a framework and a questionnaire for students’ attitudes towards science. Finally, the purpose is to provide direction for future attitudinal research in science education.
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Teacher Research Experiences – Evaluating the Effectiveness of Oceanographic Discovery as a Professional Development Opportunity
Principle Author: Ivar G Babb, University of Connecticut, ivar.babb@uconn.edu
Co-Authors: Diana L Payne, University of Connecticut
Abstract:
The National Undersea Research Center at the University of Connecticut sponsored TREs that provided two small groups of educators an opportunity to work with scientists addressing environmental topics affecting Long Island Sound (LIS). In 2006, teachers explored complex factors contributing to hypoxia (low oxygen levels) in LIS. In 2007, teachers investigated seafloor habitat variability in LIS. There was no overlap of participants from 2006 to 2007.

Teachers enjoyed working with the scientists and other teachers, and involvement in the program increased their understanding of Long LIS. Participants were not intimidated by the scientific concepts presented, and their schools were supportive of teacher participation in the project. Overall, personal interest in science was consistently high, although there was a marked decrease in interest in reading books about science for pleasure from pre- to post-survey. Participants consistently believed scientists should be good problem solvers, know how to ask good questions, be creative, and willing to take risks. Other observations of note include a ceiling effect for the data from the 2007 survey, in that the results of the pre-survey were significantly high with little change observed in the post-survey. This finding could be related to the fact that, with one exception, the participants were veteran teachers, with many having been involved in other TREs.

This research has the potential to provide insight for existing and future TRE programs, as well as inform ASTE members interested in pre-and in-service teacher education, education policy, administration, and educational research regarding the TRE as a form of professional development. Additional research is necessary to evaluate long tem effects on teachers and their students. As the teacher is a critical component of an educational system, it is important to recognize that teacher beliefs influence classroom practices and therefore student beliefs, and ultimately student achievement.

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Improving Teaching and Learning of Science in Junior High School: Achieving Parity Through Cogenerative Dialogues
Principle Author: Eileen P. Baker, CUNY Graduate Center -Urban Education, epbaker@aol.com
Abstract:
In many science classrooms students cannot use the culture from their lifeworlds as a foundation for learning science. They often feel alienated because they cannot access and appropriate the resources available to them. Many teachers use teaching practices that are not adaptive to the cultural and social capital of their students.

Because fields (like a science class) have weak boundaries and culture belonging to one field can be enacted in others, teachers need to recognize and support student’s practices that come from other fields. By recognizing and supporting such practices, teachers can provide students with a foundation for success in science.

Cogenerative dialogue can help teachers and students understand the different cultures in a classroom. The cogen helped me to be a better teacher by allowing me to understand what racialization is, and how it impacts students as well as teachers. This understanding can positively affect the science classroom. During cogenerative dialogue students and teachers can see how students interact with their peers. Although these interactions may look disruptive, they actually may be a positive way to interact in the classroom.

I researched the role of science cogens in the learning and teaching of science in my suburban Long Island classroom by studying the way in which cogenerative dialogues can help bridge the difficulties teachers and students have understanding each other’s cultures. When these difficulties are successfully addressed, science teaching and learning are improved. I also looked at the sociology of emotions and interaction ritual theory to better understand the engagement of students and faculty and how my research can be of help in increasing the interest of marginalized female African American students in pursuing science careers. Teachers can significantly improve their classroom learning environments through research in their own classrooms.

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Encyclopedia of Earth: A Unique Resource for Science Educators
Principle Author: Cynthia Barakatt, Encyclopedia of Earth, barakatt@bu.edu
Abstract:

While the Internet is a very convenient resource, it is often difficult to determine the credibility of information found on many web sites. The Encyclopedia of Earth (EoE – www.eoearth.org) is a web-based tool that provides science educators and students with easy access to high-quality information about environmental issues based on credible scientific information contributed by scientists and other experts. The EoE is a free, fully searchable collection of articles written by scholars, professionals, educators, and experts who collaborate and review each other’s work.

There are two ways science educators can take advantage of what the EoE offers. First, the EoE is developing resources targeted specifically to upper-level science teachers based on the content within the Encyclopedia. Working with groups of college-level science instructors to develop materials, such as course readers and lecture notes, for specific environmental topics, EoE staff is creating an easy-access site for science educators to download materials they can use for their courses. Second, the EoE provides a unique publishing opportunity that reaches a wide audience of other educators, students and the general public. The EoE seeks authors to write articles that explain the basic principles and general background of a topic targeted to users who are largely non-scientists. All articles are reviewed by another expert in the field before being published and, when published, the author and topic editor are identified at the top of the article. By submitting a CV to document his or her expertise in a particular area, a science educator can participate in the EoE as either an author or a topic editor.

The EoE provides unique opportunities for science educators to both benefit from and contribute to an important resource that is helping educate other teachers, students and the public about environmental topics that are extremely relevant in today’s world.

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The World is Flat: An In-service/Pre-service Professional Development Model

to Identify and Change Misconceptions Children Have About Science

Principle Author: Robert C Barkman, Springfield College, rbarkman@spfldcol.edu
Co-Authors: Julie Smist, Springfield College
Abstract:
The World is Flat: An In-service/Pre-service Professional Development Model to Identify and Change Misconceptions Children Have About Science

Springfield College has partnered with the Springfield MA Schools and the Springfield Science Museum to develop and implement a four-year innovative program to prepare educators so that all Springfield K-6 students can achieve high academic standards in the sciences.

The major objectives are: (1) To develop in-service and pre-service student skills in identifying the sources of students’ misconceptions about science concepts (physical, earth and space, and life); (2) To develop curriculum, instruction, and assessment strategies, aligned with the Massachusetts and National Curriculum Frameworks, to change student misconceptions; (3) To incorporate new science content and pedagogy from the project’s professional development workshops into City classrooms and College pre-service teacher courses; and, (4) To evaluate to what extent student misconceptions decrease – that is, accurate science knowledge increases -- over a three-year period in the treatment classrooms.

At the end of Year 3 of the World is Flat project, impact highlights include:

• That a district wide assessment of students’ understanding of moon phases, seed germination, and heat energy revealed significant misconceptions about the earth, life, and physical sciences;

• That the project’s professional development workshops significantly increased teachers’ confidence in science topics, assessing students’ misconceptions, and teaching the correct concepts. Teacher confidence (self-efficacy) was measured immediately after each workshops, and four months after. The level of teacher confidence was high immediately after training and remained high four months post-training.

• That teachers who implemented what they had learned from the training in their classrooms were able to measure significant gains in their students’ science knowledge.

Samples of student data will be used to engage participants in how to assess student misconceptions, implement strategies to change them, and inform teachers if the strategies worked.

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Successes and Challenges in a Statewide Action Research Initiative
Principle Author: Marianne B Barnes, University of North Florida, mbarnes@unf.edu
Co-Authors: Lehman W Barnes, University of North Florida; Jerry Everhart, Eastern New Mexico University
Abstract:
Action research is a systematic process of inquiry into teaching practice. Science educators follow national and state standards and the nature of science when they implement inquiry into courses and professional development venues, including inquiry into teaching practices. Teachers in a southwestern state are exposed to reflective practice research techniques including action research (AR) through graduate coursework and ongoing statewide action research grants, among other professional development sources. Limited data exist that describe teacher attitudes and behaviors related to action research and whether those who have practiced action research strategies continue to use them after initial exposure to related methodologies. In this project, researchers asked fundamental questions that can better inform ¡§teacher as researcher¡¨ supporters and funders of research: Are use of action research methods limited to the term of grants and university courses? What internal mechanisms promote or impede the use of action research methods? What aspects of their practice do teachers choose to study? Investigators used surveys, interviews, and archival analyses to uncover patterns in educators¡¦ attitudes and behaviors. Subjects of the research include past grant recipients, others who have experienced action research, and a control sample. Research was conducted in fall 2006 and spring 2007. Additionally, the emergence of a statewide action research network of higher education faculty is discussed along with challenges to the support of action research and plans for the future.

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Strategies Rather than Tricks for Securing a Faculty Position
Principle Author: Lloyd H. Barrow, University of Missouri, barrowl@missouri.edu
Abstract:
This interactive session is intended to assist graduate students in securing their first faculty appoinment and surviving. Previous research has shown that a game plan is needed. Each stage of the employment search requires a thought out approach. Applicants usually are most stressed by deciding what institution would be best for me, telephone interviews, and negotiating a salary and related aspects of an offer. Resources and straegies will be shared with participants having opportunities to interact with others what things to consider whether applying for a research or liberal arts position
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Providing evidence of science as inquiry
Principle Author: Anthony W Bartley, Lakehead University, abartley@lakeheadu.ca
Co-Authors: Wayne Melville, Lakehead University; Doug Jones, Sir Winston Churchill CV&I School
Abstract:
National Science Education Standards ‘Ways in which teaching must change’ (National Research Council, 1996, p. 52):

• Understanding and responding to individual student’s interests, experiences, and needs

• Selecting and adapting curriculum

• Focusing on student understanding and use of scientific and inquiry processes

• Guiding students in active and extended scientific inquiry

• Providing opportunities for scientific discussion and debate among students

• Continuously assessing student understanding

• Sharing responsibility for learning with students

• Supporting a classroom community with cooperation, shared responsibility, and respect

• Working with other teachers to enhance the science program

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Development of teachers’ knowledge in relation to students’ learning of science inquiry
Principle Author: Mohammad A. Basir, The University of Iowa/ research assistance, mohammad-ahmadibasir@uiowa.edu
Co-Authors: Brian Hand, The University of Iowa; Lori Norton-Meier, Iowa State University
Abstract:
Through the transformation of novice to expert teachers, teachers develop special knowledge which is unique in terms of direct interaction with students and school culture, and also this special knowledge is integrated in term of being the amalgam of other domains of teachers’ knowledge. Teachers develop their knowledge through teaching practice; this is the essence of transformation of a novice teacher to expert one. One aspect of teachers’ knowledge, which is directly related to the concept of effective teaching, is teachers’ knowledge of students’ learning related to specific topics. Although there has been a great emphasis on this issue, research shown that teachers in general need to have more attention on learning this knowledge of teaching. Through the context of Science Heuristic writing (SWH), following the data from previous research studies, in this study the researchers have provided a description of the development of teachers in terms of what they learned from students’ learning of specific topics. The videotapes of case study of four teachers were analyzed and were collected from the time they were novice in implementing SWH approach to three years later when they showed high level of implementation of this approach. Those videotapes were also shared with those teachers in semi-structured interviewed to have complementary data. The questions that guided this case study were how teachers elicit and valued students’ prior knowledge about science inquiry and how teachers develop their knowledge about students learning of science inquiry. The result showed that the level of implementation of teachers in their use of the SWH approach appears to influence their knowledge of students’ learning of specific topics. Results indicate gradual changes in teachers’ knowledge as they implement the SWH approach in their understanding of how student learn through an inquiry approach.
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Investigating Preservice Teachers’ Understanding of Nature of Science and Scientific Inquiry in a College Biology Laboratory
Principle Author: Nazan U Bautista, Miami University, uludagn@muohio.edu
Co-Authors: Elisabeth Schussler, Miami University
Abstract:

This study presents how four different lab treatments (expository lab (“cookbook”), expository lab with explicit reflection, inquiry lab, inquiry lab with explicit reflection (a 2 x 2 factorial design)) affect preservice teachers’ understanding of the nature of science and scientific inquiry, and compares the changes, if any, in preservice teachers understanding with the changes in the understanding of other majors (e.g., science, engineering, business, etc.).

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Capturing Essential Understandings of the Urban Science Learning Environment.
Principle Author: Gillian U. Bayne, Lehman College of the City University of New York, tadasam@mac.com
Abstract:
This interpretive research study affords insights into ways by which the nature of teaching and learning science in urban classrooms can be improved. Employed in this work are critical qualitative research practices, grounded in theories that are sociocultural in nature, explore social life through the agency|structure dialectic (Sewell, 1992), examine the sociology of emotions (Collins, 2004), and utilize cogenerative dialogues (Roth, Tobin & Zimmermann, 2002) as seedbeds for producing new culture. An integration of quantitative work, which affords insights into students’ classroom perceptions of their learning environment, utilizing the Constructivist Learning Environment Survey (Taylor, Fraser & Fisher, 1997), elucidates important and meaningful ways for stakeholders to explore and understand the intricacies of the qualities of life lived in urban science classrooms.
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Context and Content: Preparing Teachers to Use Technology to Support Reforms-Based Instruction
Principle Author: Randy L. Bell, University of Virginia , randybell@virginia.edu
Co-Authors: Jennifer L Cunningham, University of Virginia; Ian Binns, Louisiana State University
Abstract:
Situated learning theory predicts that teachers will more successfully integrate technology into their science instruction when they learn how to use technology in the context of teaching and learning science. In this investigation, we explore the effectiveness of a teacher preparation program aligned with situated learning theory by examining how preservice science teachers within the program use technology during their student teaching experiences.

Twenty six preservice science teachers enrolled in a Masters of Teaching program participated in the study. One goal of the two-year program was to prepare teachers to use technology for reforms-based instruction. The program integrated technology instruction across five courses, and situated this instruction within the context of learning to teach science. Throughout these courses, participants were taught to use readily available technologies, including digital images, video, simulations, animations, and presentation software.

A variety of data sources were used to characterize the participants’ instructional practices with technology, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed an analytic induction process and sought to describe how and why the participants integrated technology into their instruction.

Results indicated that all participants used technology throughout their student teaching. In general, the sophistication of participants’ technology integration progressed over the course of the semester. As predicted by situated learning theory, the technologies that were integrated most successfully were those in which the participants participated during the teacher education program. Thus, the participants made extensive use of the digital images, videos, animations, and simulations that they had collected during the previous year. Furthermore, they became increasingly proficient in incorporating the specific models of instruction they had learned for these technologies as the semester progressed.

These findings support the application of situated learning theory in preparing teachers to integrate technology in science instruction.

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Building upon Everyday Expertise: A culturally responsive framework for science instruction
Principle Author: Philip Bell, University of Washington, pbell@u.washington.edu
Abstract:
Over the course of elementary school, many ethnically and linguistically diverse youth are lost from the formal STEM education pipeline. It is broadly understood that instruction is more successful when it is personally relevant and useful to the learner (e.g., Linn and Hsi, 2000), and at the same time we know and learning and education are accomplished through complex cultural processes (e.g., Nasir, Lee et al., 2006). And yet, we have relatively few culturally responsive models for science instruction (see Warren & Rosebery, 1992 for one prominent counter-example). I will report on a research project that responds to this challenge by developing and studying curricular and pedagogical approaches for helping teachers surface and attend to the interests, lifeworlds, and expertise associated with learner and their home communities.
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A Collaborative Model for Elementary Science
Principle Author: Greg M Benedis-Grab, Teachers College, Columbia University, gb2179@columbia.edu
Co-Authors: Felicia M Moore Mensah, Teachers College, Columbia University
Abstract:
Improving science education has been a recurring theme in the literature. Despite the need for better models of science education, there have been relatively few approaches that address how to staff an elementary science program. This study examines an approach to elementary science education that is responsive to the literature on professional development, collaboration and best teaching practices. The emergent themes from this study suggest that a collaborative approach can produce positive results and deserve further study.
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Interactions Between Beliefs And Practices In Teaching Have Divergent Results
Principle Author: William D Bennett, University of Iowa, Science Education, william-d-bennett@uiowa.edu
Abstract:
In the course of science teaching, the beliefs and practices of science teachers may come into conflict. These conflicts sometimes arise during the course of implementing new or different curriculum in which teachers must reconcile their beliefs formed from previous experience and their intended goals for classroom performance. Science education literature has found that oftentimes these conflicts are resolved by a change in either beliefs or practices. However, a resolution to these conflicts can be inhibited by peripheral conflicts or issues that constrain science teachers’ freedom in classroom practices. The significance of this research for science teacher educators and curriculum developers lies in the ability of teachers to change their beliefs and practices. Even though the definition of teachers’ beliefs remains controversial in the literature, this workshop aims to further the discussion in defining the nature of teachers’ beliefs and the extent its effects has upon changing classroom practice.
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A multi-layered analysis of talk patterns in upper elementary science classrooms.
Principle Author: Matthew J Benus, The University of Iowa, matthew-benus@iowa.edu
Co-Authors: Juan F Diaz, The University of Iowa; Brian Hand, The University of Iowa; Lori Norton-Meier , Iowa State University
Abstract:
Upper elementary science classrooms from three experienced mid-western teachers undergoing episodes of professional development over several years were analyzed. Teachers choose science-related topics and what video to submit to the research team. Each of the teachers submitted at least six videos over a period of three years.

The submitted video-tapes were then analyzed using the Reformed Teaching Observation Protocol (RTOP). Additionally, audio transcripts and video of classrooms were carefully studied. Transcripts were analyzed for talk patterns of teacher and students centered around a scientific concepts.

A multi-layer analysis was completed. Over time as RTOP scores changed for a particular classroom environment common trends begin to emerge within those classrooms. First we found that the level of questioning on Bloom’s Taxonomy from both teachers and students changed. In classrooms with lower RTOP scores questioning was mostly concerned about acquisition of knowledge. As RTOP scores increased questioning shifted away from knowledge questions and moves towards comprehension, application, analysis, and synthesis questions by both teacher and student. Second, the role pronouns play in dialog (i.e. I, you, your, they, we, us, anyone) shifted. As whole class dialog develops among teacher/student and student/student interaction the use of personal pronouns are reduced in favor of group pronouns that indicate how the scientific concept is being shared and developed.
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You Scratch My Back . . . Teachers’ and Researchers’ Perceived Benefits and Challenges in a University/High School Science Partnership
Principle Author: Daniel J Bergman, Wichita State University, daniel.bergman@wichita.edu
Abstract:
The GK-12 “Pass Me the Salt” Program at Wichita State University is an NSF-funded project striving to promote partnerships to improve science education, particularly in the urban setting. In this program, graduate research assistants—called “fellows”—from WSU work with high school students in Wichita schools’ science classrooms to help lead research projects that use state-of-the-art science research equipment.

One goal of the WSU GK-12 project is to enhance the experiences of learners and teachers at all levels—high school students, classroom teachers, and graduate-level research assistants. In addition to enhancing science learning for individuals, the WSU GK-12 fosters communication and collaboration among institutions and organizations.

For this component of the study, classroom teachers and graduate fellows were each interviewed separately about their experiences in the WSU GK-12 project. Questions asked about interviewees’ role in the program, reasons for participating, interactions with other participants, effects of their participation, the program’s impact on their perception of science teaching and research, as well as ways they would alter the program in future efforts.

Findings feature the following perceptions from participants: Teachers gain content knowledge and science investigation lessons; classroom students develop a stronger interest in science and science-related careers after high school; graduate fellows learn how to interact with students in a classroom laboratory. Perceived challenges in the project include difficulty scheduling time for science investigations in the district curriculum, students not having sufficient understanding of fundamental concepts that are applied in new labs, and graduate fellows experiencing pressures to fit extra duties in their schedules.

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Adolescents and the Natural Environment: Nature-Deficit Disorder or a Time Out?
Principle Author: Lisa S. Bircher, Kent State University, lbircher@kent.edu
Abstract:
This presentation is the result of observations that were made at a summer residential one-week aquatic biology class. Several factors seem to be of interest when analyzing the students’ experiences in this setting, including gender, aesthetics (or the lack of aesthetics), also known as disgust responses and issues related to previous outdoor experience. The data generated from the study include written responses from questionnaires, unstructured conversations and structured exit interviews with selected participants, researcher journal entries and photographic journal. Narratives of the experiences of four selected participants are highlighted in this presentation with discussion on possible interpretations of these experiences.

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Spatial Ability Test Scores of Preservice Elementary-Middle Teachers Early and Late in Their University Science Careers: Effects of Course Completion and Spatial Emphases of Courses
Principle Author: Alice (Jill) A. Black, Missouri State University, ablack@missouristate.edu
Abstract:
Although elementary/middle (E/M) teachers are responsible for the first nine of the thirteen pre-college years, many E/M majors fear science and later avoid teaching science. Hands-on teaching is recommended, and spatial ability is part of visualization and hands-on work. Nevertheless, spatial ability, which is statistically related to success in science, is generally ignored in schools. Females score generally lower on several spatial ability tests, and are probably most underserved by this lack of help, as research has shown that spatial ability may be improved.

This preliminary study sought to answer a question raised by earlier research, which found preservice E/M teachers, most of whom were late in their university science careers, scored equally well as other non-science majors on three spatial ability tests, a result that did not support other authors’ work. Preservice E/M teachers early and later in their progression of three required science content courses were administered the same three spatial ability tests. One of two Later groups had completed an Earth science course that specifically emphasized spatial aspects of the concepts taught.

Results showed that mean combined spatial ability scores of the Later students, compared to students before beginning their first course, were significantly higher on two of the three tests. Mean scores of Later students in the Earth science course were significantly higher than both the Early group and the other Later group on all three tests.

This study should be of interest to ASTE members involved in teaching preservice teachers, in curriculum development, in inservice professional development, in methods classes, in educational psychology, and in gender issues.
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Videoconferencing versus Face-to-Face: Comparing the satisfaction of rural, middle school teachers with two different follow-up methods to teacher professional development
Principle Author: Margaret R Blanchard, North Carolina State University, Meg_Blanchard@ncsu.edu
Co-Authors: Jennifer L Sharp, North Carolina State University; Lisa L Grable, North Carolina State University
Abstract:
The literature documents that there is scant follow-up to teacher professional development. Serving teachers in rural areas at a distance to universities proves to be an additional impediment to following up on professional development. One promising solution to supporting teachers over a distance is through distance technologies. Although this is becoming possible with available technology, is it feasible with teachers in rural, historically underserved schools, who have had few experiences with these technologies? This mixed-methods study follows up teacher professional development in which middle school science and mathematics teachers engaged in technology-infused curricula during summer workshops, with two face-to-face follow-up sessions the following school year. In this paper, we compare the results of offering 29 rural, middle school science and mathematics teachers at 8 schools either videoconferencing follow-up technical support either by videoconferencing or face-to-face. We sought to answer the following questions; Do teachers’ rates of participation in technical support sessions differ depending upon if they are assigned face-to-face or video conferencing? Do teachers’ stated levels of satisfaction differ by treatment method? What differences, if any, do teachers describe regarding the strengths and weaknesses of videoconferencing versus face-to-face support? Do teachers’ changes in familiarity with the technologies differ by treatment method? Do teachers find alternative ways to get support, and does this vary by treatment method? Results indicate that teachers were less likely to participate in videoconferencing than face-to-face sessions, but when they did they were about as satisfied as teachers who participated in face-to-face technology sessions. There were no differences between the treatment groups in terms of their familiarity with the probeware or other technologies they received technical support using. Implications for supporting teacher professional development from a distance will be discussed.

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The effect of a professional development intervention on inservice science teachers’ conceptions of nature of science
Principle Author: Mark A Bloom, Texas Christian University, M.bloom@tcu.edu
Abstract:
This research focuses on inservice science teachers conceptions of nature of science (NOS) before and after a two-week intensive summer professional development program that included explicit NOS instruction. It combines this explicit approach to NOS instruction with reflective, dialogue about the interventions used throughout the professional development. It addresses the seven commonly-held tenets of NOS that are deemed significant to K-12 science teachers. Finally, it borrows qualitative methodologies for analyzing the Views of Nature of Science Questionnaire and associated interviews to gain a richer understanding of the teachers’ NOS understanding before and after the interventions. By using this approach to data analysis, this research better describes the ways in which teachers’ conceptions of NOS aspects align with and/or deviate from the desired understanding put forth in the professional development. This description of their understanding avoids reducing the participants’ diverse and complex conceptions of these tenets into simple “informed” or “naïve” categories. It is through this more detailed analysis of the participants’ data that this research examines inservice science teachers’ conceptions’ of nature of science before and after engaging in an explicit, long-term, professional development intervention.
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Using YouTube in Science Classrooms: Promoting the use of video (case studies) and reflective discussion in forums
Principle Author: G. Michael Bowen, Mount Saint Vincent University, gmbowen@yahoo.com
Co-Authors: Dianne Fraser-Forbes, Mount Saint Vincent University; Roland Van Oostveen, University of Ontario Institute of Technology
Abstract:
later
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International Perspectives on Issues in Science Teacher Education: A Panel Presentation
Principle Author: G. Michael Bowen, Mount Saint Vincent University, gmbowen@yahoo.com
Co-Authors: Deborah Tippins, University of Georgia; Nicos Valanides, University of Cypres, Cypres; Wayne Melville, Lakehead University; Aris Cadjagal, University of Georgia; Ratna Narayan, Texas Tech University
Abstract:
later
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Understanding the development of competency in the discursive practices of science: Working in the field with biologists
Principle Author: G. Michael Bowen, Mount Saint Vincent University, gmbowen@yahoo.com
Co-Authors: Patricia Hembree, University of Georgia
Abstract:
Considerable research in the sociology of science has reported that graphs and data tables play a central role in the formation and communication of scientific findings. Competent graph users interpret graphs with an understanding of the limitations of the representing role that they play and the other “real world” factors that may be influencing the depicted relationships. In part, this understanding of the constraints of inscriptions is revealed through the ways in which graph users describe and explain the relationships by using stories to elaborate and expand upon the information depicted within the inscription. This led to suggestions that improved competency with using data inscriptions (such as graphs) would develop as one accumulated a repertoire of research stories which could be used to help interpret graphs and data. This study examines the discursive practices of teachers discussing academic posters representing research work which they had participated in with field biologists over several seasons. The data suggests that the teachers have appropriated a selection of rich “stories” drawn from the field experiences they had that they use to contextualize the data claims emerging from the study which they elaborated using the maps and photographs present on the posters. However, they made only a few references were made to the graphs available on the posters. An elaboration of their field experiences with biologists suggests that this occurs because they participated almost exclusively in the data collection aspects of the research and not in the generative claim making and thus their discussions of the posters only reflected the experiences they did have in the field. This suggests that further participation in generative claim-making aspects of science practice might alter the way in which these teachers discuss the study findings.
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Decoding the Mystery: Preservice Teachers’ Identification of Meaningful Patterns of Practice and its Influence on Science Talk
Principle Author: Elisebeth C Boyer, The Pennsylvania State University, eboyer@psu.edu
Abstract:
Science is profoundly social, interactive and generative. Discourse is a scientist’s most valuable tool and the hallmark of expert science teachers; quality scientific claims are rooted in investigation and based on evidence that is communicated via language. Meaningful patterns of practice for science teachers include scientific reasoning, discourse and the construction of arguments utilizing evidence to explain natural phenomena. The ability to decipher and define an event as meaningful is not transparent and universal but rather situated in the context of practice. Because preservice teachers lack classroom experience and familiarity with student learning, they tend to be unable to ascertain what counts as meaningful and so are unable to effectively propel student discourse and understanding. Preservice teachers must be taught to reflect on, recognize and interpret meaningful patterns of practice in order to improve their teaching. In this study, preservice elementary teachers are engaged in analyzing video of their own teaching in an attempt to understand how they talk about evidence and explanation, make sense of scientific discourse and define its role in science learning using an argumentation framework from their teacher preparation program. In this way, light is shed on the complex interactions between analyzing practice, identifying meaningful patterns of practice and, how these influence science learning. Preliminary results indicate that coding video helps preservice teachers internalize the differences between evidence and explanation, as well as forms of productive questioning to encourage and enhance student learning.
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Youth argumentation practices across settings and as situated in activity: Implications for pre-service science teacher education
Principle Author: Leah A Bricker, Loyola University Chicago, lbricker@luc.edu
Abstract:
This paper highlights youth argumentation practices across the settings of their lives and as situated within activity and describes initial efforts to incorporate youth argumentation data into a pre-service elementary science methods course. The argumentation data were collected as part of a three-year team ethnography of youth science and technology learning across settings. Research questions included: (a) What meanings do research participants associate with the word "argument" and how do they describe aspects of their argumentation practices?; and (b) Do research participants identify argument as part of scientific practice and/or their science classrooms practices? Youth routinely and expertly engage in argumentation throughout the settings of their lives and are able to discuss their practices in great detail. Yet designers of science curriculum and instruction efforts that attempt to engage youth with what it means to argue scientifically report that youth have difficulty with aspects of scientific argumentation, such as coordinating evidence with theory. None of the design efforts take into account youth’s varied and rich argumentation practices outside of the formal curriculum and outside of school more broadly. It is an empirical question but if youth argumentation practices were utilized as springboards for engaging youth with what it means to argue scientifically, would youth meet with more success in school science argumentation endeavors? Moreover, if the field expects science teachers to incorporate scientific argumentation into science instruction, teachers must also become intimately familiar with youth argumentation practices so that they can utilize this “prior knowledge” during instruction. How can we ensure that pre-service science teachers, for example, are (a) aware of the depth and breadth of youth argumentation practices and (b) effectively engaging youth with scientific argumentation using youth’s own practices as springboards? This paper will discuss initial attempts at answering this question.
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Emerging Teacher Leadership in K-8 Science Education Reform in South Dakota
Principle Author: Janet L. Briggs, Black Hills State University, janetbriggs@bhsu.edu
Abstract:
This phenomenological study focused on the experiences of emergent teacher leaders in grades K-8 as they performed leadership roles in a federally-funded science initiative. It describes the experiences of science teacher leaders who remained full-time teachers in the classroom, yet fulfilled roles within a Local Systemic Change project. Conclusions that emerged include a) opportunities for personal and professional growth are essential for development of science teacher leaders and are essential components of science education reform, b) leadership roles at the school building or district level vary depending on school climate and personal capacities of the teacher leader, c) principles of science education reform are implemented in classrooms, and d) differences between the experiences and perceptions of the middle school and elementary teacher leaders are minimal.

Recommendations for practice include a) providing opportunities for professional growth for science teacher leaders in science content, pedagogy skills, leadership skills, b) providing training in working with adult learners, c)taking into consideration school climate when trying to develop teacher leadership, d) analyzing various elements and stakeholders within the school to determine what will promote and what will delay reform efforts, e) considering distributed leadership roles that engender long-term commitment, and f) focusing on teacher leadership at the building or grade levels.

Results of this study provide insight into the nature of emerging teacher leadership among K-8 teachers involved in a science reform project. In order for teacher leaders to contribute positively to science reform efforts they must receive extensive professional development in science content, pedagogy, and leadership. They must have a clear understanding of the culture and nature of the school and staff where they work. They must know what they are capable of doing, and the school or the reform effort must provide the support to enable them to fulfill leadership roles.

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Think-Aloud and Turn-and-Talk: Science and Children’s Picture Books
Principle Author: Francis S Broadway, The University of Akron, fsb@uakron.edu
Abstract:
No Child Left Behind (NCLB) has made the teaching of science more arduous for early childhood and primary grade teachers by mandating testing and evaluation of reading, writing, and mathematics during these grades with science to be assessed in grade four. Therefore, early childhood teacher candidates focus on learning to teach reading, writing, and mathematics as these subjects have direct ramifications for their future as teachers. In other words, how do early childhood teacher candidates teach quality reading and writing and science during a science instructional time?

With a focus on reading, writing, and mathematics teaching as well as science teaching, I often suggest a Science and Technology for Children (STC) kit because STC kits allow teacher candidates to conduct reading course assignments (read-aloud) during and for science teaching and learning. However, some students will use teacher candidate/teacher designed content materials within which they have embedded read-alouds. The specific structure for the read-alouds is to include for the teacher candidate “think-alouds”, a time where the teacher pauses during reading to make connections (Keene & Zimmerman, 2007) and “turn-and-talk”, a 20-30 second burst of student talking about a question, idea, and/or challenged posed by the teacher (Hoyt, n.d.).

For this study, the researcher looked specifically at the decision making process of the teacher candidate. Decisions for teacher talk-alouds and student turn-and-talk are based on the content standards for the beginning science learner. Most often teacher candidates focused on the science as content knowledge rather than a process. Therefore, picture books become encyclopedic (or informational) rather than behavioral (the “doing” of science). Turn-and-talks, which need to be no more than 30 seconds in duration, are interactive and engaging meaningful conversation about the content of the text.

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Decreasing “Nature Deficit” - Comparing Student Achievement by Socio-Economic Level in an “After School Science Elk Club”
Principle Author: Ryan J Brock, University of Nevada, Reno, rbrock@unr.edu
Co-Authors: David T Crowther, University of Nevada, Reno; John R Cannon, University of Nevada, Reno
Abstract:
Decreasing “Nature Deficit” - Comparing Student Achievement by Socio-Economic Level in an “After School Science Elk Club” is a study comparing the effect of an after school science “Elk” club on two fourth grade populations from different socio economic schools. Content knowledge on factual knowledge about elk, environmental and biological science, physics of sound, and basic measurement / estimation mathematics skills were pre / post tested. Information was collected about attitudes and opinions of nature to explore “nature deficit” outcomes. Both populations of fourth graders were assessed utilizing a self made test constructed of 14 questions which covered topics including elk knowledge, biological / environmental science, sound, and estimation / measurement in mathematics. Results indicate that both schools (A and B) scored significantly higher on the post content exam as compared to the pre content exam. There were no significant differences between the schools pre and post test scores showing that socio economic status is not a factor in learning content through the after school science “Elk” club. Initial qualitative data shows that children in both school settings have a greater general interest in learning about nature. This study has demonstrated that socio economic status is not a factor in students’ ability and interest in learning about science and nature related content for a very small population. Initial data for this pilot study is also leaning towards children’s improved attitude and interest in nature, thus decreasing nature deficit disorder in two distinctly different school populations. Limitations of this study include the small population, the self designed instrument, and limited time of study. As a pilot study, this study has provided information so that a broader formal study may be designed and conducted in the 09 – 10 school year.
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Outcomes of Two Science Institutes on Urban Middle School Students
Principle Author: Sherri L. Brown, University of Louisville, s.brown@louisville.edu
Co-Authors: Nikki L. Votaw, University of Louisville; Thomas R. Tretter, University of Louisville
Abstract:
Studies suggest that students have difficulty connecting science to their own lives (Aikenhead, 1996). This difficulty results in a decline in students¡¯ attitudes toward science, leading to low science achievement. These factors result in fewer students interested in careers related to science, specifically for urban, minority students. The purpose of this study was to examine the impact that a science institute had on urban, disadvantaged, academically talented middle school students. The science institute included seven visits to different sites as well as supplemental hands-on classroom-based activities. The purpose of the institute was to immerse students in an informal learning environment that affects their daily lives. Students visited facilities that provide public utility services (i.e. a power plant, a sewage treatment facility, and a water company), zoo, cave system, planetarium, nanotechnology center, and forest and arboretum. Our study was situated within Falk and Dierking¡¯s (2000) Contextual Model for Learning which describes three basic intersecting elements (personal, sociocultural, and physical) that contribute to learning. A mixed methodology was employed to determine the impact of the institute on students¡¯ content knowledge and attitudes toward science. Data (e.g. content test, attitudinal survey, interviews, notebooks) were collected before, during, immediately following the institute, and several months after the institute. Results indicated that students¡¯ content knowledge was impacted through the learning of factual knowledge as well as understanding of the importance of broad scientific processes. Students developed an awareness of the natural world, a foundation for future learning, and an awareness of science as it applies to their own lives. Students¡¯ attitudes toward science were developed by an appreciation of resources, positive social experiences, and sharing of experiences. This study reported on a unique immersion experience in informal learning contexts where seven sites were visited; it has implications for informal educators and classroom teachers.
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Innovations in Computer-based Simulations for Science Inquiry
Principle Author: Fernand Brunschwig, Empire State College, State University of NY, fbrunsch@esc.edu
Co-Authors: Lea B. Accalogoun, Empire State College, State University of NY
Abstract:
Computer simulations offer useful alternatives, or supplements, to "real" experiments, reducing costs and avoiding other disadvantages. Scientific models can be visualized in such simulations, and misleading details of real-world phenomena can be de-emphasized, helping novices move more rapidly through initial stages of instruction. However, simulations offer their own set of challenges and opportunities. A key issue is the degree to which simulations allow students to actually interact and experiment with the phenomena. Other challenges are the sheer number of simulations and the wide variety of development tools, many of which do not provide adequate support for visualization, modeling, graphing and interactive experimentation.

Our presentation focuses on our work developing new simulations on energy conservation and population growth exploiting Mathematica 6’s recently introduced interactive capability, rapid prototyping and innovative distribution mechanism. Our simulations are based on everyday phenomena familiar to teens, include dynamic visualization and modeling of key quantities, and provide linkage between familiar real-world experience and the key graphical, numeric and algebraic models needed for problem-solving. The session included demonstration and analysis of exemplary simulations, focusing on development of foundational science concepts and strengthening novices’ physical "intuition." We provided participants an annotated list of useful simulations, plus time to work with simulations of their choice.

We believe that simulations, grounded in "good science," developed with student feedback, and selected and used judiciously, can significantly help teachers in generating a strong inquiry-oriented science program. It seems axiomatic that the number and variety of simulations available will continue to grow exponentially, that the level of quality will be highly variable, and that teachers will need all the help they can get in realizing the potential of simulations in their classrooms. Thus there is a strong, and steadily growing, case for simulations as an integral element in the education of science teachers.

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Using Lesson Study in the Preparation of Elementary Teachers at Western Washington University
Principle Author: Donald J Burgess, Western Washington University, george.nelson@wwu.edu
Co-Authors: George D Nelson, Western Washington University
Abstract:
To improve pre-service teacher’s understanding and responsiveness to teaching to standards, Lesson Study has been introduced as a professional development strategy that links science standards and research to curriculum, instruction, and assessment. Methods and practicum reform, sponsored by the NSF funded North Cascades Olympic Science Partnership (NCOSP) now utilizes Lesson Study to link science standards with teacher practice and student achievement. The purpose is to develop strategies for improving the understanding and teaching performance of the shared practicum goal to "facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse" (NRC, 1996, p. 45).

Pre-service elementary teachers in their first practicum achieve deeper engagement with science teaching by incorporating Lesson Study. Our modified Lesson Study comprises three distinct activities. During each Lesson Study cycle, pre-service teachers co-create a strategy implemented by the “lead” teacher. The other members of the team collect evidence to evaluate the effectiveness of the shared strategy by watching student actions, responses and behaviors. The focus of lesson study is on the pedagogy and students; therefore, Lesson Study is not an evaluation of the teacher. In our setting, the pre-service teachers formally meet and debrief. Typically, a new or modified instructional strategy emerges to initiate the next Lesson Study cycle.

One of the more powerful events in our Lesson Study sequence is final Poster presentation. For this final reflection, groups create a poster summarizing their “best practices”. Student work samples provide evidence for how Lesson Study helps pre-service teachers not only think deeply about long-term goals but also how pre-service teachers carefully consider the goals of a particular content area, unit, and lesson. Our experience suggests that pre-service teachers deepen subject matter knowledge while developing instructional knowledge and capacity for collegial learning.

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Using Curriculum Topic Study in Elementary Teacher Preparation at Western Washington University
Principle Author: Donald J Burgess, Western Washington University, george.nelson@wwu.edu
Co-Authors: George D Nelson, Western Washington University
Abstract:
Elementary teacher preparation programs require content and methods coursework as well as field experience in elementary schools. Outstanding science teachers must develop an understanding of science content as well as familiarity with science standards, research on student learning and student misconceptions. Yet because many pre-service elementary teachers do not have a strong science background their science unit plans constructed in methods classes often do not address research on student learning.

Science Curriculum Topic Study (Keeley, 2005) has been introduced as a systematic professional development strategy that links science standards and research to curriculum, instruction, and assessment. Methods reform, sponsored by the NSF funded North Cascades Olympic Science Partnership (NCOSP) now utilizes Curriculum Topic Study to link science standards with teacher practice and student achievement. While CTS does not replace science content instruction it does help pre-service teachers focus on the pedagogical implications of teaching that content. In this particular application of CTS with pre-service teachers, guiding questions help prompt reflective writing that elicits metacognitive engagement during the unit planning process. As a result, pre-service teachers learn to focus on big ideas and assessment to enhance kit-based curriculum, e.g. FOSS, GEMS and STC.

Examples of pre-service teacher writing will be shared at the session. This presentation will be of interest to faculty, instructors and students interested in science methods reform.

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Project STEP: Thinking Locally
Principle Author: Andrea C Burrows, University of Cincinnati, andrea.burrows@uc.edu
Abstract:
Empowering middle and high school science teachers to work with college and university faculty and students to create climates where students are enabled to learn is critical in today’s classrooms. Practical applications of science are readily apparent in university research in science and engineering schools, but the difficulty is in establishing a working relationship between schools and universities. The STEP (Science and Technology Enhancement Program) Project, funded by NSF GK-12, has allowed many participants on different levels to interact with middle and high school teachers; and for teachers to impact university faculty. This interaction has led to enhanced science learning for students. One of the biggest impacts on student learning comes from the STEP Fellows. Approximately five graduate students a year are chosen to be STEP Fellows. These engineering and arts/sciences graduate students are in constant contact with both teachers and students and bring their college experience and research to the classrooms. This program will explore what is necessary to set up and implement such a program. Participants will leave with a feeling of empowerment and understanding regarding the who, what, when, where, why, and how of a middle/high school to university connections.

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Entrepreneurship and Science Education
Principle Author: David Bynum, Stony Brook University, r.bynum@stonybrook.edu
Co-Authors: Keith Sheppard, Stony Brook University
Abstract:
Science education faces multiple challenges of attracting, educating, inducting and retaining of teachers, all of this in an environment that is ever more competitive and changing. We have created an innovative science education program that addresses these challenges while being creatively institutionalized into the University. We have built strong relationships with school districts and interact with most on a regular basis. We have obtained over $ 15 M in grant support, including $ 1 M for teacher fellowships and leveraged this to win strong support from University leadership and College of Arts and Sciences Departments. We will discuss how this is done and the accomplishments and benefits that derive from this approach. Educational researchers, science education faculty and administrators will find strategies and approaches that may be useful at their institutions.

In the last fifteen years, by obtaining internal and external support, Stony Brook has developed a novel integrated model for science education that is institutionalized, rapidly expanding and meeting needs at many levels, from pre-K to the university. The center piece of our model is our pre-service and in-service teacher education program, which provides a strong link to K-12 school districts. To give a home and focus to our work, the university last year created the Stony Brook Center for Science and Mathematics Education. This presentation will emphasize the importance of setting ambitious goals, writing grants, building partnerships, creating interdisciplinary links, creating programs that meet real needs, and obtaining appropriate support.

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Community-based Environmental Education Experiences of Preservice Elementary Science Teachers in the Philippines
Principle Author: Aris Reynold V Cajigal, University of Georgia, arvcajigal@yahoo.com
Abstract:
This poster presentation explores how a group of preservice science teachers in northern Philippines were engaged in examining environmental concerns in their own communities. Preservice science teachers should fully understand the tensions between local people and their natural environments. Current environmental crises should serve as springboards to teaching students about the resources their respective communities have and how they should be managed.

As part of an Environmental Science and Health course, my students, who were divided into several groups, participated in making a preliminary survey of the environmental concerns of their own communities. They were able to identify the environmental problems of solid waste disposal, air contamination and forest denudation. The students designed and carried out investigations through in-depth observations and interviews with the local people and community officials. Each group’s outputs at the end of their investigations were in the form of a written report resulting from their research. Findings were also discussed in class through oral presentations. The students were able to draw valuable recommendations based on their knowledge of ecology and environmental science.

The preservice teachers’ experiences in the community and its natural systems help them identify both the monetized and non-monetized aspects of cultural and community life (Mueller, 2007). Outdoor and fieldwork experiences have been proven by environmental education researchers as successful approaches (Palmer & Birch, 2005). An examination of environmental concerns in a community is closely related to the notion place-based education which aims to ground learning in local phenomena and students’ lived experience (Smith, 2002). There is a need to prepare teachers of environmental science content and pedagogy so that they will be able to deal with students’ misconceptions of environmental issues (Palmer & Birch, 2005) and develop ecological literacy (Berkowitz, Ford & Brewer, 2005) and environmental literacy (Disinger, 2005) among their students.

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Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms
Principle Author: Todd Campbell, Utah State University, todd.campbell@usu.edu
Co-Authors: Nor Abd-Hamid, University of Iowa; Heather Chapman, Utah State University
Abstract:
This research study presentation describes the development of two instruments to investigate the extent to which students are engaged in the five principles of scientific inquiry outlined by the NRC (2005), the Principles of Scientific Inquiry-Teacher (PSI-T) and the Principles of Scientific Inquiry-Student (PSI-S). The instruments were developed in five stages to solicit self-reported perceptions from teachers and students about students’ experiences in science classrooms. The stages of development were 1) item development, 2) expert review for validity, 3) item refinement based on expert review, 4) field testing, and 5) instrument refinement based on results of field testing. In the field test, each version consisted of 30-items separated into five categories (each category was consistent with one of the five principles of inquiry outlined by the NRC). The teacher version was administered to 88 high school science teachers in Utah, while the student version was administered to 189 high school science students in one school district in Utah. After the final stage of development, each instruments consisted of 24-items separated into the original five categories. Both instruments were found to be internally consistent, with high reliability estimates (Cronbach’s Alpha = .893 for PSI-T and .816 for PSI-S). Factor Analysis showed two factors for each instrument that, while not clustering the questions into the five categories of the instruments, did show item clustering that is consistent with research literature about students’ engagement in inquiry experiences (Campbell & Bohn, 2008; NRC, 2005; O’Sullivan & Weiss, 1999). Based on the analysis completed, the PSI-T and the PSI-S appear to be useful instruments for use in comprehensive assessment packages for assessing the teacher and student perceptions in investigating the extent to which students are experiencing inquiry in science classrooms.
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The Potential of Informal Science Activities to Develop Pre-service Teachers’ Ability to Relate Science to the Daily Lives and Interests of Diverse K-12 Students

Principle Author: Anne E Campbell, Fairfield University - GESAP, annec@mail.wsu.edu
Co-Authors: Michael Trevisan, Washington State University
Abstract:
The paper examines the potential of community-based, informal science activities to facilitate pre-service teachers’ understanding of the role science plays in students’ everyday lives. Through such experiences, pre-service teachers can develop their ability to relate science to the community and interests of their students (k-12) and learn how to work collaboratively with institutional resources in their communities to advance the science education of their students (National Board of Professional Teaching Standards, 1996). The paper is based on observations and findings from data gathered during the first two-years of an NSF funded informal science grant, ACCESO a la Ciencia. The paper begins with an overview of ACCESO and project activities. Then it discusses the potential for science teacher educators to use informal science projects such as ACCESO as alternative field placements and practicum settings in pre-service teacher education programs.
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Using the Learning Cycle as a Model for Elementary Science Teacher Preparation
Principle Author: John R Cannon, University of Nevada, Reno, jcannon@unr.edu
Co-Authors: David T Crowther, University of Nevada, Reno
Abstract:
With colleges and universities facing more and more hexing financial challenges in the foreseeable future, teacher education programs must demonstrate both economy and creative ways in the delivery of science content and methodological courses to students. Often, elementary education teacher preparation programs are criticized for their abundance of methods courses at the detriment of completing additional science content courses (DeBoer, 1991). It is within this context that innovative ways must be found to integrate both content and methodology within teacher preparation programs, thus blurring, if not eliminating, the distinction between methods and content courses. The authors suggest that an effective model for offering such a teacher preparation program exists within the epistemological underpinnings of The Learning Cycle (Colburn & Clough, 1997; Marek & Cavallo,1997; Colburn, 1998; Settlage, 2000; Lawson, 2001; Fuller,2002).

This paper examines and explains the changes made to an elementary education science teacher program resulting in an experience that models a learning cycle. Science content, science methods, and science practicum courses can be offered in such a way that enhances the learners understanding of planning and teaching learning cycles.

ASTE members will find help in dealing with shrinking revenues for institutions of higher education, the amount of time to complete a teacher preparation program reducing costs for completing an education, and reducing resources does not automatically reduce the quality of teacher candidates. Suggestions for addressing these concerns are included in this paper.

The Learning Cycle Model of Program Development (LCMPD) has great potential in meeting the challenges listed above. Additionally, the model will help science educators develop the many needed highly skilled and confident new teachers to the workforce in light of projected massive retirements soon to come(Teacher education programs in the United States, 2004).
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Engineering a new instructional approach to an elementary science methods course: Helping preservice elementary teachers learn to teach science through design
Principle Author: Brenda M. Capobianco, Purdue University, bcapo@purdue.edu
Abstract:
This paper focuses on the design of an engineering design-based elementary science methods course – the process of going from a theoretical framework grounded in inquiry and design literature to a feasible classroom approach. The goal in this initiative is to take what we know about inquiry in science education and compare this with what we can learn from design in engineering education and fashion an innovative instructional approach to preparing the next generation of elementary science educators. In what ways can a design-based approach engage preservice elementary science teachers in learning more about how students learn and understand science in a real-world, graspable, and meaningful way? What new knowledge can preservice science teachers learn as a result of learning to teach science through design? The paper outlines a brief review of literature on learning through design and a pedagogical framework that consists of essential features of inquiry- and design-based instruction supplemented by actual examples of design challenges congruent with the standards for science teacher preparation. Integrating engineering design-based instruction in an elementary science methods course provides a glimpse of the virtually unexplored potential for engineering education in science teacher education and in K-12 science curriculum. In addition to providing a conceptual and instructional framework for integrating scientific inquiry and engineering design, this initiative provides a platform for science, engineering, and technology teacher educators to merge central ideas and intellectual resources to create a unified, innovative, and transformative approach to teacher preparation.
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The Impact on Teacher Knowledge on Classroom Practice and Student Achievement
Principle Author: Janet Carlson, BSCS, jcarlson@bscs.org
Co-Authors: Julie Gess-Newsome, Northern Arizona University; April Gardner, BSCS; Joseph Taylor, BSCS
Abstract:
Educative curriculum materials integrate a coherent organization of the content with research-based pedagogy, make explicit students learning goals, and provide the teacher with instruction and insight into how to appropriately implement the materials and address student misconceptions. Over two years and across two cohorts, 40 secondary biology teachers implemented one of two biology curriculum materials that were ranked the most educative. During the implementation they received extensive professional development on half of the units from their selected curriculum during the summer of project year one, and the remaining professional development during the summer of project year two. All units were to be taught during the academic year with fidelity. Pre and post test measures of teacher content knowledge, pedagogical knowledge, and pedagogical content knowledge were analyzed to compare units for which professional development was provided against units without professional development. Student pre and post content knowledge scores were similarly compared and correlated to teacher scores. Within-teacher analyses show a positive gain in teacher’s concept-specific PCK measures following participation in professional development relevant to that concept. Teacher content knowledge gains were the strongest when a teacher taught the curriculum in their classroom and then participated in professional development on the topic. There was a significant correlation between teacher scores of content knowledge and their scores on a classroom observation protocol related to reform-based teaching. While student gain scores increased in all areas, gains were higher for those topics where the teacher received professional development. There was a significant correlation between teacher content knowledge scores and student gain scores on 4 of the 5 topics examined, and content knowledge in one area often interacted with student gain scores in other areas.
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A Technological Tool for Providing Feedback
Principle Author: Nate Carnes, University of South Carolina, ncarnes@.sc.edu
Abstract:
My presentation provides an overview of my experiences with Dragon Speaks. Dragon Speaks, a speech recognition software package, has provided me with the ability to provide extensive feedback on position papers, reviews, and lesson plans that my teacher candidates submit electronically. Because this software can record dictations up to 160 words a minute with more than 90% accuracy, I can provide feedback to preservice teachers in a relatively short time. Unlike its earlier versions, both the Preferred 9 and Standard 9 versions of Dragon Naturally Speaking installs on a laptop or desktop computer relatively easily, requiring no script reading or voice training to get the computer familiarized with the speaker’s voice. However, my experience suggests that it is important to complete the voice training module from time to time to maintain and increase accuracy with which the software transcribes voice into written characters.

The intent of this poster presentation is to stimulate interest and discussion among colleagues who might use speech recognition software to provide feedback to their candidates. I require that my preservice teachers submit their assignments to me via Blackboard. Because the submissions are electronic, it is possible to download them onto my desktop or laptop into an electronic folder. Upon opening each submission respectively, I place my cursor where it seems necessary to do so and dictate my comments within the document. As a result, I am able to provide extensive feedback with relative ease and efficiency. A short paper summarizes my experiences with this technological tool.
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Preservice teachers’ outdoor science activities with elementary school students impacting their confidence in teaching science
Principle Author: Sarah J Carrier, North Carolina State University, sarah_carrier@ncsu.edu
Abstract:
Elementary science education should provide opportunities for students to experience opportunities for learning science in authentic settings. Many elementary school teachers feel less qualified to teach science than other subject areas (Abell & Roth, 1991; Bursal & Paznokas, 2006; Weiss, 1997), and elementary teacher education programs are responsible for preparing future teachers to effectively teach all subject areas in an elementary education program, including science. In addition to having a need for science content knowledge, teachers need to feel that they have the ability to translate the content to their students.

Teachers’ self-efficacy develops based on their appraisal of their experience with a task or similar tasks. A science educator in an elementary teacher education program may face the challenges of first convincing the preservice teachers of the value of science as well as providing them with strategies for effectively presenting science content and inquiry opportunities with their future students This retrospective study describes one example of preservice teachers teaching elementary school students environmental science lessons in the outdoors during their science methods course. The preservice teachers’ recognition of the students’ enthusiasm and excitement of learning science in the outdoors positively impacted their confidence level as future teachers of science and helped them recognize the potential for using the outdoor setting as an effective location for science instruction.

The data from this study illustrate the potential for science methods courses to include opportunities for preservice teachers to have positive experiences teaching science to elementary school students. These experiences provide the preservice teachers with not only positive models for effective teaching strategies, but the impact of their being able to affect student learning potential and see the students excited about science is a valuable part of a positive science teacher education experience.

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Universtal BEATS -- Interdisciplinary teams’ development and implementation of elementary school curriculum connecting science and music
Principle Author: Sarah J Carrier, North Carolina State University, sarah_carrier@ncsu.edu
Co-Authors: Eric Wiebe, North Carolina State University; Patricia Gray, University of North Carolina - Greensboro; David Teachout, University of North Carolina - Greensboro; Danielle Seneschal, Kenan Fellows Institute
Abstract:
Science teacher education efforts need to prepare teachers to help them learn various strategies for keeping kids engaged and motivated in science. Some of these strategies include interdisciplinary approaches for including science in the elementary school classroom and maintaining the natural connections between science and other subject areas, including music. There is a need to engage elementary school teachers and provide them with materials and strategies to teach more and better science, including helping kids find alternate sensorial paths for finding meaning in science.

Universal BEATS (UBEATS) is an NSF funded project that is based on BioMusic, connecting biology and music. BioMusic is a multidisciplinary field including biology, animal communication, ethnomusicology, music theory, neuroscience, physics, bioacoustics, and evolutionary anthropology that studies music’s biological and cognitive elements to explore its role in relationships and meaning-making in human and non-human cultures. Current research examines bird songs, whale songs, elephant songs, prehistoric tool-making, bioacoustics, human brain music, nanotechnology, and physics of sound.

This poster presentation will document the development of UBEATS curricular materials, the process of creating four online modules, informed by access to and frequent interactions with renowned BioMusic researchers, or "Virtual Science Mentors.” Each module will include: 1) standards and process-aligned content; 2) an educators’ guide; and 3) creative and engaging activities for science and music classrooms that use technology, interface with beyond-school activities, and are aligned with the grades 2-5 content and process National Science Education Standards as well as the National Standards in Music Education, mathematics education (where appropriate), and teacher professional development.

This ongoing research will inform science teacher education through deeper understanding of the relationships between science and music, facing the challenges of working in multidisciplinary teams, documenting the development of curricular materials that attempt to effectively engage elementary school students in the science of their world.

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Transforming Pre-Service Elementary Science Teaching Practices through Informal Teaching
Principle Author: Tina J Cartwright, Marshall University, tina.cartwright@marshall.edu
Co-Authors: Jennifer Jackson, Marshall University; Michael Corrigan, Marshall University
Abstract:
The potential connection and alignment between formal and informal learning is growing in interest across the country. In fact, the National Science Foundation has recently funded, through the Academies for Young Scientists program, a group of projects to investigate this connection. One NSF-funded project, COMmunities Educating Tomorrow’s Scientists (COMETS), is examining the potential for utilizing pre-service teachers to facilitate after-school science investigations at community-based after-school and summer learning programs in Charleston, West Virginia. This study will examine the constructivist science teaching practices of COMETS pre-service teachers as compared to pre-service teachers within an elementary science methods course.

This research study was designed to provide opportunities for elementary education students to facilitate engaging and inquiry-focused science lessons for elementary students from minority-prevalent communities. Because of the pressures of regular class time learning, these learning opportunities for the experimental group took place after-school outside of the traditional classroom environment. The control group participated in this research study as an optional component of their college class requirement. Participants in both the experimental and control groups submitted video-tapes of their lessons for data analysis and comparison.

To assess reformed teaching practices, each teacher was observed teaching a science lesson by a trained rater using the Reformed Teaching Observation Protocol (RTOP). RTOP scores were tallied and the means were computed for both subgroups. The experimental COMETS mean score was 73.9 while the control group score was 61.3 which demonstrates a difference of 12.6. This scoring difference demonstrates the tendency for the COMETS instruction to be more reform-based. The subscale with the most significant difference (57.3% of the score difference) was the Content in Procedural Knowledge which describes the student opportunity to explore phenomena in a variety of ways, to make and test predictions, to critically assess and actively engage in thought provoking activity.
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Coming Full Circle: An Educational Researcher’s Journey to Her Passion for Science
Principle Author: Janell N Catlin, Teachers College, Columbia University, jcatlin@tc.edu
Abstract:
A circle has no real beginning and no end; it is continuous; it is a journey. The search for a researcher’s identity in the field of science education is different and unique for every individual. However, a common goal of knowing what inspires one to learn, practice and teach science is widespread throughout the process of studying in science education. Here, in narrative form, a female researcher described her unlikely path in becoming an educational researcher - from her first memories of discovering that science was her passion, through high school, undergraduate, graduate, post-doctoral study, to her most recent position. The motivational components in her journey are highlighted and connected to the discussed implications for current science education doctoral students. These motivational components include: vision, support system, differentiation, and time. The goal in sharing her story was to inspire the next generation of teacher educators and educational researchers to be progressive in their thinking and their practice. Thus, this paper provided a view that focused on a framework of searching for one’s role in the science education field through a holistic perspective.
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The Role of Authentic Science in Science Education: Past Models and Approaches and Directions for the Future
Principle Author: Andy Cavagnetto, Binghamton University, acavagne@binghamton.edu
Abstract:
The publication of the National Science Education Standards emphasized scientific inquiry as a critical component for scientific literacy. Although the standards characterized inquiry as including asking questions, investigating and observing, making logical arguments and critically evaluating arguments, this appears to have translated into schools as “hands-on” activities that most often do not accurately depict the community of science. Recent work by Ford and Wargo (2007) and Ford (2008) challenge science teacher educators to re-evaluate best practice in the science classroom through their emphasis on authentic science. According to Ford and Wargo (2007), authentic science is the integration of both material and social aspects of science. The material aspect consists of identifying questions for exploration, designing appropriate ways to answer the question, and conducting the investigation with accuracy. The social aspect includes public debate of methods used, interpretation of evidence, and knowledge claims. An understanding of the integration of the material and social aspects of science allows one to gain an understanding of how the community of science operates. According to Ford (2008), this “grasp of practice” is critical to understanding the relationships among facts, methods, and values of science and therefore moving students toward scientific literacy (p. 411). Using this work as a theoretical frame, the paper will explore pedagogical practices necessary for creating authentic science environments in the classroom. As such, the paper will begin by assessing current models and approaches in science education (specifically, the 5E model of inquiry instruction and using socioscientific issues to foster argument) and conclude with suggestions of essential pedagogical practices to move toward authentic science and grasp of practice.
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Transitions During Doctoral Training: A Reflection
Principle Author: Robert J Ceglie, University of Connecticut, rceglie@hotmail.com
Abstract:
The transition from a grade school teacher to a college professor provides insight into changes that occur in a person over a period of time. This transition is likely laced with a great deal of tension. Teachers seldom leave the classroom behind them because they do not enjoy their work. Instead, many may believe they can achieve a greater good in other capacities without a clear recognition of what that good may be or who they may be helping. This presentation uses identity theory as a lens to view one individual’s transition from a high school science teacher to doctoral candidate.
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Drugs and the brain: An interesting way to learn the effects of drug abuse on the brain
Principle Author: Meng-Tzu Cheng, North Carolina State University, mcheng2@ncsu.edu
Co-Authors: Leonard A Annetta, North Carolina State University; Beth Folta, North Carolina State University
Abstract:
Games today have an incredible fan following, consisting people of all ages (Entertainment Software Association, 2007). Today’s youth are extremely game literate, hence games have the potential to make a positive impact on education. As the awareness of the educational uses of video games increase, National Institute of Health started the ‘Virtual Brain project’, which is led by Dr. Darion Rapoza of Entertainment Science, Inc. The project is designed to employ 3D exhibit and video games as a fun and engaging way to convey knowledge and concepts about neuroscience, and the effects of drug abuse on the brain in an informal educational setting. Through this project, we hope to improve the neuroscience literacy of the general public, and to establish a stronger concept of drug use prevention amongst children. In order to achieve this goal, a critical evaluation of Virtual Brain project becomes more important and urgent.

The purpose of this proposal is to serve as an outside evaluation for the Virtual Brain project. We ran the evaluation of this exhibit that promises to teach participants from various age, ethnicity, and gender backgrounds the impact of methamphetamines on the brain. Both quantitative and qualitative data were collected, and only qualitative data will be shown in this proposal.

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Teachers¡¯ Stimulation of Student Negotiation in Three 5th Grade Science Classrooms
Principle Author: Aeran Choi, Kent State University, aeran-choi@hotmail.com
Co-Authors: Brian Hand, University of Iowa
Abstract:
The study examined characteristics of 5th grade science classrooms of three teachers as they implemented the Science Writing Heuristic (SWH) approach which pursues students¡¯ negotiation of meaning out of scientific investigations. Thirty-four video tapes collected from the three teachers over two academic semesters were analyzed using the Reformed Teaching Observation Protocol (RTOP). This study focused on 14 items, which match 4 sub categories, student voice, science argument, teacher role, and questioning. The RTOP scores of the three teachers indicate that high quality of science teaching would be accomplished by teachers¡¯ stimulation of ¡°student voice¡± and ¡°science argument¡± in science classrooms. The opportunity of sharing claims and evidence regarding students¡¯ own science investigations would allow students to revise their initial thoughts, monitor their own understanding, connect with questions/claims/evidence, and ultimately improve the quality of the negotiation of meaning out of their laboratory experiments. Results of this study imply that teachers should develop the necessary pedagogical skills or confidence for implementing classroom discussion in science classrooms.
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Science Teacher Education in the Online Environment: Practicing Teachers’ Perceptions of Effective Geoscience Content Delivery
Principle Author: Renee M Clary, Mississippi State University, rclary@geosci.msstate.edu
Co-Authors: James H Wandersee, Louisiana State University
Abstract:
As online education expands its higher education niche, some practicing science teachers seek to gain or supplement their science content knowledge through distance learning courses. However, geosciences instructors have traditionally rallied around the slogan that “geology is best taught in the field.” By its nature, the online environment brings different constraints and barriers that effective science content delivery must circumvent.

Throughout multiple semesters (N=7) and various master’s level geoscience courses (N=5), we developed and implemented activities whose goal was to provide effective delivery of geoscience content, and incorporate active-learning strategies and informal learning environments. A variety of activities were developed that included autonomous research investigation involving teachers’ local communities, virtual field experiences through modern mapping technology, and laboratory investigation with hands-on rock, mineral, and fossil kits that were directly mailed to the students.

At the conclusion of each course, practicing teachers were invited to participate in an anonymous, electronic survey that sought their opinions. Teachers were asked which methods provided effective content delivery, and which activities or parts of the course were the most effective and enjoyable. Neuendorf’s (2001) guidelines were utilized for content analysis of responses.

Practicing teachers enrolled in distance learning courses reported that the active-learning strategies were most enjoyable and effective. Content analysis yielded consistent findings that teachers preferred activities that engaged them outside the online computer environment, and which fostered relationships with online colleagues and local communities.

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History of Science in Science Education: A Review of the Literature
Principle Author: Michael P. Clough, Iowa State University, mclough@iastate.edu
Co-Authors: Jerrid Kruse, Iowa State University
Abstract:

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Pre-service Teachers as Teacher Researchers Within an In-service Classroom
Principle Author: Robert A Cohen, East Stroudsburg University, rcohen@po-box.esu.edu
Abstract:
Since 2001, pre-service teachers have worked with in-service teachers to examine the impact of various lesson plans on student understanding using a simple pre/post-test design. The various incarnations of this activity will be described, along with the lessons learned and recommendations for those interested in pursuing this themselves. Examples of the research and results will be provided.
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Understanding the IRB Process: hints and tips
Principle Author: Alan Colburn, Calif. State Univ. Long Beach, acolburn@csulb.edu
Abstract:
Most ASTE members are engaged in research activities. If you are doing research, then before you begin your study you probably must first gain the approval of your school’s Institutional Review Board for the Protection of Human Subjects (IRB). Researchers often see the IRB process as a necessary evil, a hoop to be jumped to placate others. This presentation was designed to make the process less “hoopy” for applicants—less burdensome.

I am currently serving my second three-year term as a member of my university’s IRB. Besides the knowledge that comes from this experience, I have paid particular attention to the types of research in which we in the science education community commonly engage—observations, interviews, open-ended questionnaires, and forced-choice surveys. Sharing what I learned hopefully helped ease the IRB chore for others.

The presentation addressed these points:

* A very brief introduction to

Institutional Review Boards and why they exist

The kinds of research that do (and do not) need IRB approval

An overview of the IRB approval process

* Discussion about the kinds of risks that researchers will need to minimize

* The expected methods for minimizing risks

—informed consent

—permission letters

* Discussion about the unique (albeit minor) risks associated with the kinds of research methods we use most commonly in science education research

—observations,

—interviews,

—open-ended questionnaires, and

—forced-choice surveys (including online surveys)

Anyone new to educational research—like graduate students—will be unfamiliar with Institutional Review Boards. This presentation was aimed at this group. Whatever IRB-relevant help is available at one’s local institution is likely to be from people outside science education. This is fine—a lot of similarity exists between different discipline’s methods—but I think it would be helpful to learn about protecting research subjects from a person within one’s own discipline.

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Students’ Comprehension of Science Concepts Depicted in Textbook Illustrations
Principle Author: Michelle Cook, Clemson University, mcook@clemson.edu
Abstract:
Visual representations are commonly used in science instruction to enhance learning. In this study, 86 high school biology students were asked to study an illustration of meiosis to determine their ability to recognize, understand, and interpret textbook images. Data collected from interview and written responses to questions revealed that while the task helped them learn about the topic of meiosis in terms of labeling structures and describing the phases, students were unable to communicate an understanding of the overall purpose of meiosis. The findings of this study have implications for the design and scaffolding of visual representations.
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Designing Educational Games as Problem-Based Learning Environments
Principle Author: Michelle Cook, Clemson University, mcook@clemson.edu
Abstract:
Video games in the classroom have the potential to enhance learning, yet few guidelines exist for creating these virtual environments (Pedersen, Lui, & Williams, 2002). Many of the games that have made their way into the classroom follow the drill-and-practice model, emphasizing rote memorization and failing to capture the interest of students (Squire & Jenkins, 2003). How can we harness this medium to enhance science education with pedagogically sound yet entertaining games? When considering how to design these learning environments, it becomes evident that natural ties exist between video game creation and problem-based learning. Problem-based learning is an instructional model whereby learning results from students’ efforts to solve a complex problem. This presentation will provide a brief overview of problem-based learning. Following the overview, several guidelines for creating virtual problem-based learning environments will be presented.
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Collaborative Diagonal Learning Networks
Principle Author: Natasha A Cooke, Teachers College, Columbia University, nac2109@columbia.edu
Abstract:
Research has consistently shown that elementary teachers have a low self-efficacy and background knowledge in order to teach science. When science is taught, there is a lack of hands-on activities, field experiences, and inquiry-based science instruction at the elementary level due to limited resources- both material and pedagogical. This study explored the role of a science coach as a mentor with ties to an informal educational institution. The science coach helped teachers to learn content, materials/classroom management, and formal and informal instructional strategies while implementing a new core curriculum with kit and text based materials. The natural history museum was used as an educational site throughout the duration of this study as a form of informal professional development. The study provides implications into the bridging of both formal and informal institutions into elementary science teacher PD reform.

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The Emergent Teacher Voice: Identity Development of Preservice Elementary Teachers
Principle Author: Natasha A Cooke, Teacher’s College, Columbia University, nac2109@columbia.edu
Abstract:
In order to gain an insight into the emerging teacher identity of preservice teachers, this research study examined pre-service elementary teachers as they developed their “teacher voice” during a critical reflection of the book, Ways with Words by S. Heath during course book club meetings. Teacher voice was defined as the acquisition and use of the language and discourse spoken by the members of the teaching profession.

Issues of teacher identity, teacher voice, and ownership were found to be evident during the four month - long group case study. Findings indicated emergent teacher identity was associated with pedagogical knowledge, language, and instructional strategies as the preservice teacher voice evolved to novice/beginner teacher voice. Book club discussions enabled preservice teachers to enhance their professional discourse in science teacher education.
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Classroom Interventions for Students with Behavior Disturbances in Inclusive Science Instruction

Classroom Interventions for Students with Behavior Disturbances in Inclusive Science Instruction

Classroom interventions for Students with Behavior Disturbances in Inclusive Science Classrooms
Principle Author: Rita M Coombs-Richardson, , rcombsrichardson@yahoo.com
Abstract:
Disruptive behavior appears to be a major concern for science teachers (Norman, Richardson & Saavedra, 1998). Students exhibiting constant deviant behaviors are not welcomed in general education settings. Teachers do not feel prepared to deal with their social deficits, especially aggressive and acting out behaviors. This presentation provides strategies from three behavioral models: (1) A model with Tight Boundaries, (2) A Model with Flexible Boundaries and (3) with Loose Boundaries. The first model examines strategies mainly from a behavioral approach. Strategies include positive and negative reinforcement and punishment. The teacher has the control and the student is coaxed (positive reinforcement) or punished for non-compliance. The second model is based on a democratic/responsible model. Both teacher and the students share control. Students are taught self-discipline, conflict resolution skills and are expected to respect the right of others. Allowing students to be joint architects in matters affecting them promotes their feelings of autonomy, higher level moral reasoning, and ultimate self-regulation of behavior. A loose boundary model seeks to understand the cause of the behavior. The teacher engages in discussions with the misbehaving student and uses such strategies as active listening followed by brainstorming solutions to the problem. Evaluation of the student behavior can change the teacher’s behavior, the situation, as well as the student’s behavior. Functional behavioral assessment is generally considered to be a problem-solving process, it relies on a variety of techniques to identify the purposes of specific behavior. A functional behavioral assessment looks beyond the behavior itself. The focus when conducting a functional behavioral assessment is on identifying significant, pupil-specific social, affective, cognitive, and/or environmental factors associated with the occurrence of specific behaviors.

Norman, K. & Coombs-Richardson, R. (2001). Emotional intelligence and social skills: Necessary components of hands-on learning in science classes. Journal of Elementary Science Education, 13(2), 1-9.

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Scientific Factual Errors in PBS’s Wired Science and Teacher’s Attitudes Towards the Series
Principle Author: Peter C Cormas, Elmira College, pcormas@hotmail.com
Abstract:
PBS’s newest science series, Wired Science, is a technology and science show which interviews scientists, reports on current science and technology issues, and expands itself online with related science activities for the classroom. An analysis of the first series shows multiple scientific factual errors during the “What’s Inside?” chemistry segments. Ten middle and secondary science teachers were shown clips of the show, interviewed, and asked if they would use the series in their classrooms. Findings from the study showed that teachers: (a) recognized the oversimplification of chemistry used in the segments, (b) missed many of the factual errors, and (c) would use the videos to support instruction versus replacing it.
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Taking in Action in Science Education with Community Service Projects
Principle Author: Amy M Cox-Petersen, Cal State Fullerton, acox@fullerton.edu
Co-Authors: Jennifer Ponder, Cal State Fullerton
Abstract:
The purpose of this session is to promote a discussion and provide examples to encourage the integration of action-based pedagogical strategies into science methods courses for preservice teachers and professional development workshops for inservice teachers. These action-based strategies include service-learning, civic involvement, and stewardship. Service-learning and civic involvement are more common in the area of social studies education; however, there is a dearth of literature and model programs related to all three strategies in science education. Decision-making, service, and action within one’s community is not necessarily promoted in grades K-16, particularly in science methods courses and teacher professional development workshops. In addition, the process of action-based pedagogy and learning is not accessible if teachers and students are not educated about their responsibilities, their role as decision makers, and the myriad opportunities to connect community activism with science content standards. Therefore, it is important that university faculty and schools work together to make action-based pedagogical strategies and integral part of science education.
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Using a technology rich middle school physical science professional development workshop to increase teacher self-efficacy and develop pedagogical content knowledge
Principle Author: Joe W Cozart, University of Georgia, jcozart@mac.com
Co-Authors: Norman F Thomson, University of Georgia
Abstract:
This mixed-methods study examines a week long summer workshop for middle school science teachers with a focus on physical science. Science instruction in the lower and middle grades is vital if students are to have the background necessary to be prepared for high school science courses. However, middle school science teachers often have inadequate coursework to provide them with the necessary content knowledge to teach physical science adequately (Khourey-Bowers & Simonis, 2004). This leads to middle school science teachers being less confident in their ability to teach science than other subjects. When lower and middle grade teachers have low beliefs in their ability to teach science, they get a poor attitude towards teaching science and are less likely to spend time on the subject (Riggs & Enochs, 1990). All the teachers in the workshop were recently moved to physical science from earth science and thus needed a refresher course on content. Concurrently, they received additional training on how to use cutting-edge instructional technology in their teaching to create a more student-centered environment. Before and after the workshop, each participant was given the Riggs & Enochs’ (1990) Science Teacher Efficacy and Belief Inventory. Additionally, the teachers had several opportunities each day to reflect as a group on the science content and how it could be best taught to their students. These reflection times were recorded and coded for themes. Initial finding suggest that the integration of content and teaching methods with technology created a climate where the teachers felt free to explore science content deeper than before and to work out their own misconceptions. Additionally, they were able to practice and get positive feedback on teaching this content immediately upon learning it. This appears to have led to increased teacher self-efficacy and pedagogical content knowledge.
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Relationship of Percentage of National Board Certified Teachers with Student Achievement as Measured by End-Of-Instruction Exams at the Secondary Level in Oklahoma

Principle Author: Geary D Crofford, University of Oklahoma-College of Education, gcrofford@ou.edu
Co-Authors: Jon Pedersen, University of Oklahoma; Greg Garn, University of Oklahoma
Abstract:
The percentage of National Board Certified teachers (NBCTs) in Oklahoma high schools is positively and significantly correlated to student achievement as measured by performance on state End-Of-Instruction exams (EOIs), including Biology I, Reading, and Math. This effect is independent of other factors concerning the schools’ student populations, locales, and sizes.

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Summer Science Institutes: Linking Inquiry and Classroom Practice
Principle Author: Geary D Crofford, University of Oklahoma-College of Education, gcrofford@ou.edu
Co-Authors: Jon Pedersen, University of Oklahoma-College of Education; Wendy Gram, University of Oklahoma-Sam Noble Oklahoma Museum of Natural History
Abstract:
The transition from being an elementary/secondary science teacher to a doctoral student, teacher educator, and researcher is described in this paper. This includes the initial inspiration and motivation, difficulties, and successes encountered in the process.
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Redefining Relationships: The Effect of the Doctoral Program on my Personal Network
Principle Author: Kathleen S Crooks, The University of Akron, ksc16@uakron.edu
Abstract:
For me, the story of my doctoral program has been the story of relationships, both in and out of the academy. There is literature regarding the nature of the advisor/student relationship in the doctoral program, but this is only one of the relationships that has evolved during my doctoral education experience.

A mentor once related to me that doctoral programs in education are somewhat unique due to the necessity of practical experience before moving into a program. In many other disciplines, one can simply move concurrently from a bachelors to masters to PhD, while the education doctorate usually requires that one have experience outside ‘the academy’. This suggests that doctoral students in education are somewhat older, with the responsibilities and relationships that come with being a nontraditional student. Having begun my doctoral program at age forty, I brought to my program an already intricate web of personal relationships, into which the doctoral program had to fit. As I changed during my doctoral program, so to did this network of relationships.

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Making Your Methods Course More Inquiry-Based
Principle Author: Michael J. Cullin, Lock Haven University of Pennsylvania, mcullin@lhup.edu
Co-Authors: Leigh Ann Haefner, Penn State - Altoona; Susan Courson, Clarion University of Pennsylvania; Carla Zembal-Saul, Penn State University
Abstract:
The overarching goal of this session is to share specific examples of how different methods courses support the development of an inquiry approach to science teaching and learning. The session includes strategies for developing understandings of supporting classroom science inquiry, as well as strategies for developing an inquiry approach to teaching where preservice teachers problematize their own practice. There will be four presenters. Presenter #1 describes an inquiry in a secondary methods course into classroom strategies, adaptations, and accommodations recommended for students with various disabilities and to attempt to identify strategies that are common to many disabilities. Presenter #2 describes lessons designed to support science learning, with particular focus on one experience where preservice teachers’ evaluate authentic scientific evidence presented by two groups of scientists with different interpretations and explanations. In this sequence of lessons, pre-service elementary teachers map the arguments from data sources and analysis procedures, to evidence-based claim and discussion of how the evidence was interpreted. Presenter #3 describes an experience in a secondary methods course where prospective teachers engage in an inquiry into science teaching that begins with their current ideas and questions about teaching, guides them to research-based practices that address their questions and challenges their ideas, and asks students to develop lessons that integrate resulting strategies into their lesson(s) in their field experience. Presenter #4 describes a science methods course for senior, undergraduate, elementary education majors who participate in ongoing video analysis of their own science teaching and that of others, including peers and experienced teachers. The emphasis of the methods course is on learning to teach science as argument (NRC, 2007). A teacher inquiry (teacher as researcher) orientation informs the overall teacher education program of which the course is a part.
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Examining elementary teachers’ use of the Video Analysis Tool (VAT) and explanations to reflect on their science teaching practice.
Principle Author: Cynthia M Deaton, Clemson University, deatonc@gmail.com
Co-Authors: Thomas R Koballa, University of Georgia; Lynn A Bryan, Purdue University
Abstract:
This qualitative study examined evidence-based explanations developed by in-service

elementary science teachers as they reflected on their science teaching practice. To examine

their evidence-based explanations, this study focused on how elementary science teachers used

the Video Analysis Tool (VAT), a reflection framework, and evidence of their science teaching

to develop explanations about their science teaching practice. Open coding was used to analyze

participants’ VAT analyses, journal entries, interview transcripts, and presentation transcripts. A case study approach was used to organize the data for two participants, Patricia and Betty. Findings showed participants used multiple forms of evidence to support explanations developed while reflecting on their science teaching. Participants used VAT for multiple purposes, including examining teaching from another perspective and gathering evidence of other teachers’ science teaching practice. Patricia and Betty were not able to thoroughly address all of the reflection framework prompts. They

struggled with identifying curriculum standards relevant to the focus of their reflection and

contradictions between their teaching practice and teaching philosophy. The nature of evidence

used by participants focused on nurturing students’ emotional needs, examining how students

learn, and addressing technical issues of practice. VAT afforded participants the opportunity to

identify issues in their teaching practice and develop plans for solving dilemmas in their teaching

practice. Through VAT, the reflection framework, and the accessible evidence, participants

were able to engage in the reflective process.

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Preservice Teachers Use of Evidence-Informed Approaches for Formative Assessment with the Video Analysis Tool
Principle Author: Benjamin E Deaton, University of Mississippi, deatonb@gmail.com
Co-Authors: Arthur Recesso, University of Georgia; Cynthia C Minchew Deaton, Clemson University
Abstract:
This presentation relates a study investigating the use of a multilayered self-assessment framework and a web-based analysis tool to support preservice teachers’ self-assessment of their own teaching practices. The study examined preservice science teachers’ use of an innovative, web-based technology and an evidence-informed approach for conducting self-assessment. Formative assessment is widely encouraged by both teacher education programs and national standards as a core value and principle for professional growth (National Research Council, 1996). However, in practice policymakers and educational leaders often dismiss self-assessment as low utility. Thus, a plethora of challenges for using self-assessment as a means for professional growth and support in teacher education are evident in teacher education. Most attempts to do formative assessment are by nature post event and done from memory, which makes it difficult to extract the important nuances of such an event as complex as teaching or learning. Hence, there is a need to provide other means of capturing teaching and learning accurately as it happened and without bias. To address these issues, an evidence-informed method and web-based tool were introduced to preservice science teachers in order to better support a systematic approach to self-assessment. This qualitative study identified that through the use of the web-based Video Analysis Tool and a multi-layered framework, preservice teachers were able to critically and meaningfully assess detailed, fine-grained elements of their own teaching practices. Furthermore, through their own self-assessments, the preservice teachers were able to identify specific issues of practice and identify means for effecting change in their own teaching.
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Student Evaluation of a “Data Quality-Based” Introductory Chemistry Laboratory Program
Principle Author: Stephen DeMeo, Hunter College of the City University of New York, sdemeo@hunter.cuny.edu
Abstract:
The science laboratory has been traditionally assessed with lab reports that call for a variety of information, one piece being experimental data which is usually a list of measurements and/or observations. What is missing from science laboratory education is a way in which students can articulate their decision making process concerning the integrity of their data. Over the past 2 years at Hunter College, introductory chemistry students enrolled in Chem. 103 have been participating in an innovative curriculum. At the heart of this curriculum is the idea that students must determine for themselves if their data is worthwhile. The student, not the instructor, is placed in a position of authority to determine if data has value. In order to encourage this change of perspective, students are required to write a 1-2 page essay, what is referred to as a Confidence Report. This report is in effect an argument about why students think their data is meaningful. In order to evaluate this new program, two questionnaires were administered to approximately 200 students enrolled in Chem. 103. The results were used to: 1) determine from a student perspective if the new lab course is perceived to be generally satisfying and beneficial; 2) determine if this new lab course is more worthwhile than the previous lab course that did not emphasize data analysis; and 3) ascertain if students, who are involved in the acquisition of the quality data and the writing of confidence reports, perceive these actions to be beneficial.
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Identifying and Meeting the Challenges of Developing Reform-Oriented Elementary Science Teachers
Principle Author: Thomas J. Diana, Utica College , tdiana@utica.edu
Co-Authors: Moses K. Ochanji, California State University San Marcos
Abstract:
This research investigation sought to examine the influence of two elementary science methods courses and associated field experiences on science teacher development. Drawing from various aspects of the two science methods courses and responses on the Science Teacher Belief Questionnaire (STBQ), the study analyzed the development of preservice teachers’ knowledge of science teaching, and how the various aspects of the methods courses influenced the development of this knowledge. Two cohorts of preservice teachers from two geographical regions participated in the study. The results of this study suggest a consistency in how preservice teachers think about using children’s ideas to support student learning, and making relevant connections between science topics. Promoting conceptual change was the least developed aspect of the science methods courses in question. At the same time, preservice teachers in these programs expected to gain more science content from the courses in addition to the pedagogical dimension that is typical of science methods courses.

The outcomes of this ongoing study suggest that although the professional development experiences associated with the methods course, including fieldwork and microteaching teaching, were perceived as a strongly influential experience impacting teachers’ pedagogical beliefs and practices their actual teaching practices are not consistent with their proposed beliefs. Several social and cultural factors influencing classroom behaviors include: 1) unmotivated/uninterested students; 2) state learning standards and assessments; 3) instructional time constraints; 4) lack of confidence with science content; 5) classroom management struggles; and 6) differences among mentor teachers’ philosophy. This ongoing investigation calls for further research investigations to be conducted on how to best implement professional development experiences during teacher preparation programs that will have lasting impacts throughout teachers’ careers.

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Professional Development in Science Education via Podcasting
Principle Author: Daniel L Dickerson, Old Dominion University, ddickers@odu.edu
Co-Authors: Jeff Steckroth, Old Dominion University; Leigh Butler, Old Dominion University
Abstract:
In this session, we will demonstrate the use of the basic components of podcasting and of the Profcast software. We will also discuss other options including non-Apple products and other software, such as Camtasia, that is frequently used in podcast production. Participants will have the opportunity to have hands-on experiences with the equipment and software in groups. We will discuss ways that podcasts can incorporate distance learning and science education best practices. Participants will learn about: 1) the basics of podcasting by accessing a podcast we develop for this session; 2) options in podcasting hardware and software by going to selected websites and experiencing the on-site podcasting materials; and 3) various methods of providing effective instruction using podcasts by sharing experiences (for those who have experience with podcasting but are interested in learning about the Profcast software) or listening to what others, including the presenters, have done.

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Socioscientific Issues and Moral Quandaries in an Elementary Classroom Environment
Principle Author: Thomas J Dolan, University of South Florida, mr_d79@yahoo.com
Co-Authors: Dana L Zeidler, University of South Florida
Abstract:
In this article we provide three examples of the use of Socioscientific issues (SSI) in a fifth grade classroom. Taken from earth science (beach sand replacement), life science (the Canadian seal hunt) and physical science (speed limits), the examples show how teachers can embed scientific content in controversial social issues that engage younger students in constructive sociomoral discourse. Each example includes a preliminary learning activity as well as a description of the SSI scenario and its results. We also discuss the potential of SSI to inspire pre-service elementary science methods students to teach more science and create their own modules. This article examines SSI in action from the perspective of a fifth grade teacher and elementary methods instructors in Tampa, Florida. The examples are not meant to be precise lesson plans; rather, they will show how SSI can be practically applied, helping readers to understand the underlying theory. The social context that makes an SSI module relevant to the students will vary from classroom to classroom. This article should help teachers and teacher educators understand SSI better and go on to construct modules that will resonate with their own students.
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Misery Loves Company: Exploring the role of the peer in supporting beginning science teachers development within an online induction environment

Principle Author: Joel D Donna, University of Minnesota, donna010@umn.edu
Abstract:
Online induction programs can offer participants multiple sources of support and provide professional growth for beginning teachers. These models can help teachers to thrive and survive through interaction within an online community of learners. This study examines the online dialogs of highly active participants in an online induction program. In particular, it examines the discourse that took place within an interactive reflective journal section of a larger online induction program. Through this exploration we hope to understand how to merge theoretical affordances of online induction with participant perceived and actual affordances. In addition, we seek to understand the role that peers play in supporting the professional growth of beginning science teachers. These understandings can be used to develop new models of blended induction programs that meet the immediate needs of individual science teachers while helping to foster professional growth.

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State Standards for Evolution: Views of Ohio High School Biology Teachers
Principle Author: Lisa A Donnelly, Kent State University, ldonnell@kent.edu
Abstract:
High school biology teachers face challenges as they teach about biological evolution. State standards for evolution may provide support for sound evolution instruction. This study attempts to build upon previous work by investigating teachers’ views and usage of biology standards in general, their views of evolution standards in particular, and their evolution practices. This study employed a sequential explanatory mixed methods approach investigating the views of 129 Ohio high school biology teachers. Participants completed four Likert rating scales that targeted their views of standards, usage of standards, views of evolution standards in particular, and evolution teaching practices. Using a checklist, participants also indicated the evolution teaching methods and topics they address. All participants were invited to provide qualitative responses to the survey, and 1/5 of the respondents answered four open-ended questions via a follow-up email. Overall, teachers’ responses indicated that science standards were greatly emphasized by administrators and frequently used to modify instruction. Similarly, teachers regarded evolution standards positively. Teachers most often agreed that they understood evolution well enough to teach it, encouraged students to critically examine evolution, and emphasized differences between understanding and accepting evolution. Teachers reported spending an average of 11.6 hours teaching evolution. With respect to specific evolution teaching practices, teachers most often indicated that they used class discussions, amino acid/DNA sequencing activities, videos, geologic timeline activities, lectures, and group activities. Furthermore, correlational analyses revealed that teachers’ use of standards was related to their views of standards in general and evolution standards in particular. Implications for teacher educators are provided.
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Changing disciplinary science faculty knowledge and beliefs through curriculum development and implementation

Principle Author: Deborah Donovan, Western Washington University, Deborah.Donovan@wwu.edu
Co-Authors: Carolyn Landel, Western Washington University; Daniel Hanley, Western Washington University; George Nelson, Western Washington University
Abstract:
Despite significant pressure to reform science teaching and learning in K12 schools, higher education science content courses have remained relatively static. A major impediment to overcoming these deficiencies has been the lack of science instructional materials that reflect current research on teaching and learning and provide objective evidence of student learning. Even when quality materials are available, achieving positive student outcomes requires a learner-centered pedagogical approach. STEM faculty have few opportunities to explore research on how people learn, examine state or national partnership to become more open and responsive to participants needs. A number of institutional changes have occurred as a consequence of partnership activities. A year-long science course sequence with common curricula and assessments is now offered as a general undergraduate requirement at all partner higher education institutions. Faculty across all institutions collect student work and assessment data on these courses and collaboratively address evidence of learning and curriculum revisions needed based on student data.science teaching standards for K12 schools, or learn and practice research-based instructional strategies. The purpose of this study was to determine the impact of a multi-institutional collaboration to develop undergraduate content courses for future and practicing elementary teachers in Life and Earth Science on the knowledge, skills and beliefs of the participating faculty themselves. Twenty-nine faculty from five institutions collaboratively developed reformed curricula for Life Science and Earth Science courses for preservice elementary teachers. Data from multiple surveys, interviews, and classroom observations strongly suggest that participation in professional development, curriculum development, and curriculum implementation influenced faculty attitudes and beliefs about science teaching and learning. Survey data collected by the partnership and the NSF MIS indicated that faculty were also more aware of the needs and challenges of preservice and inservice teachers. As well, collaborative practice evolved over the course of the
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Is Opening the Door Really Good Enough? Creating the Inclusive Science Course at the Undergraduate Level
Principle Author: Sharon Dotger, Syracuse University, sdotger@syr.edu
Abstract:
This session discusses the role of science teacher education in preparing future teachers to create fully inclusive classrooms. The presentation will highlight the initial assumptions of a science teacher educator as she prepared for a science content course for future elementary teachers that would include, for the first time, an adult with multiple, severe dis/abilities. The presentation then proceeds with a discussion of the events that challenged these assumptions and the implications of this experience for future content and methods courses.
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Principle Author: dxthvdfthv dvrtyhvdrvyhd, , ewagner@pitt.edu
Abstract:
d fyh dfy hjcyf hv dfyj v f j fy bj fdy bj fy vj y bj y bjyv Part 2: Session Format

Paper Presentation – a presentation of a research study, philosophical essay, position paper, or innovative idea delivered in a traditional transmission format of 15 minutes, followed by 5 minutes of discussion. Usually, three presenters will present during a one-hour time slot. Please choose 2 themes that best describes your presentation (1=best description, 2=second best description):

Teachers’ Action Research

Technology

Other

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Sustainable Architecture that Teaches (SAT) Curriculum
Principle Author: Grace T. Eason, University of Maine Farmington, geason@maine.edu
Abstract:
This presentation will discuss the University of Maine Farmington’s (UMF) “green” building curriculum funded by the United States Green Building Council (USGBC) to advance educational experiences that focus on reconciling humanity with nature and promoting environmental health, social justice, and economic prosperity. UMF has undertaken a commitment to establish a culture of environmental sustainability. With two new LEED certified buildings, the Francis Allen Black Residence Hall and the UMF Education Center, the infrastructure for a green building curriculum is already in place. These buildings provide tremendous potential for us to greatly expand our sustainability efforts through a multi-level curriculum that will influence university students as well as PreK-12 science teachers and students, and community members. Three UMF faculty members will embed within their individual curricula the use of green buildings in which they are teaching as a pedagogical tool to impact their present students and future generations whom these students will be teaching. Two UMF pre-service science teacher student leaders will serve as mentors to work closely with faculty and train future student leaders to carry on the curricular goals once they leave UMF. PreK-12 science students and teachers will learn not only about the green features of LEED certified buildings but how to make a positive impact in their own homes. Teachers will also be given the opportunity to contribute to curricular development. An external assessor will develop two assessment tools to evaluate the effectiveness of the curriculum. The curricular project will be disseminated to a wide variety of audiences through publication, statewide meetings and conference presentations.
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Science Education Scholarship for New Professors: Defining and Doing It for Successful Promotion and Tenure.
Principle Author: Charles J Eick, Auburn University, eickcha@auburn.edu
Co-Authors: Deborah Tippins, University of Georgia; Sheri Brown, University of Louisville; Lori Smolleck, Bucknell University; Catherine Koehler, University of Cinncinati; Mike Mueller, University of Georgia
Abstract:
Supporting new professors in understanding the scholarship expectations for promotion and tenure at their respective institutions and in engaging in successful scholarship will be the focus of this interactive session. Members of the membership committee will briefly share their understanding of scholarship from the perspective of their different institutions – from more traditional approaches to scholarship to more innovative ones – with strong advice for participants to know the expectations of their institutions before embarking on scholarship. Participants will then move between the following four areas or break out groups for discussion of specific strategies in: (1) identifying and integrating a coherent and integrated line of scholarship into one’s faculty assignment, (2) attaining support through mentoring, writing groups, and internal grants, (3) early and frequent peer reviews on scholarship through departmental, college, or university structures, and (4) remaining active and advancing all areas of the scholarship process simultaneously – from planning, to implementation, to submission, to publication. Members will also share unique programs designed to support women and minorities in the professoriate. Participants will reconvene to discuss emergent issues from break out groups and address key points of learning for successful scholarship for promotion and tenure. ASTE participants as finishing graduate students or new professors will find this session particularly useful as they begin to understand and engage in scholarship at their respective institutions as a requirement for promotion and tenure.
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Improving teaching of scientific argumentation skills
Principle Author: James D Ellis, The University of Kansas, jdellis@ku.edu
Co-Authors: Janis Bulgren, The University of Kansas; KC Carlsen, University of Kansas
Abstract:
The poster presentation included information about a design study being conducted with support from the National Science Foundation. The project started June 1, 2006. The project is appropriate for ASTE, because it is developing prototype materials for teacher education in the area of student scientific argumentation. This project responds to the needs of all students to learn to reason scientifically and become scientific literate citizens. The project is developing a set of prototype professional resources for middle-level science teachers to promote the knowledge and abilities of scientific argumentation of their students. The project will achieve the following goals and outcomes:

1. Design and develop prototype professional resources (the Argumentation and Evaluation Intervention) that will support teachers in teaching scientific argumentation knowledge and abilities to middle-school science students.

2. Investigate the level of implementation of the prototype Argumentation and Evaluation Intervention resources with middle school teachers and students.

3. Investigate the development of scientific argumentation knowledge and abilities of middle school students.

Anticipated Products:

The project will produce a set of professional resources on scientific argumentation – the Argumentation and Evaluation Intervention (AEI) -- consisting of the following elements:

1. Argumentation and evaluation strategy.

2. Argumentation graphic organizer.

3. AEI Teachers’ Guide

The intervention proposed here consists of a reasoning strategy, associated instructional graphic, and instructional procedures related to scientific reasoning about claims and arguments that can be incorporated into content area curricula. The center of the intervention will be a cognitive strategy (the Argumentation and Evaluation Strategy) that guides students as they consider the components of arguments made in support of claims, as they evaluate those components, judge the merit of the claim, and explain their judgment.
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Immigrant Teachers in Urban Science Classrooms: Enhancing Interactions Through Critical Research and Cogenerative Dialogue
Principle Author: Rowhea M Elmesky, Washington University in St. Louis, relmesky@wustl.edu
Abstract:
Urban science and math classrooms are often sites of struggle between teachers and students. Students may be viewed as disruptive and unmotivated by their teachers and teachers may be perceived as disrespectful and unconnected by their students. Thus, teaching and learning can become secondary to classroom management and the focus becomes upon exerting ‘control over’ the classroom. This article suggests that critical research methods are central tools for building classroom community characterized by mutual understandings and respect where students and teachers accept responsibility for their individual and collective successes. Specifically, I provide images from a collaborative research team consisting of a teacher researcher (Anita Abraham), university researcher (author) and several student researchers. I focus primarily upon highlighting some examples of cogenerative dialogues and how these conversations were critical to transformative practices in the classroom.
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Between the Corner and the Classroom: Culturally relevant teaching and urban science education
Principle Author: Christopher Emdin, Teachers College, Columbia University, ce2165@columbia.edu
Abstract:
The study that this presentation is based on charts the development of urban science teachers’ identity through an exposure to student’s culture through hip-hop culture and artifacts like rap music. The study charts the creation of classroom communities that foster hybridized science discourse through transactions between students and teachers where hip-hop culture is exchanged for canonical science discourse and vice versa. The paper displays that there are deep connections between hip-hop culture and urban science education that are based on the larger connections between individual’s cultural backgrounds and how they engage in schools.
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After the Honeymoon: What Can (or Should) Follow-Up for Inquiry Professional Development Look Like?
Principle Author: Patrick J Enderle, Florida State University, pje07@fsu.edu
Co-Authors: Barry W Golden, Florida State University; Yavuz Y Saka, Florida State University; Sherelle L Lowe, Florida State University; Roxanne M Hughes, Florida State University; Andrew G Lantz, Florida State University; Sherry A Southerland, Florida State University
Abstract:
Professional development for inquiry-based teaching has taken many approaches as reform efforts have extended their reach. A popular vehicle for these activities are summer Research Experiences for Teachers (RET’s) funded through the National Science Foundation. However, these enriching experiences occur external to teachers’ professional realities and contexts. Such disconnect with a crucial factor of professional development presents serious challenges for making them effective and lasting sources of reform. To extend their impact, RET experiences are now required to conduct follow-up activities with their participants. However, the definition and exact shape of these activities remains nebulous and varied. Two such RET programs based at the same research extensive university, located in the Southeast, are currently being studied through an NSF funded project. Neither of these programs has offered formal follow-up activities until the beginning of this project. The research team developed and conducted follow-up activities with teachers participating in both programs. The nature of the activities was left to the individual teachers’ discretion. Observational notes and teacher interviews provided data to help the research team to make sense of the follow-up program. The resulting follow-up experiences took many shapes. Particular interactions were received well by participating teacher and enhanced their comfort with and use of inquiry. Implications for future iterations of follow-up activities emerged from the data sources and the process as a whole. The overarching conclusion was the need for a more structured program of activities to offer follow-up teachers, with specific activities being heavily suggested and demonstrated to be beneficial.
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Expanding Science Teaching Self-Efficacy Research
Principle Author: Larry G Enochs, Oregon State University, enochsl@onid.orst.edu
Co-Authors: Joseph Jesunathadas, California State University - San Bernardino; Hae-Ae Seo, Pusan National University, Busan, Korea
Abstract:
Science education research is around 18 years old. Teaching efficacy is based on early work suggesting that teacher’s efficacy beliefs positively impact student learning and the actual success or failure of a teacher’s behavior. Recent work has suggested that more is needed. This session provided PhD students, new researchers, and experienced research emerging research methods and assistance for conducting Science Teaching Self-Efficacy research. These methods included the following topics: introduction and overview of the self-efficacy construct; evoking Self-Efficacy in preservice classrooms; translation of existing scales; use of research on self-efficacy in special populations such as preparing science teachers of gifted students; validation of efficacy scales (modification of instruments; and new instruments); utilizing self-efficacy measures in the preparation of teachers.
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Inquiry Institute: Our Solution to Building a Scientist/Science Educator Collaboration
Principle Author: Susan A Everett, University of Michigan-Dearborn, everetts@umd.umich.edu
Co-Authors: Charlotte A Otto, University of Michigan-Dearborn
Abstract:
The informal collaboration of scientists and science educators began many years at our institution and has developed into a formal group known as the Inquiry Institute. The group currently meets twice each month for 10 months of the year with about 10-12 people attending each meeting. Common issues that are discussed include modifications in the newly revised science curriculum for pre-service elementary teachers, difficulties that students experience in learning science content based on K-12 state standards, and scheduling class times and instructors for future semesters. The collaboration has resulted in many benefits for students, participating faculty and the university. The lessons learned from the collaboration, the challenges for the future of the group and the key generalizations for others interested in developing similar collaborations will be discussed.
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Examining the Scientific Reasoning Abilities of Pre-Service Elementary Teachers in an Inquiry-Based Science Program

Principle Author: Susan A Everett, University of Michigan-Dearborn, everetts@umd.umich.edu
Co-Authors: Richard H Moyer, University of Michigan-Dearborn
Abstract:
In this study, we investigated the scientific reasoning abilities of 186 pre-service elementary teachers enrolled in science/science education courses in our newly revised inquiry-based science program. Course instructors noticed that many students had difficulties in indentifying and controlling variables, making and interpreting graphs from experimental data and designing K-8 learning cycle lessons with an explorable question for an inquiry investigation. We administered the "Classroom Test of Scientific Reasoning" at two points in our program: the introductory science course at the beginning of the program and the science methods course near the end of the program. The two groups of students were statistically different from each other based on total scores on the test and four types of scientific reasoning. Overall, the students were successful using concrete and transitional types of scientific thinking but were not successful using post-formal reasoning. These results led to new considerations for determining what types of thinking are currently required of students as well as the types that should receive more emphasis in course activities.
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What Makes a Good Science Mentor? Establishing Successful Relationships between Middle School Girls and Scientists
Principle Author: Donna L Farland-Smith, The Ohio State University, farland.3@osu.edu
Abstract:
Content area specialists are often employed as mentors of both teachers and students. However, in the case of working with children some of the reasons these relationships are not as powerful as they have the potential to be simply because not everyone can relate to children in an age appropriate way, and some scientists may not be able to present their field in a positive light without reinforcing common stereotypes. Teachers need some guidance in the responsibility of selecting appropriate mentors to maximize the potential influence on their students understanding of who does science, where science is done and what scientists do. What makes someone a good science mentor? Is it their age or experience? Expertise or knowledge they possess? This study identifies five characteristics educators should look for in selecting science mentors who will be successful in broadening students’ perceptions of scientists. The data was collected during side-by-side interactions with scientists/mentors (summer camp experience) and has implications for classroom practice as the use of mentors can be structured to support the infusion of Science as a Human Endeavor and to help change the students’ perceptions about scientists. The science camp was successful at establishing a transformative experience for young female students in broadening their perceptions about scientists. As the students’ experiences with mentor scientists helped to shape their perception of those who pursue careers in science and what it is that scientists do, careful consideration and preparation were critical to the success of the program. This paper examines six scientists and their role as mentors. Observations were recorded and interviews were collected and analyzed from each scientist. Four of the six mentors in this study had similar qualities for being successful mentors, two mentors did not possess these qualities and were not recommended to be mentors the following year.
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Exploring the relationship between practicum experiences and pre-service teachers perceptions of inquiry-based science
Principle Author: Xavier Fazio, Brock University, xavier.fazio@brocku.ca
Co-Authors: Wayne Melville, Lakehead University; Anthony Bartley, Lakehead University
Abstract:
The purpose of this presentation is to disseminate findings from a study regarding the perceptions that pre-service secondary science teachers have toward inquiry-based science teaching, and the extent to which these perceptions can be augmented. While findings indicate that pre-service teachers did improve their understanding of scientific inquiry and increased their efficacy towards their future teaching of inquiry-based science based on their course experiences, the role of the practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher subjugation, availability of scientific inquiry resources, time constraints, and the need to address the standards, were the most commonly cited reasons for pre-service teachers being unable, or found difficulty, in creating an inquiry-based environment during their student teaching experience. Implications for the role and limitations of practicum experiences in supporting pre-service science teachers’ newly formed practices are presented.
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What are Visual Data and What Utility do they have in Science Education?
Principle Author: Kevin D. Finson, Bradley University, finson@bradley.edu
Co-Authors: Jon Pedersen, University of Oklahoma
Abstract:
The visual inputs we receive can be collectively called visual data. Precisely how one defines visual data is a key question to ask. That is one of the questions we asked visual data research colleagues. If one comes to a decision with respect to what visual data are, then the next question becomes, “What are visual data like?” Then, “What do they mean?” As with any data, we can collect it and compile it, but if we don’t have some way to bring meaning it, it has little value to us. The answers may not be as straightforward as one might assume at the outset.

The extent to which visual data permeates what we do as educators is such that it may be difficult to identify every discipline in which it emerges. In our discussions with visual data researchers, we have tried to establish a forum across disciplines that impact science education: visual arts, English, literacy, mathematics, science, social science, etc. One of our conclusions is that it is important to make connections between and bring understanding to the ways visual data from such varied disciplines can inform learning and instruction in a cohesive manner. Science educators need to understand, and help their students understand, rules for representing visual information and interpreting the results that emerge from the use of those rules.

We are attempting to accomplish several things: (a) define what is meant by “visual data,” (b) delineate more clearly the parameters of what types of information constitute visual data, (c) describe how visual data are collected, used, analyzed, and employed to improve learning, (d) move science educators closer to understanding of the cognition involved when visual data are employed, and (e) to help science educators plan for and select visual inputs that will enhance their instruction.
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The Beginning Secondary Science Teachers Conceptualization of Hands-On
Principle Author: Jonah B. Firestone, Arizona State University-Ira A. Fulton College of Education, jonah.firestone@asu.edu
Co-Authors: Krista L. Adams, Arizona State University-Ira A. Fulton College of Education; Julie A. Luft, Arizona State University-Ira A. Fulton College of Education
Abstract:
This study discusses beginning teachers concept of ’hands-on’ learning in comparison to actual practices observed in their classrooms (N=120) and offers explanations for the discrepancies. As with other concept beliefs, ‘hands-on’ is also a subjective construct by the individual. It is this subjectivity that drives this study as we look at the relationship between beginning secondary science teachers’ beliefs and practices as it correlates to their use of ‘hands-on’ activities over the course of their first three years of teaching. Hands-on is a commonly used but poorly understood method of student learning. Often, it is cited as the best method of student learning without having a clear definition. The concept of how students learn science best is a key component to defining a teachers’ belief in appropriate science pedagogy. Without a viable understanding of science pedagogy success in the field of science education is questionable. Following new teachers for multiple years is essential if we are going to prepare teachers who persist in the field.

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Re-contextualizing Science and Mathematics in Partnership with Career Technical Education
Principle Author: Larry Flick, Oregon State University, flickl@science.oregonstate.edu
Abstract:
There is a disconnect between the broader vision of the National Science Education Standards and the narrow implementation instantiated in state standards and state tests. Academic preparation of science teachers through discipline-centered majors sustains a narrow view of science that is not meaningful to a majority of students. Students are presented with a disproportionate emphasis on biology, chemistry, and physics at the expense of understanding how science and mathematics are applied in personal terms specifically in the workplace.

This paper describes the conceptual framework of two research and development projects with similar objectives. Each demonstrates a partnership among career technical education classes, science, and mathematics classes. Each has the objective of re-contextualizing science and mathematics in terms of how content is used at both a personal level and in a variety of careers. The conceptual framework is informed by statistics showing that about 25% of students complete a 4-year college degree but standards-based classes are generally designed to support entrance to a BS program. These projects are focused on the science education needed by the 75% of students whose career and educational pathways will go through community colleges, associate degrees, and technical trade schools.

The research design is informed by mathematics education research on workplace and non-school settings. This research has sought to answer the following questions: (a) what science is actually put to use by students in everyday life, (b) what are the sources of knowledge, and (c) how is it taught in the workplace or other non-school settings? This paper describes the need to better understand how science functions for the average person in workplace settings and CTE settings. We suggest the next step for research is to examine how students in career technical education classes use science in the context of career-related content.
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Virtual Brain Museum Exhibit: A Learning Experience for Designers and Visitors Alike
Principle Author: Elizabeth Folta, NC State University, wildlife.educator@gmail.com
Co-Authors: Leonard Annetta, NC State University; Meng-Tzu Cheng, NC State University; Shawn Holmes, NC State University
Abstract:
In the spring of 2008 a potential traveling exhibit for science museums and science centers was tested at the Museum of Life and Science in Durham, North Carolina. This exhibit incorporated general information in the form of text and a 3-D image of the brain, as well as two educational games demonstrating the information found in the text. The original version of the exhibit, which was designed mainly by a medical researcher, demonstrated a case of information overload and not enough directions for the 69 museum visitors (ages ranging 6 -61) that tested the exhibit during the first weekend. Some examples of what the medical researcher wanted the visitors to learn included being able to name parts of the brain involved in the stop signal response and what happened to the stop signal response if methamphetamines were used. The pre-test/ post-test results showed in both cases the most common answer was “Do not know.” The game designers in a one-week time frame used designed-base research to redesign the game for the second weekend of testing. By using a research method that focuses on collaboration between the researchers/ designers and the participants they were able to address many of the major issues the visitors mentioned during the first weekend as well as learn more about how museum visitors learn from the exhibits. Design-based research is a newer research method that has shown real potential for use in informal education as well as formal education.
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Preservice elementary teachers’ use of science curriculum materials: Initial attempts at curriculum design for inquiry-oriented science teaching
Principle Author: Cory T Forbes, University of Michigan, ctforbes@umich.edu
Co-Authors: Elizabeth A Davis, University of Michigan
Abstract:
This study, in which quantitative methods were used to investigate how preservice elementary teachers in a science teaching methods course (n=46) use existing science curriculum materials to plan inquiry-oriented science lessons, is part of a larger research project specifically focused on preservice elementary teachers’ use of science curriculum materials and learning during the final year of their teacher education program. In the methods course, the preservice teachers were afforded two opportunities to critique and adapt existing science curriculum materials and enact their revised science lessons in elementary classrooms. Data for this study is drawn from curriculum materials and other artifacts associated with these two ‘reflective teaching assignments’, as well as select items from a survey administered at the beginning of the semester. These data were coded to characterize the types and frequencies of curriculum materials the preservice teachers used, how many and what types of adaptations they made to them, and how inquiry-oriented their lessons were before and after revision. Results suggest the preservice teachers overwhelmingly used existing lesson plans and student worksheets in their lessons and predominantly added or substituted elements to the existing lesson plans they used. They were successful at modifying existing science lessons to make them more inquiry-based in both reflective teaching assignments. However, neither the teachers’ reported preferences or perceived qualifications for science teaching, perceived ability to effectively modify and adapt curriculum materials, nor status as science majors were significantly related to the change in inquiry scores of their lessons. Regression analysis suggests that the single greatest factor influencing the inquiry scores of the preservice teachers’ revised lessons was the inquiry score of the existing curriculum materials they used. These findings have important implications for science teacher education and science curriculum development.
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What Elementary Teachers Believe About Diversity in Urban Science Teaching and Learning Contexts?
Principle Author: Brian Fortney, University of Texas, upadyas@yahoo.com
Co-Authors: Bhaskar Upadhyay, University of Minnesota; Adrienne Gifford, University of Minnesota
Abstract:
This study presents how preservice elementary teachers’ beliefs change over time during science methods class. Preservice teachers have strong affinity to their individual beliefs because these beliefs are personal and identify who they are to themselves and to others. However, professional beliefs of preservice teachers are subject to change and accommodation. In some cases teachers also show that they can transform their professional beliefs based on the demands of the teacher profession. The mixed method of the study shows that there is a significant change in how preservice teachers think about multicultural, socially just, equitable science education. As a teacher these teachers are more attuned to accommodating multicultural views of science education. However, the same teachers are less willing to change their personal beliefs about diversity and multicultural science education. Preservice teachers indicated that personal beliefs tend to represent their identities and identities do not seem to change during science methods class. However, we believe that preservice elementary teachers may change their personal beliefs, if they were to experience more diverse classroom settings. Finally teachers with strong multicultural and equitable science education philosophy can make a profound difference in many minority and poor urban students’ lives.
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Making Sense of the Language of Science: Moving from d to D
Principle Author: Pamela Fraser-Abder, New York University, pa1@nyu.edu
Co-Authors: Piyush Swami, University of Cincinnati; Hedy Moscovici, California State University, Dominguez Hill; Irene Osisioma, California State University, Dominguez Hill; Karin Mendoza, University of Cincinnati
Abstract:
The overall intention of these research projects is contribution toward development of "best" practices for training pre-service teachers working toward public school certification and in-service teachers currently teaching in schools in the United States of America. The first study compares the nature of classroom discourse in a suburban and urban classroom where two teachers (with similar training and experience) teach exactly the same lesson using similar FOSS kit. By using the Discourse Analysis technique, researchers demonstrate a remarkable difference in the nature of interaction between teacher and students in the two settings. Their findings focuses on the incongruence that exists between the Discourse (D) at home vs. science related discourse (d) in a classroom as a major factor impacting the quality of interactions in the science classroom.

The second study uses a variety of written materials collected from pre-service elementary teachers in 5 sections of science methods courses in an effort to clarify their understanding and use of the five features of inquiry in science classrooms . A total of 121 pre-service elementary teachers participated in this study.

The third study highlights the factors that contribute to excellence in urban science teaching as pinpointed by five urban science teachers who graduated from the same masters program and have continued teaching in the urban system for over ten years. One striking commonality among the teachers who stayed was their in-depth understanding of the home culture, the street culture and their ability to use this understanding in the school culture.

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Field experience, formative assessment, and learning how to teach by listening
Principle Author: Richard A Frazier, University of Central Missouri, frazier@ucmo.edu
Abstract:
Pre-service elementary teachers face many challenges in learning how to help children learn science. Firsthand experience that leads to familiarity with phenomena is an essential phase in learning science. Likewise, prospective teachers need to become familiar with children’s ideas and children’s thinking in order to help children learn. This presentation addresses the challenge of prioritizing opportunities for pre-service teachers to practice formative assessment in field settings, to focus on children’s thinking, and to learn how to teach by listening. The findings come from an elementary science methods course where interns plan and teach lessons during a series of visits to elementary classrooms. An explicit goal involves the use of a protocol for describing and interpreting student work. In response plans are strategically fashioned and implemented. The protocol is derived from descriptive review, interpretive portraiture, and other case study methods. Interns develop a series of sketches of a particular focal child. Each sketch includes non-evaluative description of the child’s actions and words during the lesson. The descriptive data is then interpreted by the intern and the interpretation is informed by references specific to children’s learning of the particular topic and related to children’s learning in general. A final section proposes action to be taken subsequently and refers to best practices and standards. Samples of sketches and portraits will be presented along with a complete description of the protocol. Developing cases or exemplars is a valued and accepted practice in many sciences and fits well with the purposes of formative assessment that targets individual children. After the experience of spending time with children in science learning situations, listening closely to them, interpreting their words and actions, and implementing plans in response to those interpretations, many interns report an understanding of the significant role of formative assessment in effective teaching.

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Gender Equity: Program Logic, Points of Connection, and Strengths in Collaboration
Principle Author: Patricia K. Freitag, Academy for Educational Development, patfreitag@comcast.net
Abstract:
Diversifying the workforce in science, technology, engineering, and mathematics (STEM) fields requires that we step up our efforts to make the sciences more inviting and supportive for women and particularly for women of color. The National Science Foundation’s Gender Research in Science and Engineering Program supports research, diffusion, and extension service projects that address equity, science teaching and learning, and career trajectories in STEM fields and STEM education. In this session, three papers will be presented and ample time for an interactive panel discussion with the audience will be used to share the results and insights from exploratory research and extension service projects.

The first paper presents a program level logic model that focuses on the links and connections made between gender equity knowledge, human capacity and resources, and emerging social networks. These models are based on extensive interviews with principal investigators of funded projects. The models point to the essential role of intermediary organizations in effecting the knowledge transfer from equity research into a broad array of practical settings.

In this equity paper session, projects that work directly with intermediary organizations are invited to make up a panel to the discussion of: the roles and development of collaboration; strengths and resources for establishing equitable STEM practices; and inclusive instructional approaches. The presentation will engage session participants in collaborative activities and planning to impact their own programs and become part of larger equity resource networks. Finally, the value added by after school programs that provide unique opportunities to expand students’ interests in STEM into new topics and emerging science fields will be discussed.

Extensive audience participation and discussion is expected in this session. The presentations will be brief and engaging. An interactive panel is planned for half of the session to facilitate dialogue between the presenters and participants.

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Taking It to the Streets: Methods in Context
Principle Author: Frederick W Freking, University of California, Los Angeles, ffreking@ucla.edu
Co-Authors: Rae Jeane Williams, UCLA; Imelda Nava, UCLA; Lily Ning, UCLA; Irene Swanson, UCLA
Abstract:
Research indicates a disconnect between the information pre-service teachers learn within their teacher education programs and the application within the classroom. Our experience working with pre-service teachers supports the research findings; novices feel unprepared to plan units and lessons that will allow them to implement the research and ultimately help them in becoming accomplished teachers. To bridge the gap between university courses and teaching experiences, we partnered with few urban middle and high school to offer a Science methods course designed to provide hands-on experiences planning units and lessons before student teaching. Through this study, we seek to determine the effectiveness of early field experience coupled with our science methods course in the acquisition of procedural knowledge, efficacy, and pedagogy as it relates to teacher development and the process through which competence is attained.
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Pre-service teachers using stories to learn and teach physical science concepts
Principle Author: Jennifer K Frisch, Kennesaw State University, jfrisch1@kennesaw.edu
Abstract:
Many elementary education majors feel much more confident in teaching reading and writing to their future students than in teaching science. These majors also can express frustration with science content courses, in part because of a lack of a narrative-type big picture in some of these courses. In order to help pre-service elementary education majors learn concepts and skills to teach science, they were given an opportunity to write science-related stories. Stories can be a useful tool to teach and learn science concepts. This ongoing study is gathering the stories that pre-service elementary education teachers write in order to learn and teach specific physical science concepts. Topics include Newton’s laws of motion, electric current and voltage, forces, and energy. Stories were open-coded and analyzed for themes, and results of pre- and post-tests were examined. Initial data analysis indicates that pre-service elementary education teachers may need more scaffolding in order to use story writing and telling as an effective tool for teaching science. Narrative analysis is used to describe individual students’ journeys toward understanding a concept with a story.
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Great Science for Girls: Extension Services for Gender Equity in Science through Afterschool
Principle Author: Merle Froschl, Academy for Educational Development (AED), mfroschl@aed.org
Co-Authors: Barbara Sprung, Academy for Educational Development (AED)
Abstract:
Great Science for Girls: Extension Services for Gender Equity in Science through After-School Programs (GSG), an NSF funded initiative, builds the capacity of after-school centers to deliver programming that will broaden and sustain girls’ interest and persistence in science, technology, engineering and mathematics (STEM).

To reach a large national audience, GSG works across the country with regional intermediary organizations that provide services to networks of after-school centers. GSG provides: Professional Development Institutes; ongoing technical assistance; an interactive website, including research reports, resources, and a community of practice; and access to evidence-based STEM curricula.

Through GSG, and the support of intermediaries, after-school centers across the country will be able to provide a learning environment for girls that includes opportunities for leadership and engagement with fun, hands-on, inquiry-based science experiences. Given the large number of underrepresented low and moderate-income youth who attend after-school programs (Halpern, 2002), girls reached will be from the population that traditionally has been most excluded from the STEM pipeline.

In this session, three papers will be presented and ample time for an interactive panel discussion with the audience will be used to share the results and insights from exploratory research and extension service projects.

Extensive audience participation and discussion is expected in this session.

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An Analysis of Primary Grade Hispanic (ELL) Students use of Science Notebooks
Principle Author: Lori A Fulton, Clark County School District, Jay Jeffers Elementary School, fultola@interact.ccsd.net
Co-Authors: David Crowther, University of Nevada, Reno
Abstract:
This research describes a qualitative case study which looks at the types of strategies first and second grade Hispanic English language learners (ELL) use in their science notebooks and how these strategies develop over a two-year period. This qualitative study took place at a low socio-economic school situated in a large urban district. The students’ science notebooks serve as the data source and were examined and analyzed using a content analysis approach. Subsequent data was also collected from the respective teachers of the students for clarification of science units that were taught. Findings about patterns in science learning and use of the English language will be determined from the notebooks and shared with suggestions for science notebook use with all primary grade students, but particularly Hispanic ELL students.
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BIOPHOTONICS: BRINGING CONTEMPORARY SCIENCE AND SCIENCE EDUCATION TOGETHER
Principle Author: Jodie A Galosy, University of California, Davis, jodie.galosy@cbst.ucdavis.edu
Co-Authors: Ana M Corbacho, University of California, Davis; Michelle R McCombs, University of California, Davis; Marco Molinaro, University of California, Davis
Abstract:
Recent reports continue to raise serious concerns about the quality of science education in US classrooms. Few students have opportunities to experience science as a rich and exciting field of study, engage in the core practices that define the field, or understand its relevance to society (National Research Council, 2005; National Research Council, 2007; Committee for Prospering in the Global Economy in the 21st Century, 2007). One of the key problems plaguing science education is, as Jonathon Osborne (2007) points out, “…a growing gulf between the landscape of school science—science as it is taught—and the features of contemporary science—science-as-it-is practiced” (p. 178). The Nobel Laureate, Russell Hulse (2006) raises a similar concern regarding interdisciplinary science; now understood as a necessity to scientific progress but rarely given more than a nod in most 7-12 science classrooms. However, given that the science curriculum is overloaded, adding more only exacerbates the potential for superficial coverage. Instead, Hulse (2006) suggests innovative approaches that “…do double duty; satisfying existing curriculum requirements while also adding new dimensions to the educational experience” (p. 1195). Biophotonics--an exciting cutting-edge science--lends itself well to such "double duty." Biophotonics can be defined as the science that investigates the fundamental interactions of light with biological matter and the technology that utilizes light to observe or manipulate biological systems. The demonstration of basic biophotonic concepts can be visually rich and immediately intuitive, even to individuals without substantial education in math and science. For this reason, biophotonics is an ideal vehicle to spark or maintain students’ interest in both the physical and life sciences. In this experiential session, hosted by the Interdisciplinary Science Education Team from the Center for Biophotonics Science and Technology at UC-Davis, participants will learn about biophotonics through hands-on activities and interactive presentations applicable to both student and teacher science education.
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Emily: A case study describing the challenges, struggles, and successes a preservice teacher encountered in a field based science methods course.
Principle Author: Anne P Gatling, Boston College, pfitzner@bc.edu
Abstract:
In an effort to highlight the potential a field based science methods course offers and the challenges that preservice teachers experience I will share the direct experience of Emily, a preservice teacher enrolled in the course. This case study followed Emily, a preservice teacher, as she critiqued and analyzed curriculum, and gained experience teaching an inquiry based unit to diverse elementary students. It will help to provide a contextual frame of the course for the audience. The case study is based on pre/post course interviews and surveys, and the student work I reviewed. I also hope to demonstrate how a redesigned course can support preservice teachers as they critique and analyze curriculum, and gain experience teaching an inquiry based unit to diverse elementary students.

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There and back again: Understanding the career choices of two beginning science teachers.
Principle Author: Andrew B Gilbert, Kent State University, agilber1@kent.edu
Abstract:
This case-study investigated two beginning teachers’ decision to leave science teaching. This small-scale case-study approach contrasted the typical large-scale research on science teacher retention in an effort to better understand issues of retention at a microscopic level. Data artifacts included: multiple interviews, written reflections by the teachers and e-mail communications. All data was transcribed and coded into emergent categories using a constant comparative analysis approach. The findings indicated that their decision to leave was a complex mélange of issues that included career disposition, notions of isolation, overarching culture of the school, and future possibilities. These findings coincide with previous work in science teacher retention. In addition, this study found the continued demand for science teachers allowed these teachers to walk away from their jobs because they assumed that a similar job would be waiting for them if needed in the future. Additional insights of the study indicated that some teachers entered the profession considering teaching to be a transition or a stepping-stone into a different career path. In particular, science teachers may perceive multiple career options (beyond the classroom) based on their preparation and teaching experience. This culminated in the overarching implication to rethink how science teacher educators view issues of teacher retention.
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Teaching Nature of Scientific Inquiry by Distance Education to Rural, Practicing K-12 Teachers in Preparation for Scientific Research
Principle Author: Penny J Gilmer, Florida State University, gilmer@chem.fsu.edu
Co-Authors: Donald D Bratton, III, Florida State University; Steven Blumsack, Florida State University
Abstract:
In preparation for rural, practicing K-12 teachers to be ready to conduct scientific research at sites near their counties, we offered an live, on-line distance course during the semester before the scientific research. Teachers read all or parts of four books, which we discussed on-line and in which they had assignments to post with their weekly reflections (and commenting on a peer’s post). To broadcast live, two professors (one in biochemistry and the other in mathematics) used a MediaSite laboratory operated by our graduate assistant. In this way the teachers could see and hear us and simultaneously see the Powerpoint slides. Basically, we had 118 teachers enrolled as graduate students, and all but 10 passed the course with one other withdrawal.

We utilized the Views on the Nature of Science Questionnaire (VNOS) with the teachers at the start (and will be using it again at the end of the scientific research experiences) to learn the teachers’ ideas on the nature of science at the start (and end) of the study. We also have rich qualitative data from the teachers’ weekly entries on our Blackboard Web site. We used the PBS video series, Journey to Planet Earth, and have the broadcast rights for two years (these are posted on the Web as well). This course was innovative in that we could reach more than 100 rural, practicing teachers by having two consecutive live (in two different time zones) broadcasts that are also available afterwards (and still are), in case the teacher missed the regular class time or wanted to show the class some portion of the broadcast. In this summer semester, we have 82 of the original 118 teachers working in the field, being supervised directly by scientists who donated their time, and reflecting on a regular basis during their scientific research experiences.
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I answer with my life: Lesson learned from the experinces of women science teacher educators as they navigate and negotiate in science careers.
Principle Author: Claudette L. Giscombe, University of Massachusetts, Amherst, cgiscombe@aol.com
Co-Authors: Kathleen S. Davis, University of Massachusetts, Amherst; Katherine Wieseman, Western State College of Colorado; Pamela Abder-Fraser, New York University; Cathy Yeotis, Wichita State University; Molly H Weinburgh, Texas Christian University; Angela Johnson, ST. Mary’s College of Maryland
Abstract:
The purpose of this interactive session is to provide a setting where female scholars, from diverse backgrounds, in different stages of their careers in science and science education can collectively and effectively share, engage, and empower others through a forum of open dialogue highlighting their experiences, influences, and leadership practices in their careers. The session will focus on lessons learned as women navigate and negotiate pathways in science education careers. The forum is valuable because it will provide a vehicle through which women gain insights into their own journey, while providing a catalyst for discussion and action among the contributors and audience about effecting change in science education practice. The forum will also generate valuable recommendations for personal and professional challenges encountered in career transition points. The participants include authors, educators, and researchers who: provided leadership in research that focus on women’s issues in science careers; shared the life experiences of other women in the science profession; and narrated reflections of their own life experiences in science or science education careers. This unique make up of participants allows for the rich and broad sharing of perspectives and ideas linked to their experiences, interactions, and influences. Their diverse voices, which no doubt will articulate critical issues and points of interests and concerns, collectively represent a forum of “interrogation for social significance” (Casey, 1993, p24).
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Elementary Teachers’ Expectations of Student Writing in Science: Findings from a Case Study and Implications for Inclusive Science Education
Principle Author: Nicole J Glen, Bridgewater State College, nglen@bridgew.edu
Abstract:
This qualitative case study examined four elementary teachers’ perceptions of their students’ writing abilities and how those perceptions influenced their assessment of student writing in science. Analysis of participant observations, interviews, and artifacts collected over four months indicated that the teachers tended to hold higher expectations of students’ correct use of writing skills than students’ production of ideas or information in writing. However, teachers held higher expectations for the production of ideas or information for those students they deemed more skilled writers. Prior research suggests that the teachers in this study were not alone in their ideas regarding the expectations of students’ writing, yet if basic writing skills are the only focus for students who struggle to write, then those students may lose ownership and engagement in the writing process. Implications for science teacher educators include a discussion of the practices that benefit struggling writers, such as writing workshops, peer and teacher collaborations, explicit modeling of skills, interesting tasks that students value, writing for authentic purposes and real audiences, and integrating as many senses as possible during learning. Many of these practices correlate with the science education community’s expectations of hands-on, inquiry science and can benefit students with disabilities during science writing tasks. This has the potential for equal access of all elementary students to conceptual knowledge gains in science via writing-to-learn tasks.
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Assessing Pre-service Elementary Teachers’ Beliefs about

Teaching Science and Science Teaching Efficacy

Principle Author: Karleen R Goubeaud, Long Island University, karleen.goubeaud@liu.edu
Abstract:
This study examined pre-service elementary teachers’ attitudes towards teaching science and their perceived ability to teach science effectively. Qualitative data for this study was obtained from a self-report questionnaire administered to 361 pre-service elementary teachers enrolled in a graduate-level science methods course at a university in the Northeastern US. Data was collected at the beginning of the methods course that was offered in the Fall, Spring and Summer semesters from 2003 through 2006. Data was coded and entered into SPSS to obtain descriptive statistics and conduct Chi square analysis to compare differences between male and female pre-service teachers. This study suggests there are gender differences for pre-service teachers’ beliefs about science and their perceptions of future success as a science teacher. A greater proportion of male pre-service teachers (79.2%) had positive attitudes towards teaching science compared to female pre-service teachers (57.6%). Similarly, males were more likely to report they would be “effective” teaching science than females (71.9% vs. 46.9%), whereas, about one-half female pre-service teachers (50.3%) reported that they were “hoping to be effective.” Both male and female pre-service teachers reported that the greatest contributing factor to their success in teaching science was being able to use pedagogical strategies and innovative ways to teach science. The second and third most frequently mentioned contributing factors were knowledge of the subject matter and pre-service own attitudes towards teaching science. Implications are discussed for teacher educators related to understanding the attitudes that pre-service teachers bring to their methods courses and to consider gender differences that might influence science teaching efficacy.
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Pre-service Teachers’ Prior Educational Experiences and their Perceptions of How Sciences should be Taught: Implications for Inquiry Teaching and Learning

Principle Author: karleen R Goubeaud, Long Island University, karleen.goubeaud@liu.edu
Abstract:
The current direction of science education recommending teaching science through inquiry is well-documented in the science education literature as well as the National Science Education Standards (NSES). Yet many science teachers continue to teach using traditional methods that do not actively engage students and do not utilize inquiry approaches that accurately portray the nature of science. To address this gap, this study examined the background experiences of pre-service elementary teachers in terms of the types of science pedagogy they experienced in their own schooling and compared their experiences to their perceptions of how science should be taught. Qualitative data from 361 pre-service elementary teachers was coded and analyzed quantitatively. A greater proportion of pre-service teachers characterized their own schooling in the area of science as traditional than hands-on. However, the vast majority believed that science should be taught using a hands-on approach. Analysis of qualitative responses suggests that most pre-service elementary believed that ‘hands-on” activities were the best strategy to use in science without understanding that the hands-on component might only be a part of a more complex learning approach that involves not only physical activity, but also a particular way of engaging students cognitively. Recommendations are presented for teacher educators to address pre-service elementary teachers’ lack of first-hand experience with the inquiry approach which might increase students’ science teaching efficacy.
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Using Student-Manipulated Models to Enhance Student Conceptual Development in a Large, Undergraduate, Earth Science Class.
Principle Author: Kyle R Gray, University of Akron, krg10@uakron.edu
Co-Authors: Katharine D Owens, University of Akron; David N Steer, University of Akron; David A McConnell, University of Akron; Catharine S Knight, University of Akron
Abstract:
Students enter a science class with deeply entrenched misconceptions based on their prior experiences. The cause of the seasons is one concept that most students struggle to understand. In this study, 777 students from nine, large (n=150), introductory, earth science classes studied the causes of the seasons. All students were placed in work-groups and used an audience response system to record their answers to pre-model and post-model conceptest questions. Throughout the class, the groups were given time to discuss the key concepts presented during the lecture. Students in seven of the classes were also given a physical model to manipulate as they explored the sun-earth relationship. Students in the two control classes listened to the same lecture and answered the same conceptest questions but did not observe the model. Data collected included student responses to the conceptest questions, observations of groups interacting with the models, and student interviews. Pre-service science teachers were trained to collect the in-class observational data.

The students in the model-use classes correctly answered a significantly larger percentage of post-model questions than the students in the control classes. In-class observations indicate that the students used the model to engage in peer instruction and to help answer the post-model conceptest questions. When interviewed, the students indicated how they used the model to form a mental image of the concept, and they recalled that image when taking the chapter exam. After spending a semester observing in these classes, the pre-service teachers felt confident in their ability to teach an inquiry-based lesson using models.

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One Preservice Elementary Teacher’s Development of Self-Efficacy and Confidence to Teach Science: A Case Study
Principle Author: Amanda M Gunning, Teachers College, Columbia University, amg2150@columbia.edu
Co-Authors: Felicia M Moore Mensah, Teachers College, Columbia University
Abstract:
This study examines the self-efficacy of a preservice elementary school teacher during and after her participation in a Science in Childhood Education course. The environment engendered by the professor was constructivist with an emphasis on inquiry and the relevance of science to everyday life in the city. Preservice teachers taking part in the class observed for this study are exposed to an environment that challenges their incoming conceptions of science and how to teach it, while presenting discussions, activities and materials to help them develop new knowledge and attitudes about science and science teaching. Therefore, using qualitative methods of data collection (i.e. observations, surveys and interviews) and analysis (grounded theory), this study reports the findings of one class of preservice elementary teachers, with particular attention of one preservice teacher, and their development of self-efficacy and teacher identity. Findings revealed that the preservice teachers as a whole and the interviewee demonstrated increased self-efficacy as teachers of science. At the beginning of the semester, the preservice teachers expressed discomfort with science during class time but by the end of the semester had become more at ease with teaching and discussing science, including physical science concepts, the living environment, health and nutrition. The collaborative nature of the course, especially in regards to classroom discussions, microteaching, and reflection were most helpful for teachers, especially the individual teacher, in developing self-efficacy and increasing confidence to teach science.

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Preparing Science teachers for the new millenium: Harnessing the power of innovative collaborations with science centers
Principle Author: Preeti Gupta, New York Hall of Science, pgupta@nyscience.org
Co-Authors: Laura Saxman, CUNY Graduate Center
Abstract:
This session features a science center-university partnership, Collaboration for Leadership in Urban Science Teaching Evaluation and Research (CLUSTER), where undergraduate, secondary science pre-service teachers work as floor staff in a science center and practice teaching to diverse audiences with the intent of developing skills and dispositions towards inquiry-based science teaching. Specifically, the session describes how a part-time job in a science center serves to provide a unique set of fieldwork experiences above the required 100 hours of state-mandated fieldwork, and also integrates with the required coursework for pre-service secondary science teachers.

Attendees will learn about the design of the model, current findings, and successes and challenges in setting up a university-museum partnership to accomplish the goals of the project so that they can consider such partnerships in their own cities. Both quantitative and qualitative findings will be presented. Quantitative data is being collected through a series of exams, administered both as baseline and at the completion of program, that measure content, pedagogy and attitudes towards inquiry-based science teaching in both the CLUSTER students and the comparison groups. Qualitative data is being collected through weekly online logs, periodic audio-taping at exhibits, coursework artifacts and focus groups.

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A longitudinal study of elementary students’ understandings of lunar concepts related to moon phases: Implications for science teaching.
Principle Author: Mark D Guy, University of North Dakota, mark.guy@und.edu
Co-Authors: Timothy Young, University of North Dakota
Abstract:
This paper addresses the challenge facing science teachers and science teacher educators of assessing the impact of inquiry science teaching on students’ thinking over time. The current study of elementary students’ thinking is an extension of an earlier investigation, which examined third graders’ conceptions of moon phases prior to and one week after instruction. The research questions guiding this study were: To what extent do third grade students’ conceptual understandings of lunar phases change or remain stable 11 months after instruction? What are the implications for teaching? Initial Study Summary: One week after instruction 10 of 14 of the students held a scientific or partial scientific understanding of the cause of moon phases without expressing any alternative conceptions. The remaining four students continued to hold unscientific views of the phases after instruction. Thus, the immediate impact of instruction was very positive for 10 out of 14 students who, prior to instruction had all held non-scientific conceptions of the cause of moon phases. Longitudinal Study Summary: In the delayed post-interview, one student’s scientific understanding remained stable while two students actually demonstrated growth in their thinking. The rest of the students showed either partial (1) or full (8) deterioration in their conceptual understandings. Notably, seven students reverted back to their pre-instructional understanding of the non-scientific view of the earth’s shadow causing the moon phases, an idea that appears to regain legitimacy for some students over time. The results of this study suggest the need for teachers to create learning opportunities that explore more enduring concepts that can in turn create a foundation for further learning of more topic specific concepts. . The findings suggest a need for science teacher educators to create opportunities for teacher candidates to rethink the conceptual level of instruction to a deeper level: one that targets core concepts.
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Teaching Science with Technology: Case Studies of Science Teachers’ Development of Technological Pedagogical Content Knowledge (TPCK)

Principle Author: Selcen Guzey, University of Minnesota, kendi003@umn.edu
Co-Authors: Gillian H Roehrig, University of Minnesota; Joel Donna, University of Minnesota; David Gross, University of Minnesota
Abstract:

This study examines the development of pedagogical content knowledge (TPCK) in four in-service secondary science teachers as they participated in a professional development program that focused on technology integration into K-12 classrooms to support science as inquiry teaching. In the program the following technology tools were introduced to the science teachers: a) probeware, b) mind-mapping tools (CMaps), and c) Internet applications ―computer simulations, digital images, and movies. A descriptive multicase study design was employed to track teachers’ development over the year long program. Interviews, surveys, classroom observations, and teachers’ technology integration plans and action research study reports were used to collect data. The results indicated that the program has positive impacts on teachers’ development of TPCK. It was also found that contextual factors and teachers’ pedagogical reasoning affected teachers’ ability to enact what they learned in the program in their teaching. Suggestions for the conceptualization of science teachers’ TPCK, designing effective professional development programs to improve science teachers’ TPCK, and the barriers and pathways experienced by teachers in integrating technology into their classrooms are shared.

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Joining the Last Child in the Woods: An Argument for Environmental Education in Teacher Preparation Programs

Principle Author: Rita A Hagevik, The University of Tennessee, rhagevik@utk.edu
Co-Authors: Claudia T Melear, The University of Tennessee
Abstract:
This presentation focuses on the topic of environmental education through the use of nature study in teacher education programs. We provide an historical overview of the utilization of nature study in science education and establish that current national reform recommendations in the United States have largely neglected nature study and place-based learning as an explicit component of scientific content and literacy. We argue that the role of nature study needs to be expanded in both science instruction and science teacher preparation. We illustrate that a curriculum grounded in nature study and ideally contextualized in the local environment may be an effective means by which to address a number of current reform movements in science education, even though those recommendations do not explicitly call for its use.
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Service Learning in Science: The Potential for Professional Development for Elementary Teachers
Principle Author: Brittan L Hallar, University of Georgia, bhallar@uga.edu
Abstract:
This presentation will centers on discussing a service- learning program that partners college science majors with elementary teachers. The purpose of this presentation is to explain the structure of the service-learning program and its potential for fostering professional development for teachers, providing a unique experience for college science majors, and helping improve science learning for elementary school students. Fostering Our Community’s Understanding of Science (henceforth referred to as Project FOCUS) was initiated in 2002. This program pairs undergraduate science majors from a large research university with elementary public school teachers to promote science learning for elementary school children. The FOCUS students spend a minimum of three hours in the elementary classroom a week and are responsible for developing and teaching hands-on science activities for the elementary students. The FOCUS students also participate in a weekly reflection session, led by a graduate assistant in Science Education, that provides them with a forum to learn about issues in education and discuss lesson plans and classroom topics with other FOCUS students. This presentation is based on a study designed to understand how university students, faculty, and classroom teachers interact to negotiate Project FOCUS curricula. Here I will discuss a portion of the study that deals with potential impacts of this program on teacher professional development. The implication for teacher education is that if programs such as FOCUS can revive teachers’ interest in science and teaching science and see it as a place for important collaboration we may find this an avenue for student teachers to work with science students or vice versa practicing classroom teachers to continue professional development in their own classrooms.

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Investigating the influence of an alternative field on preservice elementary self-efficacy
Principle Author: Deborah L Hanson, Hanover College, hanson@hanover.edu
Abstract:
: Preservice elementary teachers were invited to participate in a science day at a local elementary school. The event was a success and a “win-win” situation for the college, elementary teachers and students. However, much time was spent preparing for the event. Some topics originally planned in the course were deleted and the field, usually time spent teaching large group lessons in an elementary classroom, was used for this event. This study investigates the influence this type of event especially focusing on preservice science teaching self-efficacy. Preservice teachers were given the STEBI-B to measure their science teaching self-efficacy in a pre/post fashion. Students at the end of the course were also asked to rank the various aspects of the course (learning about the nature of science, peer teaching, modeling class inquiries by instructor, learning pedagogical strategies, teaching a lesson series, science day event and reading reflections from the text) according to how they believed each aspect contributed to their science teaching ability. Year two participants were also interviewed debriefing the course and their ranking. Students indicated that the lesson series, requiring the students to plan and teach a three day unit in an elementary classroom and assess student learning, and learning pedagogical strategies such as the 5E lesson plan were the most influential in their self-efficacy development. Outreach events or alternative field work can be an important aspect if students are involved in the planning of their teaching and can see the relevance of participating in such events.
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Follow up to professional development in a nutshell: The Two Day Conference
Principle Author: Heather K Harkins, University of Connecticut, hharkins@gmail.com
Co-Authors: Adrienne David, TBD; Nancy Juliano, Hamden Public Schools; Melinda Meyer, New Canaan Public Schools
Abstract:
As teacher educators, we are urged by research and reform documents to provide continuous forms of professional development rather than "one-shot, one size-fits-all" workshops. This is a particular challenge in science education, where there is an increasing sense of urgency to improve science instruction. Workshops provide a straightforward formula for delivering research-based findings, but on their own, they fall short in sustaining the continuous learning that is necessary as teachers implement ideas and make discoveries in their classroom practice.

So if continuous professional development doesn't "look like" a traditional workshop, how does it appear? And how can professional development providers who are external to school districts, such as non-profit organizations, provide programs for the continuous learning of teachers? In the professional development program at the Connecticut Science Center, we have attempted an answer to these

questions: turn our inquiry follow-up workshop into a conference. Our paper includes findings from planning and implementing this two-day conference experience that was designed to follow up with a week-long professional development workshop in inquiry.

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Changes in preservice elementary teachers’ personal science teaching efficacy and science teaching outcome expectancies: The influence of context
Principle Author: Richard P Hechter, University of North Dakota, richard.hechter@und.edu
Abstract:
The purpose of this study was to investigate how retrospective-test/post-test perceptions of science teaching self-efficacy differ according to personal science expectancy and science teaching outcome expectancy among preservice elementary teachers when exposed to a science teaching methods course. Preservice elementary teacher candidates (n=69) responded to statements reflecting their science teaching self-efficacy using the Science Teaching Expectancy Belief Instrument (STEBI-B). The survey was administered three times using pre-test, post-test and retrospective-test methodology. The dependent variable was change in self-efficacy. Self-efficacy comprises two subareas which were represented as subscales on the STEBI-B: (1) personal science teaching efficacy (PSTE); and (2) science teaching outcome expectancy (STOE). The independent variables were: (1) number of postsecondary science content courses taken; (2) perceptions of prior science experiences; and (3) a science methods course. Research questions investigated main effects and interaction effects of independent variables on each of the PSTE and STOE subscales through a 2X2 ANOVA analysis with a Type I error rate of 0.05 as the judgment criteria for statistical significance. The findings revealed that the number of postsecondary science courses taken and the perception of school science experiences had a significant main effect on change in PSTE. However, findings also suggested that the number of postsecondary science courses taken and the perception of school science experiences did not have a significant main effect on change in STOE. There was no evidence to suggest significant interaction effects of number of postsecondary science courses and taken and perception of school science experiences on the change in PSTE or on the change in STOE. The results will guide strengthening science teaching self-efficacy of elementary teacher candidates throughout their programs of study leading out into the teaching profession. The implications of this study have bearing on current and future organization, structure, and dynamics of elementary science teacher preparation.
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Using Isolation and Social Context with Extended Field Experiences to Enhance Conceptual Understanding of Geologic Structure
Principle Author: Deb Hemler, Fairmont State University, dhemler@fairmontstate.edu
Co-Authors: Angela McKeen, Fairmont State Unversity; Tom Repine, West Virginia Geologic Survey
Abstract:
Secondary, middle, and elementary inservice teachers from multiple counties with varied backgrounds and years of teaching experience attended a four day workshop based at a remote environmental learning center on the Allegheny Front in the mountains of West Virginia. The Yurt structures housed the classroom, the dining area, and dormitories. Teachers were immersed in the outdoor setting with few technological distractions. Teachers’ geology training ranged from no experience to two introductory geology courses. Preassessment results indicate naïve conceptions about stratigraphy, strike, dip, and geologic mapping. Participants were given basic instruction on identification of sedimentary rocks, keeping a field book, calculating strike and dip, stratigraphy, geologic time, and plate tectonics. Instruction of science content was inquiry and the learning cycle-based. Following mastery, teachers were taken into the field to apply each skill. A low student to instructor ratio (3:1) assisted in the learning process. The capstone experience involved plotting dips to construct a cross-section of the study site. Following the workshop all teachers were able to identify sedimentary rocks, use a Brunton compass to determine the strike and dip of an outcrop, and use dip to sketch the basic geologic structure of the study area. As a result of the workshop, teachers’ knowledge and comfort level with geologic concepts increased. Analysis of data collection will determine how the effect of presenting in a socially isolated context successfully contributes to conceptual understanding and how teachers translate the experience in the classroom.
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We built it, they didn’t come… lessons for recruiting STEM students to teaching
Principle Author: Laura Henriques, CSU Long Beach, lhenriqu@csulb.edu
Co-Authors: Sue Parsons, Cerritos College; Jeff Bradbury, Cerritos College; Mark Hugens, Cerritos College
Abstract:
With the need for high quality STEM secondary teachers reaching all-time highs, creative partnerships can be used to recruit and support prospective STEM teachers. The Teaching Secondary School Scholars Program is housed at Cerritos College. A local high school and 4-year college campus to which Cerritos students transfer are the collaborators on this project to encourage STEM majors to consider teaching careers while still at the community college. Math and science mentors from each of the three campuses serve as the leadership team for the project. Paid early field experiences, an introduction to education course, access to counselors and advising are hallmarks of the program. TS3P Scholars attend professional math/science teaching conferences (at no cost to them) and they are able to cross enroll in classes at California State University, Long Beach prior to transferring. In spite of an articulate, well-thought through program, recruitment was difficult. A survey of all community college students enrolled in transfer level math and science courses revealed interesting findings. Changes to the program structure and recruitment materials has resulted in a larger cohort of students willing to consider secondary school teaching.
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Linking Urban Student Science Achievement to Teacher Professional Development
Principle Author: Margilee P. Hilson, The Ohio State University, mhilson1225@columbus.k12.oh.us
Co-Authors: Kathy C. Trundle, The Ohio State University; Donna L. Farland-Smith, The Ohio State University
Abstract:
This study investigated potential links between student science achievement gains as measured by standardized test scores and teacher participation in an independent professional development episode. Science teachers in a large urban Midwestern public school district voluntarily participated in year-long classroom action research projects. Data from three school years were combined for this investigation. Twenty-eight cases were included from high school teachers, 12 cases were from middle school teachers and 27 cases were from elementary teachers for a total sample of 67 cases. Multiple data sources were analyzed in the descriptive and interpretive analysis of the data. For example, program participation records included variation in student achievement by school level. Effect sizes were calculated for each school level. Results indicated that elementary teacher projects had an effect size of .76, middle school teacher projects had an effect size of .82, and high school teacher projects had an effect size of .24. Interpretive document analysis of teacher research summary reports, school district professional development records, and program guideline documents revealed three areas of teaching practice linked to student achievement. The first area involved variations in the overall research focus implemented by the teachers. Teachers whose research clearly explicated a science focus including use of the NSES content areas, student inquiry, and teaching for conceptual understanding, had high student achievement outcomes. The second area concerned teacher identification of research questions. Teachers whose research question involved improving student subject knowledge accounted for 52% of the cases successful in generating high student achievement. The third area linking teaching practice to high student achievement, was the selection of instructional strategy. Teachers who included the strategies summarizing and note-taking, nonlinguistic representation, or setting objectives and providing feedback in their action research had the greatest success in generating high student achievement scores on standardized tests.
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Title: The role of the student teacher relationship in the ‘survivability’ and eventual longevity of beginning science teachers
Principle Author: Mark A Hirschkorn, University of New Brunswick, mhirschk@unb.ca
Abstract:
Why do people choose to become teachers and more specifically, science teachers? When a group of preservice teachers in Alberta, Canada were asked why they chose to become science teachers, they listed a number of reasons. Peripherally, they listed such things as loving science (usually a specific science), that they did well in science, or that their most influential teacher role model was a science teacher. However, without exception, the core orientation was not tied to science or even to pedagogy; it was directed at the students. They wanted to be teachers because they wanted to work with students and more often than not, to make a difference in the students’ school experiences and their lives. However, researchers such as Wilson and Cameron (1996) describe how beginning teachers began their teaching orientated by a desire to connect to students – an orientation that they lost as they gained experience, shifting to a more accountability and outcome based orientation. Does a move away from a humanistic orientation in beginning science teachers influence their ‘survivability’ and eventual longevity as science teachers? A finding in this research indicates that beginning teachers’ efficacy and attitude toward teaching is negatively influenced when their orientation shifts away from their students – even when this new orientation increased their efficiency as teachers. As one participant commented “I am being forced to become a teacher focused on time management and test scores – the same teacher that I used to hate when I was a student – is this what teaching is about? This isn’t what I signed up for.” This research points to how the student teacher relationship must be a consideration when designing induction programs that facilitate the effectiveness of teachers in their first years of teaching.
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That’s Disgusting! The Connection Between The Emotion of Disgust and College Students’ Views on Evolution and Creationism.
Principle Author: Austin M Hitt , Coastal Carolina University , amhitt@coastal.edu
Co-Authors: Sharon L. Gilman , Coastal Carolina University
Abstract:
This session presents an investigation on the possible connections between an individual’s disgust sensitivity, beliefs about evolution, and relative knowledge of evolutionary theory. Our hypothesis is that creationist students’ rejection of evolutionary theory is the result of a reflexive disgust response. In order to test our hypothesis we surveyed 358 college students in multiple sections of a “Freshman Experience” course. The students completed surveys about their views on evolution, political ideology, and knowledge of evolutionary theory. They also completed the Disgust Scale Revised (DS-R) which is designed to measure general disgust, core disgust, animal-reminder disgust, and contamination disgust. Correlation analyses reveal connections between an individual’s views on evolution, knowledge of evolutionary theory, and their relative disgust sensitivity. Individuals with more literalist creationist views, emphasizing design and direct intervention from a designer, tend to have greater general, core, and contamination disgust sensitivity scores. In contrast, individuals maintaining a materialistic evolution position, life forms evolved without any plan or designer, have relatively lower general, core, and contamination sensitivity scores. No statistically significant correlation emerged between an individual’s relative position on evolution and animal-reminder disgust. Finally, individuals maintaining stronger more materialistic evolution views have a slightly better understanding of evolutionary theory. An additional analysis of students’ responses to open-ended items confirms the correlation data. We assert that the research data support our hypothesis that disgust factors into an individuals’ perception of evolutionary theory. During the presentation we will discuss the correlation analyses and the open-response data and the future directions for this research will be discussed.
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Growth of empowerment in career science teachers: Implications for professional development
Principle Author: Mary E Hobbs, University of Texas at Austin, maryhobbs@mail.utexas.edu
Co-Authors: Amy L Moreland, University of Texas at Austin
Abstract:

ABSTRACT Teacher empowerment has long been a focus of reform in public schooling yet existing research has failed to give much insight in regard to what empowerment means to individual teachers, how these meanings are constructed, what events change these meanings, and whether teachers can retain a sense of empowerment in the context of events and changes that occur within and beyond the school setting.

This study focuses on how fifty career science teachers’ perceptions of their empowerment changed as a result of key events during their careers. A model emerged that conceptualized the teachers’ experiences and shows empowerment as a developmental process with three phases of empowerment. The findings have implications for the implementation of tiered professional development in schools.

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Young elementary students’ conceptual understandings of lunar phases before and after an inquiry-based and technology-enhanced instructional intervention
Principle Author: Sally M. Hobson, The Ohio State University, sallyhobson@aol.com
Co-Authors: Kathy C Trundle, The Ohio State University; Mesut Sackes, The Ohio State University
Abstract:
This study explored young children’s understandings of targeted lunar concepts, including when the moon can be observed, observable lunar phase shapes, predictable lunar patterns (waxing and waning sequences), and the cause of lunar phases. Data were gathered before and after an inquiry-based, technology-enhanced instructional intervention. Twenty-one children (ages seven to nine years) from a multi-aged, self-contained classroom participated in this study. Data were collected using semi-structured interviews, student drawings, and a card sorting activity before and after instruction. Students’ lunar calendars and written responses, participant observer field notes, and videotaped class sessions also provided data throughout the study. Data were analyzed using codes from prior lunar studies and constant comparative analysis. The instructional intervention included lunar data gathering, recording, and sharing, which integrated Starry Night planetarium software and an inquiry-based instruction on moon phases (McDermott, 1996). Through a guided inquiry context children worked in small groups to gather and analyze nine weeks of lunar data. Findings reflected a positive change in student understanding. Before the instructional intervention none of the children had a scientific understanding for most of the targeted concepts. However, after the intervention more children understood that the moon could be observed sometimes during the day (4.8% pre compared to 81% post), and more children drew scientific moon phase shapes (0% pre compared to 42% post). More children also drew scientific representations of both the waxing and waning moon phase sequences (0% pre compared to 38.1% post), and among these children 12 students (57%) drew a scientific waning series and 10 students (48%) drew a scientific waxing moon series on the post assessment. More children also understood the cause of moon phases (0% pre compared to 66.7% post), which is remarkable considering the complexity and abstractness of this spatial task.
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From video to computer simulation: Influencing science teacher ethical sensitivity
Principle Author: Shawn Y Holmes, North Carolina State University, syholmes@ncsu.edu
Co-Authors: Leonard A Annetta, North Carolina State University; Meng-Tzu Cheng, North Carolina State University; Elizabeth Folta, North Carolina State University
Abstract:
A computer simulation of the Racial Ethical Sensitivity Test (REST) was created to compare a science teacher’s ability to recognize instances of racial and gender intolerant behavior with the original REST video. The REST is a reliable measure; the five video scenarios depict acts of gender and racial intolerance portraying 5 to 9 complex ethical issues in different educational settings (Brabeck et al., 2000). The aim of this endeavor was to influence perspective-taking of the participant by leveraging the immersive powers of computer simulations. Influencing perspective-taking may increase a participant’s ability to recognize the intolerant behaviors. The immersive qualities may prove to enhance the goal of the REST; increasing the ethical sensitivity of education professionals. This proposal examines the possibility of using the Principles of Professionalism for Science Educators (NSTA, 2007) as a guide for evaluation and development of candidates’ disposition because it addresses the ethical responsibility of science educators when teaching multicultural and multilingual students and the acquisition of scientific literacy. Implications can be drawn for the professionalism of science teachers. In general, studies in this area have focused on changing science teacher core beliefs, yet few investigations venture into professionalism as a way to alter actions.
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Developing Students’ Understanding of Evolution in

an Inquiry-Based Versus a Traditional Science Classroom

Principle Author: Robert J Humphrey, Nazareth College, rjh48@cornell.edu
Co-Authors: Barbara A Crawford, Cornell University; Joel Y Humphrey, Cayuga Community College
Abstract:
This study compared the development of students’ understandings of evolution using different instructional approaches—an inquiry-based versus a traditional one. Science education research over the past 30 years has consistently demonstrated that students and teachers do not fully understand evolutionary theory. Inquiry based instruction has shown promise in achieving student understanding of evolution, but it has not been demonstrated to be more effective than traditional techniques. The main research site for this study was a community college, in two introductory biology classes taught by the same instructor. Approximately 40 undergraduates served as research participants. One class was assigned inquiry status and the other was taught using traditional techniques. Students engaged in lectures and lab activities related to evolution for an equivalent amount of time in both classes. A mixed methods research approach was used to determine the effectiveness of the instructional strategies. Data sources included videotapes of the lectures and labs during the evolution unit for both classes, demographic surveys at the beginning of the course, pre and post tests related to the nature of science and evolution, student work, and interviews with the instructor and selected students. Although the inquiry based class had a lower mean score on the evolution unit exam provided by the teacher, this class performed better on both the post tests related to evolution than the class taught using traditional techniques.

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Using Project RIPE (Research-based, Inquiry Physics Experiences) to improve inquiry practices and content knowledge of k-3 teachers.
Principle Author: Tracy L Huziak-Clark, Bowling Green State University, thuziak@bgsu.edu
Co-Authors: Stephen J. Van Hook, The Pennsylvania State University
Abstract:
This paper describes an instructional model for aiding early childhood teachers (grades k-3) to develop conceptual models of physics concepts for themselves and their students. This model has evolved from a seven-year collaboration between a university physics professor, science education professor and a collaborative field elementary school to develop and test lessons in physics concepts for early childhood students. Drawing upon these lessons, we developed a summer institute and year-long professional development program to teach K-3 teachers grade-level-appropriate physics content using this teaching model, and to assist them in using this model to teacher their own students during the academic year. This paper focuses on the classroom enactment of these lessons and the impact on teacher confidence and student learning.
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A COMPARISON OF A TEACHER’S PCK WHILE PLANNING IN AND OUT OF HER SCIENCE EXPERTISE
Principle Author: Jenny D Ingber, Teachers College Columbia University, jdi2101@columbia.edu
Abstract:
Science teachers are often asked to teach multiple science classes, some of which may not be in the teachers science area of expertise. This narrative case study is intended to uncover how teachers in this situation use their pedagogical content knowledge to plan lessons both in and out of their area of expertise. Comparisons and contrasts are made in a single teacher’s planning process for teaching both in and out of her science area of expertise. The primary data for this study are the transcripts from two think-aloud planning episodes, but additional data was gathered in the form of curriculum planning materials and resources, and a survey to gather background data on the participant. Four major categories emerged from the data: 1) the planning process; 2) resources employed while planning; 3) knowledge of science content discussed while planning; and 4) knowledge of students discussed while planning. Further research to determine how teachers use their knowledge at each level of planning, how novices plan for their area of expertise compares with an area outside of their expertise, and the implications for enactment of lessons is needed.
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Implementation fidelity: Connected mathematics and science classrooms
Principle Author: Karen E. Irving, The Ohio State University, irving.8@osu.edu
Co-Authors: Vehbi A. Sanalan, The Ohio State University; Melissa L. Shirley, The Ohio State University; Stephen J. Pape, University of Florida; Douglas T. Owens, The Ohio State University
Abstract:
In large scale random-assignment control group field trials of educational innovations, systematic documentation of the treatment implementation provides credibility for the findings. Traditional statistical treatment assumes full implementation by members of the experimental group. In actual practice, adoption and adaptation processes may ameliorate the effects of the innovation.

The Classroom Connectivity in Promoting Mathematics and Science Achievement is an interdisciplinary project focused on teaching and learning of mathematics and science. The project uses a randomized cross-over design where the control groups are exposed to the intervention in their second year. Each cohort progresses through 3 years of experimental use of connected classroom technology. HLM comparison of data for experimental and control algebra classrooms shows significantly improved achievement for the first experimental group (Author et al., 2008a). Qualitative data indicates that teachers who implement the technology in physical science classrooms improve their understanding of their students’ learning and find the technology-facilitated data gathering helpful in implementing formative assessment (Author, et al., 2008b). This paper reports on measures of implementation fidelity for experimental groups based on data from both the algebra and science cohorts.

Most teachers in the study were successful at implementing connected classroom technology in secondary classrooms. This study indicates that few differences exist between implementation patterns for first year connected classroom teachers. Comparison of first and second year use show greater implementation in the second year with the exception of frequency of use. Although researchers hypothesized that science teachers might not implement connected classroom technology as easily as their algebra counterparts, this study indicates that science and algebra teacher implementation patterns are similar. The multi-faceted interview protocol provides useful data to measure the level of implementation of an innovative technology tool in high school classrooms and produces an index that researchers can use to compare implementation levels across participants.

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Adding Value: Partnering the Learning of Preservice and Inservice Teachers in an MST-focused University-School Partnership
Principle Author: Aaron D Isabelle, State University of New York at New Paltz, isabella@newpaltz.edu
Abstract:
In this paper we describe the learning of preservice and inservice teachers, teacher educators, and children in a grade 3 – 5 elementary school as part of a university-school partnership. The principle design for this partnership was grounded in an adapted framework from Realistic Teacher Education. The content focus of the partnership was on connecting mathematics, science, and technology. The pedagogical focus was on inquiry-based learning at all levels of this partnership.

In several thematic discussions we show that learning was pervasive among the partners and was sustained beyond the partnership. We met with the inservice teachers throughout the semester and learned about things they struggled with, allowing us to make modifications.

Feedback from inservice teachers was synthesized into three themes: 1) Staff development, inquiry teaching models, and science; 2) Supervision and concrete tasks; and 3) Structure of the project. Overall, we realized that we incorporated too many elements into this project and many inservice teachers felt overwhelmed. We underestimated how novel some of the methodologies were for them, putting them on unsure footing, affecting their efficacy working with preservice teachers.

Preservice teachers are often intimidated by the classroom experience and our students were no exception. We identified several themes from feedback received: 1) Reflection-on-Action, 2) Reflection-in-Action, 3) Reflection-in-Hindsight, 4) Safe Learning Environment, and 5) Realism of the Field. In inquiry-based teaching and learning environments, the preservice teachers learned they needed to deal with uncertainties and to think on their feet, progressively taking on a teacher identity. Feedback also indicated they found the “partner-placed” format to be beneficial (Bullough, Young, Erickson, Birrell, Clark, Egan, Berrie, Hales & Smith, 2002). They valued this “peer-support” structure and identified the classroom as a “safe learning environment.”

The design and implemention of Connected Learning Experiences demonstrated significant learning on the part of the children.
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Cultural, Political, and Representational Issues in Curriculum - Constructivist Environmental Science and the Culture of the School
Principle Author: Paul C Jablon, Lesley University, pjablon@lesley.edu
Abstract:
A curriculum development team utilizing both the Science, Technology, and Society (STS) and constructivist approaches to science instruction created an air quality monitoring curriculum that was both project-based learning and involved active participation of students in their communities. As students began to implement the curriculum and its constructivist practices they began to uncover issues of environmental standards non-compliance in their schools and the surrounding communities. This led to ethical turmoil in both the schools and the writing team. The implications of this issue reach well into the myriads of science curriculum development teams and into the science methods classes of all of our colleges and universities. Active, project-based, constructivist STS teaching where students take actions after studying the science and the societal implications of technological devices and their uses has proven to be one of the most powerful tools we have for engaging adolescents in deep understanding of science concepts and building their higher order thinking and decision making skills. It would appear that this should be one of the central components of any science curricular materials and science methods courses for adolescents.

However, how are we preparing both new and experienced teachers who use this approach with their students for the complexity that arises when students uncover “unsafe” consequences of technologies or inadequate safeguards on technologies in their own schools and surrounding communities? These are decision-making skills that are essential for our citizenry in the present and coming decades, therefore we need to embed in our teacher guides extensive sections on how to confront these issues in various community contexts and have these as topics in both our science and social studies methods courses at our institutions of higher learning. Who amongst us are going to be the advocates for this inclusion? Who is going to lead this crusade?

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Using RTOP as a reflection tool in striving to use more inquiry-based teaching strategies
Principle Author: Debbie K Jackson, Cleveland State University, d.jackson1@csuohio.edu
Co-Authors: Christopher Malinoski, Cleveland Metropolitan School District; Scott P Sowell, Cleveland State University
Abstract:
Using action research, a middle school science teacher utilized the Reformed Teaching Observation Protocol to change and reflect on his teaching. This paper includes a detailed analysis of his RTOP sub-scores and reflections on the lessons that were observed. The teacher found the experience to be invaluable for his teaching. The professor involved with the teacher pushed him to delineate the reasons for the change in his teaching practice and how the RTOP assisted him.
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Incorporating RTOP as an assignment in a science methods course
Principle Author: Debbie K Jackson, Cleveland State University, d.jackson1@csuohio.edu
Abstract:
Teachers teach the way they were taught and reform documents call for a reformed type of teaching; therefore, science educators must be cognizant of the strategies we are modeling for future and in-service teachers. Methods instructors, in particular, must include in their instruction modeling reform-based teaching strategies. In the teacher education program discussed in this paper, students have one science methods course and are licensed to teach middle school science. In addition to the methods course, they also complete 20 hours of science content instruction. It is imperative that methods instructors hold themselves to the same standards, which we hold our pre-service and in-service teachers. For this reason I incorporated a video critique assignment as part of the middle school science methods course where students were asked to view a video of my teaching (that they also participated in) and score it using the Reform Based Teaching Observation Protocol (RTOP) (Piburn et al, 2000). The RTOP provides specific items for scoring related to reform-based teaching. One of my goals was to illustrate to the students in the methods course in an explicit manner the lesson design, content knowledge, and pedagogy involved in activities that were designed to model effective (reform-based) science instruction.
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Push, Pull, and Perform!
Principle Author: Sally M. Jean, Keene State College, sjean@keene.edu
Co-Authors: Deborah Black, Keene State College
Abstract:
Keene State College will be launching a community involvement program beginning in the Fall of 2008. Elementary methods students and General Science elementary methods students will conduct inquiry activities on six simple machines. They will then design a "machine" using a minimum of three types of simple machines to solve a problem that they have identified. After building and testing their "machine", they will present their findings to their classmates. Having experienced an inquiry activity themselves, the Keene State College students will be prepared to plan 5-E lessons and conduct before and after school programs for elementary students of various abilities and socio-economic backgrounds. An assessment measuring the elementary students process skills will be conducted by the KSC students.

During the ASTE conference presentation, participants will be divided into six groups. Each group will conduct an activity on one of the following simple machines: lever, wheel and axle, pulley, inclined plane, wedge, or screw. These will be followed by a jig-saw session in which one person from each group will form a new group with a member from each of the other simple machine activities. Each new group will be given the task of producing one machine that solves a “problem”, utilizing a minimum of three different simple machines.

This project was made possible through a Bank of America grant (Science Out of the Box) to engage elementary school students in inquiry activities. These campus-to-community projects were also supported through a National Science Foundation grant (DUE-0088646) and the KSC Great Explorations in Math and Science (GEMS) program. Participants will be provided with 5-E lesson plans and assessment guides for evaluating the process skills used by elementary students in developing their machine (technology) to solve a problem.
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RUNNING AND TRANSITIONING IN THE DOCTORAL PROCESS WITH WOLVES
Principle Author: Eugenia S Johnson-Whitt, University of Akron, ej9@uakron.edu
Abstract:

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The Disconnect Between School District Leadership and Science Education Reform
Principle Author: Marla W Jones, Elizabethtown College, scieddr@comcast.net
Abstract:
In order for the goals of Project 2061, The National Science Education Standards and other science reform efforts to be reached there must be strong leadership within school districts and among administrators and teachers. This is particularly evident during curricular revision and science program change.

This qualitative study used in-depth interviews from seven individuals who were actively engaged as leaders in the reform effort, field observations over a two and one-half year period, and analysis of artifact-type documents that were gathered from a school district in one of the Middle Atlantic States.

The analysis of the data produced the following emergent themes: remote leadership, the search for leadership, assumed leadership, capitalizing on opportunities and dealing with obstacles.

In addition, an initial follow-up study has begun to follow the progress of the reform effort in this district. Some new leaders have been appointed and the results of their efforts, in light of the pressures imposed by NCLB, are being studied and will be addressed.

By presenting the results of this study it is my intent to share with the attendees and contribute the world of science teacher education the essential need for the development of leaders among teachers, principals and other district administrators. Since the people in each of these categories began as a teacher the questions arises as to where, when and how curriculum decision making and leadership was taught and learned. How do we, as science educators, make sure teachers and administrators develop the leadership skills necessary to understand the vision for science education and translate that vision into practice through coherent curriculum planning and decision making?

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The change in high school science teacher practices following the implementation of high-stakes testing.
Principle Author: Jason M Katzmann, University of Wyoming, jkatzma1@uwyo.edu
Abstract:
High-stakes assessment has become integral part of the science education landscape. But in this pursuit for accountability what has been lost? How are high-stakes assessments influencing teacher practices? This research concludes a three part study that has investigated the impact that high-stakes testing has had on teacher practice. Segment one was a survey that attempted to capture the practices of high school science teachers prior to the first year of high-stakes assessment in the state of Colorado (Katzmann, et. al., 2005). Segment two consisted of four case studies examining the practices of high school biology teachers which were developed from the survey (Katzmann, 2007). These case studies were observed during the first year of the Colorado School Assessment Program (CSAP) implementation up to the second year administration of the exam. These case studies lead to the development of a model that displays the influences of high-stakes testing on teacher practice. This model was utilized to develop the survey instrument for the third and final piece of this research. Segment three will go into detail as to the impact the CSAP has had on high school science teachers in the state of Colorado since the first survey conducted in the fall of 2004. This second survey is being applied to all high school science teachers in the state of Colorado to determine the extent to which the findings of the four individual case studies are generalizable across the state. The survey is being conducted in the fall of 2008, data and discussion will be presented.
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An Inquiry Professional Development Experience and High School Science Teachers’ Core Conceptions
Principle Author: Mahsa Kazempour, Fairfield University, mkazempo@indiana.edu
Abstract:
Many science education reform documents emphasize inquiry teaching. Reform-based science education requires teachers who are familiar with and utilize these practices in their classrooms. However, many teachers are unable to effectively employ inquiry-based instructional methods in their classrooms because inquiry teaching is an abstract idea to them because they never encountered this type of teaching during their own K-16 education and/or were not trained to teach in this fashion. Prior research indicate that the type and amount of inquiry instruction is directly affected by teachers’ four core conceptions of science, their students and student learning, effective teaching practices, and the purpose of education. These core conceptions have been shown to improve through effective professional development programs which are teacher directed and based on long-term reflections of teaching practices. The purpose of this study was to explore changes in core conceptions of high school science teachers that participated in a two-week professional development workshop and their classroom practices. It also examined factors that enhanced or impeded their implementation of inquiry teaching in their classrooms.

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Elementary Pre-service Teachers’ Understandings about Purposes of Scientific Inquiry
Principle Author: Byoung-Sug Kim, Roosevelt University, bkim@roosevelt.edu
Co-Authors: Kenneth P. King, Roosevelt University
Abstract:
The purpose of the present study was to systematically investigate elementary pre-service teachers’ understandings about the purpose of experimentation (e.g., whether they understand an experiment as testing an explanation) and about the importance of experimentation while learning scientific concepts. A total of 78 pre-service teachers (44 undergraduates & 34 graduates) from six elementary science methods courses participated in the present study. Participants were asked to fill out the questionnaire that the authors developed. The questionnaire included three different experiments: Experiment I in the context of photosynthesis and Experiment II and III in the context of heat transfer. The three experiments represented three different situations: a non-scientific explanation and a correct prediction (Experiment I), a non-scientific explanation and a wrong prediction (Experiment II), and a scientific explanation and a correct prediction (Experiment III). Four questions in each experiment were aimed at determining whether respondents were focusing on observations (results) or explanations (hypotheses). Three more questions were asked to probe a respondent’s beliefs about the importance of doing experiments while learning scientific concepts. Data analysis reveals three main patterns: participants understood experimentation as discovering facts rather than testing an explanation; participants drew conclusions not from given data but based on their prior knowledge; and participants viewed inquiry as doing stuff. Few participants addressed the importance of generating or revising students’ ideas through experimentation. These results imply that science methods courses explicitly address experimentation as the process of testing an explanation and of generating an evidence-based explanation. In doing so, inquiry processes should be connected to students’ conceptions and science content. For example, when generating a hypothesis, pre-service teachers need to generate an informed hypothesis about why and how it happens rather than poorly informed guesses that are more about what is going to happen (i.e., prediction).
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The Science Fair: A Service Learning Experience to Promote Student-directed Inquiry

Principle Author: Kenneth P King, Roosevelt University, kking@roosevelt.edu
Co-Authors: Byoung-Sug Kim, Roosevelt
Abstract:
Pre-service teachers are resistant to accepting and implementing inquiry-oriented instruction. As the teaching expectations of preservice teachers are largely informed by their previous experiences as elementary students, their exposure to traditional teaching models has the potential of creating resistance to approaches that deviate from direction instruction models. Therefore, to achieve the goal of teaching science as inquiry, methods course instructors seek to directly challenge their students’ notions as to what constitutes appropriate science instruction. In this study, we examined how our methods course students, while serving as mentors for elementary students participating in a science fair, evolved in their understanding of teaching science to elementary students through inquiry-oriented practices.

Data to test this perspective was gathered for this investigation from two sources. Interviews were given at the close of the experience, to ascertain student responses to the experience and to gain information as to what students learned about inquiry during their experience with the course overall and the science fair in particular. Further data was collected from the science journals kept by the elementary students and the responses given by the preservice teachers in their role as science fair mentors.

Based on interviews and examination of student journals, preservice teachers found value in the experience based primarily on their opportunity to interact with students, with learning more of the mechanics of classroom experiences (including acquiring materials and organizing a science fair) but demonstrated only minimal changes in their ability to teach science by inquiry. The researchers suggest that more deliberate, preservice teacher based inquiry-based activities in advance of the science fair may prove helpful in maximizing the returns from the service learning/science fair experience.

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A Correlational Study of Science Process Skill Ability, Gender and Academic Achievement
Principle Author: Zubeyde Demet Kirbulut, University of Wisconsin Oshkosh, kirbulutz@uwosh.edu
Co-Authors: Michael E Beeth, University of Wisconsin Oshkosh
Abstract:
The purpose of this study was to investigate the relationships among high school students’ science process skill abilities, gender and academic achievement. The sample consisted of 186 (110 females and 76 males) high school students. The students were given the Test of Integrated Process Skills II (TIPS II) for assessing students’ competency in integrated science process skills. The Pearson-moment correlation was used to determine correlations among students’ score on TIPS II, gender and academic achievement. Results of the analyses indicated that the correlation between students’ scores on TIPS II and academic achievement was significant (r = .334, p< .05), whereas the correlation between students’ scores on TIPS II and gender was not significant (r = .052, p< .05). Multiple regression analysis was performed where students’ GPA was the dependent variable and their TIPS II scores and gender were independent variables. It was found that TIPS II scores and gender were significantly contributed to students’ academic achievement, explaining 11.2% and 5.4% variance, respectively.
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Comparing the classroom practices of novice science teachers on block and traditional schedules
Principle Author: Allison L Kirchhoff, University of Minnesota, reese098@umn.edu
Co-Authors: Gillian H Roehrig, University of Minnesota; Julie A Luft, Arizona State University
Abstract:
Veal (2000) commented “block schedule reform seems to be mediated by classroom practice” (p. 255) but that little research actually exists comparing instruction in block and traditional settings. Additionally, few studies have investigated specifically science teachers or have accounted for the contextual factors which influence classroom practice such as scientific content area and school setting. This research investigates the classroom practices of traditionally and block scheduled novice science teachers (in their first or second year of teaching, n=26) in a comparative, mixed-methods manner. Data included fieldnotes from four classroom observations over the course of one year for each participant in the study and general demographic information.

Preliminary ANOVAs were conducted to investigate statistical differences in practices between these groups of teachers and it was found that block teachers spent significantly more classroom time in laboratory activities, while traditional teachers engaged their students much more frequently in cognitive activities involving the reception of information (i.e. lecture).

A qualitative comparative analysis, in which a block and traditional teacher were paired based on demographic and contextual similarities, was then conducted. This portion of the analysis indicated that block teachers engaged their students much more frequently than their traditional counterparts in inquiry-based activities and labs overall. Traditional teachers utilized lecture more often than their block counterparts. Regarding classroom organization, small groups were more common among the block teachers as well as cooperative learning, while traditional teachers favored individual worktime. Regarding the cognitive activity level of students, activities involving representation and construction of knowledge were much more common in block classrooms. This research suggests that block settings seem to support the enactment of reform-based teaching strategies and deeper cognitive engagement more readily than traditional settings when certain contextual variables are accounted for.
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Exploring teacher perceptions of Informal Science Institutions: Connecting teachers with local resources
Principle Author: James F Kisiel, California State University, Long Beach, jkisiel@csulb.edu
Abstract:
The National Science Teacher Association (1998) and Institute for Museum and Library Services (2005), as well as other national agencies, strongly endorse the use of informal learning institutions such as museums, science centers and aquariums, to support science instruction in schools. Yet a growing body of research suggests that many teachers have difficulty taking advantage of such resources, which include fieldtrips, outreach programs and teacher professional development. In a time when student achievement in science is in question, and the need for a scientifically literate public is growing, it is critical to examine all possible avenues for supporting science instruction in schools, including those resources provided by informal science institutions (ISIs).

This presentation presents preliminary findings related to teacher perceptions of ISIs and the factors that might influence their use (or disuse). Although clearly teachers have a sense of value for such institutions, this study suggests that on average, teachers may not make the most of these rich learning environments or unique opportunities. Their attitudes toward the benfits of a field trip experience seem congruent with their positive memories of unique sights and activities that they participated in. This has serious implications for teachers in schools where test scores and strict adherence to curricula shape teacher instruction, as such out-of-classroom experiences may not be seen as congruent with such priorities. The findings presented should give attendees a better sense of just how teachers perceive ISIs as resources for science instruction. Educators who work with pre-service teachers have a unique opportunity to work with such settings to help introduce teachers to a larger community infrastructure that can support student science learning.
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Presevice Teachers and Informal Educators Using Podcasting to Connect Students to Outdoor Learning Environments
Principle Author: Beth S Klein, SUNY Cortland, KleinE@cortland.edu
Co-Authors: Starlin D Weaver, Salisbury University
Abstract:
Concerns about our environment continue to grow as we struggle to meet

the challenges of human impact on our planet. In order to have a

citizenry, that is environmentally literate and equipped to meet the

challenges of the planet, we must do more to integrate environmental

education into the PK-12 curriculum. We also need develop a force of

teachers who can support children’s learning about environmental issues

and stewardship of the earth.

This presentation illustrated how preservice teachers and informal

educators developed podcasts as a way to encourage students and teachers

to explore outdoor learning environments and nurture environmental

stewardship in elementary, middle and high school students.

Participants were provided with an overview of the environmental

education teaching innovation with descriptions of the projects and

samples of the podcasts. Participants were also given a short

introduction to developing and using podcasting with preservice teachers

and in small groups they develop their own short podcast on laptops

provided for this session by the presenters.
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CASES: Ongoing professional development for supporting inquiry-based science teaching in elementary classrooms
Principle Author: Michelle L Klosterman, University of Florida, klosteml@ufl.edu
Co-Authors: Katie Milton, University of Florida; Rose Pringle, University of Florida; Lynda Hayes, University of Florida
Abstract:
If elementary teachers are to improve science instruction and, as a consequence, students’ achievement and interest in science, they must develop greater expertise in science content (Cochran & Jones, 1998; Edelson, Gordin, & Pea 1999) and learn to implement the most effective methods for helping students master the content (Grossman, Wilson, & Shulman 1989). In this presentation, we 1) describe CASES, a year long professional development model that scaffolds teachers learning in science content knowledge and inquiry-based science pedagogy, and 2) present findings on the impact of the professional development experiences to support teachers’ learning beyond traditional workshop experiences. The CASES professional development model, supported by a state-funded grant, was implemented in two elementary schools in the southeastern United States. Using a mixed methodology approach, data were collected from sixty-eight participating teachers from the two schools to determine the effectiveness of CASES as a viable professional development model with the unique features of ongoing mentoring and scaffolding. Analysis of teacher performance on a science content knowledge exam, individual and group interviews, prolonged video-taping and classroom observations, and teacher-produced classroom artifacts indicated that CASES, as a professional development model, successfully increased elementary teacher science content knowledge and their ability to use inquiry-based science instruction. Administrative support proved essential to the model’s success and teacher confidence in their ability to teach science significantly improved following participation in the model. Because of its comprehensive manner, CASES was responsive to the needs of the participants as they learned science content knowledge and developed inquiry-based pedagogy within a collaborative learning community throughout the school year. This presentation offers a concrete example of how ongoing support can be provided to elementary teachers of science and how the impact of professional development models can be systematically examined to elucidate their successes and limitations.
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Another Education Reform Effort?: Challenges Surrounding a STEM K-8 School
Principle Author: Catherine M. Koehler, University of Cincinnati, sissianne@aol.com
Abstract:
This project will describe the initial PD plan and how the teachers’ reacted to the notion of the theoretical framework of problem-based learning (PBL) [Lambros, 2002], and to STEM integration in their planning. The K. Frost Elementary (KFE) K-8 school located in a large Midwest city has been “on notice” through NCLB statutes by the State because of multiple years of failing scores on state standardized exams. The reputation of K-8 students who attend KFE is well known around the City, and many attempts have tried to help the teachers and the administration deal with and control the unruly students. The City school district decided to take drastic action and fired all the K-8 teachers and the school administration of KFE. In an attempt to change the culture and the teaching and learning paradigm of the school, the school district administration applied for a state STEM grant and received $550,000 for this revitalization effort. As the grant award was posted in February 2008 with a projected school opening in August 2008, this left six months for the school to hire a new principal and a cadre of teachers to reshape the school atmosphere and community awareness fostering the notion that KFE will no longer be a failing school. The first step in the creation of a “new” KFE school was to hire a dynamic principal and staff. This process was semi-completed by the start of the professional development (PD) sessions in June 2008. During this month, the new KFE staff met with university faculty for an intensive month of PD. Results from this experience will be described at this poster session.
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Don’t Leave Us Behind: Addressing the Needs of a Global Climate Change (GCC) Curriculum – Part II
Principle Author: Catherine M. Koehler, University of Cincinnati, sissianne@aol.com
Co-Authors: Peter Veronesi, SUNY - Brockport
Abstract:
During the 2008 ASTE conference, part I of this experimental session was facilitated by two ASTE members. The discussion led to breakout groups where members worked together to develop the initial outline for the global climate change (GCC) curriculum. This outline included the following topics: (1) Literature review; (2) theoretical and philosophical framework; (3) development of an integrated curriculum which aligns to national standards; (4) Use of “real” time data; (5) assessment; and (6) dissemination. Members of ASTE have been assigned these topics and at this session in 2009, they will report their work. Breakout groups will again brainstorm ideas that will add to the discussions with the intent to formalize the GCC curriculum. After the session is complete and the data is compiled from this session, a formal position paper will be sent to the ASTE Board of Directors later in the spring of 2009.
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The Influence of Ethnicity and Poverty on Third Grade Science Outcomes
Principle Author: Kay A Kohlhaask, University of Houston - Victoria, kohlhaask@uhv.edu
Co-Authors: Hsin-Hui Lin, University of Houston - Victoria; Kwang-Lee Chu, Harcourt Assessment, Inc.
Abstract:
This nationwide study examined the relationships between ethnicity, and poverty with third graders’ science performance. Extant third grade data files, from the Early Child Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), were utilized. The sample size was comprised of 7,437 third grade students from the 2001-2002 school year. ANOVA tests were used to analyze different ethnicities, poverty levels, and the interactions between these two variables on science outcomes. Test results were significant on all of these. The test of main effect of ethnicity on science score was statistically significant (df = 4, F = 44860.58, p < .000). The Science IRT Scale Scores, in order of ethnicity from highest to lowest mean scores, were White, Asian, Hispanic and African American. The interaction between ethnicity and poverty had a statistically significant impact on students’ science performance (df = 4, F = 31.45, p < .000). White above poverty students had the highest scores, while Black below poverty students had the lowest scores.
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From Distance Learning Course to Classroom Practice: Perceived Effect of Temperature and Heat Course on Teachers’ Instructional Practice
Principle Author: Rebecca McNall Krall, University of Kentucky, rlmcna2@coe.uky.edu
Co-Authors: Joseph P Straley, University of Kentucky; Sally A Shafer, University of Kentucky; Jeffrey L Osborn, University of Kentucky
Abstract:

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Influence of a Summer Research Experience on Teacher Nature of Science Views: A Case Study.
Principle Author: Jerrid W Kruse, Iowa State University, jerridkruse@gmail.com
Co-Authors: Jesse L Wilcox, Iowa State University
Abstract:
Conducting authentic science research may be the epitome of contextualized instruction. As a researcher, one can participate in the process of real science, instead of just reading about science or conducting contrived inquiry projects. While being a research scientist does not guarantee understanding nature of science (NOS) concepts, the research experience could provide contextualized experiences on which those learning NOS can reflect. However, McComas (1993) notes that research experiences of secondary students did not result in significant improvement of NOS understanding. The lack of improvement is not surprising considering Abd-El-Khalick & Lederman’s (2000a) call for explicit and reflective NOS instruction. This case study investigates the effect of a summer research experience on a teacher’s understanding of and notions regarding the teaching of NOS. The 2-year veteran teacher had taken a NOS course during their preservice program and has worked to incorporate the nature of science in their classroom. Because of their background and interest in NOS, this teacher may gain valuable insight concerning their own understanding of the nature of science even though there is not a “teacher” drawing their explicit attention to ideas. Also, the research experience may affect the teacher’s views concerning teaching the nature of science. While the teacher did not claim to learn anything “new”, they indicated that their experience in the laboratory confirmed much of what they had learned in their nature of science course. Additionally, the teacher indicated that some concepts of the nature of science were more readily apparent during their research experiences. Furthermore, the teacher claimed new insights concerning how they might teach the nature of science to their students and that they now had rich stories with which they could illustrate concepts for their students.
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9th Grade Student Resistance of Reform-based Instruction.
Principle Author: Jerrid W Kruse, Iowa State University, jerridkruse@gmail.com
Co-Authors: Jesse L Wilcox, Iowa State University
Abstract:
One problem in implementing reform-based instruction has been gaining access to students’ thinking. Because students are typically taught using traditional methods (lecture-based with student as empty vessel model), they resist attempts by teachers to engage them in thoughtful dialogue. When students resist sharing ideas, many teachers simply give up and begin lecturing to the students. The pervasiveness of student resistance needs to be addressed if we are to help individual teachers persist in reform efforts.

This grounded ethnography hopes to shed light on student views of reform-based instruction and their rationales for engaging or not engaging with class discussions. We hope that by better understanding student struggles and frustrations, teachers will be better equipped to engage students and will not as quickly resort to lecture-based instruction. This study will inform methods instructors, educational researchers and practicing content teachers at any level. Based on our data, we will demonstrate that if reform-based instruction is to be effective and well received, students may require conceptual change of not only science content, but of the purpose of school and what constitutes as “learning”. Clear connections can be drawn between student resistance and student epistemology (beliefs about learning) as well as student motivational constructs (goals, value, self-efficacy, & control beliefs).

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Student and instructor reactions to the use of historical short stories in a post-secondary introductory biology course.
Principle Author: Jerrid W Kruse, Iowa State University, jerridkruse@gmail.com
Co-Authors: Michael P Clough, Iowa State University; Joanne K Olson, Iowa State University
Abstract:
This study examines the implementation of historically accurate short stories designed for use in introductory post-secondary science courses. The stories describe the development of fundamental science ideas and explicitly draw out nature of science concepts through the use of embedded reflective questions. This mixed methods study investigates student reactions to the short stories and how the short stories affect student interest in pursuing science careers. Additionally, the study investigates how use of the short stories has impacted the instructor’s ideas regarding nature of science instruction. Our results indicate that the use of historical short stories in post-secondary introductory biology has positively impacted student interest in science careers and positively influenced the instructor’s intention to include the nature of science in their course. Student interest in science careers significantly increased and many students noted surprise or encouragement when writing about new insights on the nature of science such as: science is collaborative, science is creative, and science does not have to laboratory-based. The instructor intends to continue to use several short stories in their course due to perceived decrease in student resistance to instruction on evolutionary theory and extensive inclusion of high-level science content within the stories.
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Addressing Teacher Shortage: Connections is the Key
Principle Author: Leela M Kumaran, Department of Educational Technology, University of Hawaii at Manoa, lkumaran@hawaii.edu
Co-Authors: Curtis P Ho, Department of Educational Technology, University of Hawaii at Manoa
Abstract:
Throughout the USA, teacher retirements, growing enrollments, and efforts to reduce class size are contributing to an urgent need for more school teachers. Hawaii faces the additional factors of a multicultural, multiethnic population and very high cost of living. The University of Hawaii’s teacher preparation programs do not meet the demand, with only half the trained candidates choosing to work in Hawaii’s public schools. Teacher dropout further adds to the problem. Hired teachers are often, out of necessity, placed in teaching positions outside their field of expertise, thus creating job dissatisfaction.

The University of Hawaii system and especially the College of Education (COE) at the Manoa campus are taking steps to expand program capacity, improve the networking within the state, and encourage more instate students to choose teaching as a career. The LEI Aloha’s Connections to Teaching Careers (CTC) grant is a federally funded TQE-R grant whose overall purpose is the creation of an educational continuum to recruit, prepare, and retain secondary math and science teachers.

Grant initiatives seek to provide an institutionalized, systematic approach to recruitment, preparation, and induction of new teachers by (1) working with Teacher Cadet Programs in high schools; (2) partnering with groups within the COE and the university system to maintain students’ interest in teaching; (3) offering tutoring opportunities to math and science majors to introduce them to a career in teaching; (4) providing mentoring to high school students to ease transition to college; (5) offering an online fast-track teacher certification program through partner departments to offer easier access to students; (6) mandating a return service of two years in a high-needs school; and (7) providing mentoring to new teachers through a network of veteran school teachers and COE faculty. The model emphasizes collaborations and can be used to address other shortage areas.

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An exploration into the science teacher identity development of four preservice science teachers
Principle Author: Joelle R Lastica, The George Washington University, jlastica@gwu.edu
Abstract:
The U.S. Department of Education reports that 20% of schoolteachers (public and private) leave during their first year of teaching, and nearly twice as many leave within the first three years of teaching (Koppich, 2004). Yasin (2001) reports the early career attrition rate of urban teachers to be as high as 50%. The alarming rate of teacher attrition has been documented in research study after research study (Certo & Fox, 2002; Kelly, 2004; Stinebrickner, 1998), and some purport that rate is even higher for science teachers (Kirby and Grissmer, 1993; Weld, 1998).

It is my contention that identity plays a significant role in a teacher’s decision to stay or leave the profession, and that by elucidating how a science teacher defines him or herself in the context of being a teacher, educational researchers may be able to shed light upon the decision-making process each uses to choose whether to leave or stay. Hopefully, such insight will influence reforms in science teacher education, professional development, and educational policies to address this concern. However, prior to making these recommendations for change, one must deconstruct science teacher identity: How do science teachers define themselves? Once it is elucidated how science teachers see themselves, one can then explore their decision-making processes they use to choose whether to leave or stay.

This research study explores the science teacher identity development of four preservice science teachers during their year-long graduate teacher preparation program. Data sources include completed Praxis III classroom observation forms, field notes, and reflective memos from the classroom observations I conducted of these preservice teachers during their field and student teaching experiences, as well as informal conversations with these interns to begin to explore the construct science teacher identity.

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Wrestling with the complexity of facilitating student learning while planning a Family Science Night: Reconsidering preconceptions and meanings made in more traditional contexts.
Principle Author: Molly N Lawrence, Western Washington University, molly.lawrence2@wwu.edu
Co-Authors: Malcolm B Butler, University of South Florida, St. Petersburg
Abstract:
In this study, we examined the meanings preservice science teachers’ negotiated while participating in a non-traditional field experience (planning a Family Science Night with fourth grade student partners) as well as the connection between the context of this particular experience and these meanings. Details of the collaboration between a local elementary school and the university as well as a description of the integration of this field experience with a university science methods course are provided. A qualitative research approach was utilized and various types of data were collected throughout the field experience including written responses to questions about science teaching and learning at the outset of the university course, weekly written reflections after meeting with fourth grade student partners, semi-structured interviews after initial meetings with the fourth grade student partners, and a focus group interview after the Family Science Night. Qualitative analyses indicate that preservice teachers emphasized various ways in which their learning diverged from what they had previously experienced in more traditional field experiences within their science teacher education program. These meanings provide insight into how science teacher educators can design field experiences that support preservice teachers’ understanding of the complexity of facilitating student learning and the importance of knowing students’ abilities and experiences in designing science instruction. Implications of these findings are considered in relation to the current structure of science teacher education programs and the associated field experiences.
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Good Science Teaching or Good Teaching?: Negotiating Identity While Learning to Teach Middle Grades Science
Principle Author: Molly N Lawrence, Western Washington University, molly.lawrence2@wwu.edu
Co-Authors: J. Steve Oliver, University of Georgia
Abstract:
How do beginning teachers negotiate their middle grades science teaching identity during student teaching? My experiences as a middle grades science teacher encouraged me to examine learning to teach science using a theoretical perspective that encouraged a balance between the social and personal dimensions encountered in becoming as a science teacher. The work of practice theorists (Lave & Wenger, 1991; Wenger, 1998) frames this study. As such, learning to teach (or learning various practices) is considered a process of becoming, or identity negotiation (Gee, 2005; Holland et al., 1998). This lens for examining teacher learning, prioritizes action (enacting self in world) as socially-situated and personally-bound (Wenger) and assumes teaching to be a dynamic and complex process. An inductive (Charmaz, 2006) case study approach (Hays, 2004) infused with narrative inquiry traditions (Polkinghorne, 1995) was employed in collecting and analyzing data from the three middle grades science student teacher participants. Coded data were used to craft narratives, which, in conjunction with Gee’s notion of D-identity (2001) and Holland et al.’s tools of agency (1998), were used to generate models depicting participants’ negotiation of middle grades science teaching identity. Several of the findings are relevant to the work of science teacher educators: Beginning teachers’ attempts to relate to students were an integral part of their negotiation of middle grades science teaching identity; Teaching identities of participating beginning science teachers were not focused on subject-specific practices, which begs the question, how and when should science teacher educators support beginning science teachers’ learning about effective science instruction; Scholars must continue to examine learning to teach science within the sociocultural and personal dimensions from which it cannot be remove if we desire to know how our work with beginning teachers is becoming relevant in the classroom.
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An investigation of Grade 10 science students and liberal art students’ views about the nature of science and their misconceptions
Principle Author: Carole K Lee, University of Arkansas, cklee@uark.edu
Abstract:
This exploratory study is to investigate how much Grade 10 liberal arts students and science students in Hong Kong understand the nature of science and their misconceptions. Research questions are: How much do students know about the nature of science? What are the students¡¦ misconceptions, if any, on the nature of science? Is there a relationship between liberal arts students and science students in the perceptions of the nature of science? Results show that there are great differences between liberal arts students and science students in the perception of the nature of science. Science students think that science is creative whereas liberal arts students do not think so. Liberal arts students think science requires laws and theories to support it and it is often governed by rules, hence it is not creative. Both groups of students know that law and theory is different. However, they do not know what makes it different. Moreover, most students believe that there is a single step-by-step scientific method. It reviews that students may not fully understand the nature of science but remember the statements of the nature of science as facts. Further clarifications by teachers on the concept of the nature of science are recommended. Similar research can be done in other countries to see whether there any similarities or differences and what the contributing factors are.
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Barriers and Affordances to Science and Math Teachers’ Implementation of Technology Enhanced Formative Assessment
Principle Author: Hyunju Allan Lee, University of Massachusetts Amherst, hyunju@educ.umass.edu
Co-Authors: Allan Feldman, University of Massachusetts Amherst
Abstract:
This study reports on how science and math teachers learn to implement formative assessment using a classroom response system and identifies factors that impede that implementation in secondary schools. The context of our study is the Teacher Learning of Technology-Enhanced Formative Assessment (TEFA) Project that aims for the teachers to learn to an innovative pedagogy that is based on question-driven instruction, dialogical discourse, and formative assessment.

We found that teachers struggled with extrinsic and intrinsic factors to implement TEFA pedagogy. The major extrinsic factors are; 1) technical malfunctions, limitations, and technical support, 2) time and curriculum pressure, 3) students’ attitudes and abilities, and 4) structure of the PD program. The intrinsic factors are found to be two separate types. The first consists of teachers’ knowledge and skills needed to 1) operate the technology, 2) develop TEFA questions, 3) integrate TEFA into curriculum, 4) orchestrate classroom discussion, and 5) practice formative assessment. The other type consists of their perspectives, beliefs, philosophy, attitudes, fears, doubts, uncertainties, background and experiences of the teachers, which we call their ways of being a teacher.

Our data suggests that the first type of intrinsic factors develop in the following order: operating the technology --> question creation & TEFA integration -->orchestrating class discussion --> practicing formative assessment. We also observed that teachers developed their own teaching style with TEFA in their situated contexts. We believe this is due to the interactions between the extrinsic factors that the teachers faced in their educational situations and their intrinsic features as they participated in the PD and tried out TEFA pedagogy. These interactions resulted in the development of their individual situated TEFA practice in their comfort zone.

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Conceptual Change in Middle School Student Understanding of Winds
Principle Author: Eunmi Lee, Dominican University, elee
Abstract:
The purpose of this study is to explore 6th and 7th grade students’ understanding of convection currents as a causal mechanism for generating winds, and the conceptual changes derived from instruction. A series of the activities to promote students’ understanding of convection was developed on the basis Learning-For-Use model (Edelson, 2001). Instruction, including two concrete phenomenological experiences, a conceptual model construction activity and group discussion, was provided in order to promote a richer understanding of convection currents. This study then examined the students’ conceptual progression of applying convection currents (a scientific principle) to explain winds (a scientific phenomenon). The data came from four middle school science classroom (n=90), including pre- and post-tests, students’ activity books, artifacts, and classroom video. The findings of this study includes a survey of students’ preconceptions, misconceptions and procedural errors associated with applying their understanding of convection currents to explain winds, and the effects of instruction. It is hoped that th results of this study provide further insight into both the nature of students’ science learning and the development of effective instructional strategies for activities and lessons related to convection currents and winds.

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Middle School Students’ Understanding of Winds
Principle Author: Eunmi Lee, Dominican University, elee@dom.edu
Abstract:
The purpose of this study is to explore 6th grade students’ understanding of convection currents as a causal mechanism for generating winds, and the conceptual changes derived from instruction. Instruction, including two concrete phenomenological experiences, a conceptual model construction activity and group discussion, was provided in order to promote a richer understanding of convection currents. This study then examined the students’ conceptual progression of applying convection currents (a scientific principle) to explain winds (a scientific phenomenon). The data come from two middle school science classroom (n=39), including pre- and post-tests, students’ activity books, artifacts, and classroom video. The findings of this study includes a survey of students’ preconceptions, misconceptions and procedural errors associated with applying their understanding of convection currents to explain winds, and the effects of instruction. It is hoped that this will provide further insight into both the nature of students’ science learning and the development of effective instructional strategies for activities and lessons related to convection currents and winds.

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The relationships between Taiwanese high school science teachers¡¦ conceptions of learning science and their approaches to teaching science
Principle Author: Min-Hsien Lee, Department of Earth Sciences, National Taiwan Normal University, minhsien@mail.nctu.edu.tw
Co-Authors: Chin-Chung Tsai, Graduate School of Technological and Vocational Education, National Taiwan University of Science and Technology; Chun-Yen Chang, Graduate Institute of Science Education and Department of Earth Sciences, National Taiwan Normal University; Jyh-Chong Liang, Department of Holistic Wellness, Chin Min Institut
Abstract:
Science educators suggested that teachers¡¦ conceptions of learning science may have potential impact on their approaches to teaching science and how students learn science. The research on teachers¡¦ conceptions of learning science and approaches to teaching science may potentially contribute to the science teacher education and consequently to students¡¦ science learning. In addition, an investigation about pre-service and in-service teachers¡¦ conceptions of learning science and their approaches to teaching science may be helpful to provide some useful information for science teacher training programs. Accordingly, this study aimed to explore both pre-service and in-service science teachers¡¦ conceptions of learning science and their approaches to teaching science. And, we further investigated the relationships between science teachers¡¦ conceptions of learning science and their approaches to teaching science. Sixty six high school science teachers including 40 pre-service teachers and 26 in-service teachers participated in this study. All participants completed two questionnaires including the Conceptions of Learning Science (COLS) questionnaire and the Approaches to Teaching Inventory¡Vscience subject (ATI-s). This study investigated the pre-service/in-service teachers¡¦ conceptions of learning science and their approaches to teaching science and found that the pre-service teachers seemed to more emphasize on acquisition and accumulation of scientific concepts than in-service teachers did. Moreover, pre-service teachers tended to hold relatively student-focused approaches to teaching science while the in-service teachers tended to conduct both student-focused and teacher-focused approaches. Based upon the results of regression analysis, teachers viewing learning science as a series of calculating and practicing tutorial problems may tend to hold teacher-focused teaching approaches, and not to use student-focused approaches. The possible implications derived from this study were also discussed.
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Alternative Conceptions in Earth Science and the Preservice Teacher
Principle Author: Katherine A Leslie, University of Central Missouri, leslie@ucmo.edu
Co-Authors: Michael J Wavering, University of Arkansas, Fayetteville
Abstract:
We chose to assess and examine the earth science content knowledge of preservice teachers. Earth science is required to be taught at all levels (K-4, 4-8, 7-12). We discovered what preservice teachers know about specific earth science concepts based on National Science Education Standards (NSES) and state frameworks. We gained insight into preservice teachers’ content knowledge, alternative conceptions, and scientific understandings as well as ways science educators may address these issues.

The earth science content knowledge of the preservice teachers was assessed by a “two-tiered diagnostic instrument” based on content standards delineated by National Science Education Standards (NSES). This multiple-choice test was patterned partly after Franklin’s Misconceptions Identification in Science Questionnaire (MISQ) and is a revision of the Alternative Conceptions in Earth Science – A Questionnaire (ACES-Q) (Leslie, Dockers, & Wavering, 2005) and the Alternative Conceptions in Earth Science – A Questionnaire II (ACES-Q II) (Leslie, Dockers, & Wavering, 2006). It was designed to assess knowledge, understanding, and confidence in earth science content.

The Alternative Conceptions in Earth Sciences – A Questionnaire II Revised (ACES-QIIR) consisted of twenty multiple-choice questions covering four main areas of earth science: solar system/objects in the sky/changes in earth and sky, earth’s history/structure and surface of earth, earth systems/rock cycle/water cycle, and climate/weather/atmosphere.

Mean differences were inspected for the following subgroups: gender, certification level, number of science classes taken, and confidence indications. Several participants shared plainly stated alternative conceptions. This data will allow science teachers and teacher educators to become familiar with areas of earth science content that preservice teachers are not internalizing.

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Developing Novice Teachers’ Professional Vision for Science Education Reform Practice
Principle Author: Daniel M Levin, University of Maryland, College Park, dlevin2@umd.edu
Co-Authors: Jennifer Richards, University of Maryland, College Park
Abstract:
Recent science education reform characterizes students’ scientific learning in terms of students’ knowledge and use of conceptual content, reasoning abilities, epistemological understandings and participation in scientific practices (NRC, 2001, 2007). A growing body of work suggests that teachers’ ongoing, every-day attention to the substance of students’ thinking plays an important role in shaping teachers’ instructional moves and supporting students’ science learning across these strands (Atkin & Coffey, 2003; Hammer, 1997). Thus, an important role for science teacher education is to help novice science teachers learn to attend to the substance of student thinking (Hammer & van Zee, 2006)—to develop a professional vision (Goodwin, 1994) consistent with science education reform. This study explores what novice science teachers attend to when discussing records of classroom practice (videotapes and samples of student work). Nine preservice science teacher candidates participated in discussions around records of classroom practice in an initial science pedagogy course. We coded each speech turn in terms of what teacher candidates paid attention to. We found that the preservice teachers primarily attended to student thinking, aspects of the activity, actions of the teacher, and science content. In many cases, however, the comments about activity, teacher action, and content were made in the context of interpretations of student ideas and reasoning. This work supports recent challenges to stage-based models of teacher development (Davis, 2006), whereby novice teachers must first master procedural routines and reconstruct their identities before they can attend to student thinking (Kagan, 1992). We discuss areas for future research and implications of these findings for research and practice in science teacher education
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Learning About and Implementing Scientific Classroom Discourse Communities: An Overview of Research on the Communication in Science Inquiry Project (CISIP)

Principle Author: Elizabeth B Lewis, Arizona State University, Elizabeth.B.Lewis@asu.edu
Co-Authors: Dale R Baker, Arizona State University; Michael Lang, National Center for Teacher Education, Maricopa Community Colleges; Senay Yasar-Purzer, Purdue University; Sibel Uysal, Arizona State University; Rachelle Beard, Arizona State University; Nievita Bueno-Watts, Arizona State University
Abstract:
The research literature in science teacher professional development indicates that the community of teacher educators and in-service professional development providers understands very little about how science teachers apply what they learn from professional development to their classrooms. Millions of dollars are spent annually to provide teachers with professional development in science content and instructional strategies. Effective in-service teacher professional development is a critical issue at both state and national levels. The Communication in Science Inquiry Project (CISIP) is a NSF-funded, standards-based model of a scientific classroom discourse community designed to meet the need for highly-qualified teachers and science education reform. The main purpose of CISIP is to deliver in-service professional development to science and English/ELL teachers to improve student science achievement. To date we have studied many aspects of the professional development activities themselves, specifically: a) teachers’ understanding of the nature of science and the nature of scientific communication, b) teachers’ understanding of the CISIP model, c) teachers’ ability to use CISIP in designing their own lesson plans, d) teachers’ science content knowledge, and e) teachers’ perspective on participating in a teacher learning community. More recently we have collected pre- and post-test data on secondary students’ understandings of science content of heredity and genetics as a means of testing the effectiveness of the CISIP professional development on student learning. Timely research and evaluation feedback have been an effective mechanism by which CISIP has become a self-regulating effort to promote teacher change and incorporate more aspects of inquiry-based learning with academic language development support strategies.
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Using Curriculum Topic Study to Develop Content Knowledge; an Elementary Approach

Principle Author: Mary Lightbody, The Ohio State University Newark, Lightbody.1@osu.edu
Abstract:
The Curriculum Topic Study (Keeley, 2005) process allows teachers of science to carefully plan instruction based on what we know and understand to be the most important ideas students need to develop to become scientifically literate adults. In this study, a group of fifty pre-service teachers learned how to conduct a curriculum topic study, using national resources such as Benchmarks for Science Literacy, Science for All Americans, the National Science Education Standards, and to apply the process to inform their own lesson development. Using pre-and post-tests of content knowledge and concept maps, I attempted to find evidence that the process held value for the students.

Additional research is planned with another group of pre-service teachers as they move through methods classes, field experiences, and student teaching. With the expected release of new Science Anchors (draft to be available in March 2009), the issue of teaching the most important ideas in science, and knowing how to develop appropriate learning progressions for them, is critical. This line of research could support curriculum topic studies as an important tool in our reform efforts.

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The influence of scholarships on the recruitment of STEM majors to teach in high needs settings

Principle Author: Pey-Yan Liou, University of Minnesota, lioux005@umn.edu
Co-Authors: Allison L Kirchhoff, University of Minnesota; Frances Lawrenz, University of Minnesota; Christina Madsen, University of Minnesota
Abstract:
Many strategies have been attempted to recruit and retain qualified science teachers to urban, high needs settings. However, Allen (2005) commented that research on various strategies of recruitment and retention is sparse. The following presentation describes one such program, the NSF Noyce Scholarship Program (NSP), and the influence it has had on recruitment and retention of qualified science teachers.

The NSP is a federally-funded grant program which attempts to attract STEM majors and professionals to teaching by offering stipends for teacher preparation; scholarship recipients agree to serve as science or math teachers in high needs schools for at least two years following program completion.

Through hierarchical cluster analysis and factor analysis, we sought to investigate how influential the NSP is on attracting individuals to teach science specifically in high needs settings. We hypothesized that some participants may accept the scholarship because they are motivated to teach in high needs settings, while some may simply want the scholarship to aid the completion of their teacher preparation program, but they have little commitment or interest in urban education beyond the financial benefits of the NSP.

Our results suggest that the scholarships may actually be influencing participants in two ways: not only does it affect decisions and commitments to teach in high needs settings, but also it facilitates program completion and overall decisions to teach, thus supporting our original hypothesis.

Given these findings, those awarding scholarships such as the NSP may want to reconsider application procedures to best determine those participants who are most committed to urban settings as initially supporting the most committed candidates will likely aid in long-term retention. Additionally, creating extensive, positive high needs experiences for scholarship recipients may also enhance retention as it may result in more beneficial teaching experiences when they eventually enter schools to serve their commitments.

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Improving Content Knowledge Through Socioscientific Issues and Case-Based Teaching.
Principle Author: Kristy Loman Chiodo, University of South Florida, klomanchiodo@verizon.net
Abstract:
Case-based teaching, pioneered at Harvard Business School has been shown to be successful in teaching graduate and undergraduate courses in such disciplines as medicine, business, and law. Success in biology courses, genetics, and even elementary subjects has been reported. Faculty report increased development of critical thinking and reasoning skills in a meaningful context through connection of in-class learning with real-world situations.

Socioscientific Issues (SSI) involve the deliberate use of scientific topics that require students to engage in dialogue, discussion and debate. They are usually controversial in nature, but have the added element of requiring a degree of moral reasoning or the evaluation of ethical concerns in the process of arriving at decisions regarding possible resolution of those issues. The intent is that such issues are personally meaningful and engaging to students, require the use of evidence-based reasoning and provide a context for understanding scientific information

This action research study examines the use of “cases” and socioscientific issues in regular high school science classes. The main focus of the study was to determine the effect of case-based method and socioscientific issue teaching on student acquisition of scientific knowledge and attitudes towards science. Student surveys, class discussions, student writing, and assessments were analyzed to determine the degree of effectiveness that the case method can provide in a high school science classroom. Results indicate that use of the case –based teaching and socioscientific issues are sufficient in conveying factual scientific information and highly conducive to teaching scientific ways of thinking. Additionally, students were found to enjoy the case-based method and socioscientific issue context of learning and agreed that it enhanced their understanding of concepts. These findings support the idea that reported benefits of case-based teaching and socioscientific issuesalso apply to high school level courses, especially in terms of content comprehension.

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Exploring the link between socioeconomic status and differing science laboratory experiences of high school students.
Principle Author: Kimberly H Lott, Utah State University, kimberly.lott@usu.edu
Co-Authors: Todd Campbell, Utah State University
Abstract:
Science education reform is predicated on the notion that certain teaching practices and standards can be employed so that students from a broad range of backgrounds can excel in developing understandings about science. While no mention of instruction differentiated specifically on the basis of socioeconomic status is found in science education standards documents, research findings reveal that this is often the case ((Aypay, Erdogan,& Sozer, 2007, Campbell & Bohn, 2008; Hayes & Deyhle, 2001; Supovitz & Turner, 2000). This research was initiated from the state-wide study where Campbell and Bohn (2008) found significant differences in the science laboratory experiences of high school students when considering the socioeconomic status of the students populations served by school districts. Those students in districts serving lower SES were found to receive instruction less aligned with reform documents. Through qualitative methods, interviews with forty science teachers were used to investigate possible factors that lead to differing laboratory experiences between low and high socioeconomic high schools. Results indicate that the differences in classroom practice may be related to the teachers’ beliefs towards laboratory experiences.
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Inquiry Professional Development for Secondary Science Teachers: Beliefs to Practice
Principle Author: Christine R Lotter, University of South Carolina, lotter@gwm.sc.edu
Co-Authors: Greg T Rushton, Kennesaw State University
Abstract:
This proposed paper investigated 42 secondary science teachers’ views of inquiry teaching and how their views influenced their use of inquiry in their classrooms after their participation in a year-long inquiry professional development program. The teachers were recruited from high schools throughout the Southeastern state (12 districts) in which the professional development occurred. The professional development program began with a two-week summer workshop and then continued with monthly meetings throughout the academic year. The summer workshop consisted of four main segments over the two-week period (7 hours a day for 10 days): whole group inquiry instruction through hands-on activities and discussion, small group content instruction, practice teaching with high school students, and whole and small group reflection sessions. The teachers were interviewed before and after the summer workshop and again at the end of the academic year using a semi-structured interview protocol. Transcribed interviews were used to ascertain the teachers’ views of inquiry and the impact of the professional development on their views of teaching and learning. The teachers’ inquiry instruction was videotaped during the academic year and the videotapes were analyzed using the Reformed Teaching Observation Protocol (RTOP, Sawada et al., 2002). After the workshop, the most significant changes in the teachers’ conceptions of inquiry were that they viewed inquiry teaching as more structured and more applicable to their classroom. The teachers expressed the greatest change in their views of teaching and learning after their opportunity to practice teach their inquiry lessons with high school students during the second week of the workshop. The teachers’ average RTOP score on their inquiry lessons was 62, showing elements of reformed teaching. Positive changes in the teachers’ enactment of inquiry were observed through the program’s use of practice teaching during the summer, videotape guided reflection, and model teaching with content experts.
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The First Two Years: Knowledge, Beliefs, and Practices of Beginning Secondary Science Teachers in Different Induction Programs
Principle Author: Julie A Luft, Arizona State University, julie.luft@asu.edu
Co-Authors: Krista Adams, Arizona State University; Jonah Firestone, Arizona State University; Ira Ortega, Arizona State University; Sissy Wong, Arizona State University; Gill Roehrig, University of Minnesota; Jennifer Neakrase, New Mexico State University
Abstract:
While it is acknowledged that the first years of teaching are the most difficult, little is known about the development of subject matter specialists during this period. In order to add to the knowledge in this area, this study explores the first and second year of 114 secondary science teachers as they participate in one of four different induction programs. The data collected in this study consist of observations of practice, and of interviews about beliefs, pedagogical content knowledge (PCK), and concept maps of content knowledge. Quantitative and qualitative analysis of the data revealed that as a group the beginning teachers had beliefs, knowledge, and practices that were teacher-centered during their first year, but this change during their second year. Analysis by induction program, however, revealed that teachers who participated in science focused induction programs changed their beliefs and used more investigations in their classroom lessons than did their peers in the other induction programs. From this study, there is support for the development of science-specific induction programs.
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Changing the Nature of the Student:Teacher Relationship: Impact on Students’ Perceptions of Learning Science
Principle Author: Paula A Magee, Indiana University Purdue University Indianapolis, pamagee@iupui.edu
Co-Authors: Natalie S Barman, Indiana University Purdue University Indianapolis
Abstract:
This session will explore how trying to construct a more equitable relationship between teacher and student can impact university students’ ability to critically think about, better understand and value their own learning process. The presenters will discuss both specific, concrete changes that have been made to a college-level science content course, Introduction to Scientific Inquiry. Additionally, more philosophical changes that the presenteres have been challenged to make as they have worked with students will also be addressed. Narrative stories, crafted from various student work, will be shared that offer evidence that students are being asked to think differently about learning and doing science. The three major areas where students are developing competencies are: recognizing something critical to their (the students’) own sense-making; critically thinking about approaches to learning science; and developing an understanding of the complexity of scientific inquiry

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The Mechanics Language Usage Instrument (MLU): It’s Development and Implications for Research
Principle Author: Steven J Maier, Northwestern Oklahoma State University, sjmaier@nwosu.edu
Abstract:
A short paper and pencil survey (the Mechanics Language Usage instrument, or MLU) was developed to measure the degree students delineate the term “force” from “energy,” “power,” “strength” and “momentum.” Responses to items of the MLU provided the means for quantitative and qualitative analysis. Multiple choice items on the MLU were modeled after specific items on the Force Concept Inventory (FCI) for comparison of language usage to specific content knowledge. Upon reading MLU survey items, students selected any combination of responses per item. These responses were then coded into one of three categories: 1) strictly force, 2) mixed and 3) force independent. Second semester general physics students assisted in completing face validity. Content validity was accomplished using a panel of experts consisting of science educators, physicists, and master teachers. To determine a quantitative measure of reliability for the multiple choice items of the MLU, test-retest reliability was completed for 39 general psychology students who were not concurrently enrolled in any physical science courses. For the test-retest reliability sample, a Pearson’s correlation indicated statistical significance between pre and post test performance (r = 0.272, α = 0.05, p = 0.0470). This instrument has since been administered to two samples (n1 = 143, n2 = 91) in addition to two other instruments for further analyses associated with dissertation research. Of particular interest is possible future research investigating the trends of pre and in-service physics teachers. In this poster, details of the development of the MLU and the status of current research utilizing it will be presented along with a discussion of implications and limitations.
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Prepare Your Preservice Teachers with FOSS
Principle Author: Larry Malone, Lawrence Hall of Science, University of California at Berkeley, lmalone@berkeley.edu
Co-Authors: Linda De Lucchi, Lawrence Hall of Science, University of California at Berkeley; John Staver, Purdue University
Abstract:
Join the FOSS co-directors for a demonstration of the FOSS K–6 curriculum materials and a conversation about opportunities for developing partnerships with methods instructors and their institutions to inject active-learning science into your methods courses.

FOSS (Full Option Science System) has been growing and evolving since its introduction in 1990. The program is mature and has a significant and enthusiastic following. We have been discussing the challenge of impacting the preservice science methods effort, and now is the time to reach out to see what might be possible. We are establishing a preservice advisory committee, chaired by John Staver at Purdue, and we are ready to partner with a few institutions to explore models for effective use of FOSS materials in the preservice experience of the next generation of teachers.

In this session we will present a sample investigation from an elementary FOSS module. The example will involve the participant in learning content, engaging in inquiry, collaborating with colleagues, discussing formative assessment, and integrating language arts and mathematics. In addition, we will discuss potential partnerships and future opportunities to become more knowledgeable about FOSS, gaining access to FOSS materials for instructional purposes in science methods coursework, and FOSS materials for preservice students to use during practicum teaching.

FOSS is the most widely implemented active-learning K–6 program in the U.S. With the growth of authentic science teaching and learning in schools, a significant number of methods teachers will want to be better informed about the kinds of materials their preservice students will encounter when they join the teaching force. A better-informed methods instructor will be able to develop better-informed teachers, prepared to teach active science with confidence and effectiveness. And we will offer resources from the Lawrence Hall of Science, University of California at Berkeley, and Delta Education, the FOSS publisher.

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“...And I Haven’t Looked Back!” – Mentor Teacher Journeys Toward Reform-Oriented Science Within a Professional Development School Context
Principle Author: Jackie Jackie Manno, Clarion University of Pennsylvania1, jmanno@clarion.edu
Co-Authors: Carla Zembal-Saul, Penn State University
Abstract:
The purpose of this research study was to investigate the nature of change in PDS mentor teachers’ beliefs and pedagogical practices toward science education in the elementary school as conveyed through their own "stories of practice". The research explored the ways these experienced teachers, working within the context of a professional development school community, described their self-reported change in the way they think about and teach science. The connection to the issue of change in teaching practices grew out of the need to determine the impact that the PDS collaboration had on the professional growth of the elementary mentor teachers that were (and still are) involved in this alliance. The main focus of this research study was on change in science teaching within the context of a Professional Development School. Using the lens of situated cognition (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1990; Putnam & Borko, 2000) to frame this study, PDS literature then provided a theoretical orientation to guide the research. Additionally, literature on the process of change in schools (Hall & Loucks, 1977; Fullan & Pomfret, 1977; Hall & Hord, 1987; Glatthorn, 1992) helped to narrow the focus of the study. Finally, current science education reform literature as put forth in the National Science Education Standards was critical in framing this study (NRC, 1996). Analysis of the interview data concluded that pre-service interns were often the catalyst for change upon initial introduction into the elementary science classroom. Additionally, the importance of science-specific professional development as well as strong support and encouragement from an active community of learners played a significant role in the transformation of mentor teachers from traditional or "hands-on" science teaching into science educators who now use a lens of evidence/explanation to guide their science teaching practices.

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Bringing the Ocean into the Classroom: Fitting ocean literacy into standards-based instruction
Principle Author: Meghan E Marrero, U.S. Satellite Laboratory, megconk@yahoo.com
Co-Authors: Jennifer Stock, Cordell Bank National Marine Sanctuary
Abstract:
Although the ocean covers 70% of the planet, it is largely ignored in state science standards, from which state assessments are developed. In this study, the authors conducted a case study of two groups of teachers, in New York and California, as they experienced ocean-based professional development and subsequent classroom implementation of a NOAA-sponsored ocean literacy program. Findings indicate that teachers began to use ocean examples to help students meet both content and process standards, and that students achieved deep understanding of the concepts at hand. These results show promise for incorporating the ocean into the classroom, and improving students’ ocean literacy even when constrained by standards that do not, at face value, appear very ‘ocean literate’ themselves.
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K-12 Science and Mathematics Teachers’ Beliefs About and Use of Inquiry in the Classroom
Principle Author: Jeff C Marshall, Clemson University, marsha9@clemson.edu
Abstract:
A survey instrument was developed and then administered to 1,222 K-12 mathematics and science teachers for the purpose of measuring their beliefs about and use of inquiry in the classroom. Three variables (grade level taught, level of support received, and self-efficacy for teaching inquiry) were significantly correlated to two dependent variables, percentage of time that students are engaged in inquiry during a typical lesson and the perceived ideal percentage of instructional time that should be devoted to inquiry. Specifically, elementary-school teachers reported using inquiry-based practices more than either middle-school or high-school teachers; similarly, they also believed that it should be used more. All groups, however, believed that the ideal percentage of time that should be devoted to inquiry instruction was significantly greater than the percentage of time that they actually used inquiry instruction. Correlations were not found between the aforementioned dependent variables and subject matter content knowledge, gender, years of teaching experience, maximum degree earned and having a prior STEM career. Although causation cannot be established through this study, interventions that aim to increase teachers’ self-efficacy, increase the level of support for inquiry, and provide instruction and practice in designing and implementing inquiry may increase their use of inquiry in the classroom.
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"It’s not what you use, it’s how you use it." An analysis of the utilization of video-based media in science teacher education.
Principle Author: Sonya N Martin, Drexel University, Sonya.Martin@Drexel.Edu
Co-Authors: Christina Siry, The Graduate Center, City University of New York
Abstract:
This paper examines utilization of video/multimedia in science teacher education, and stems from an extensive interpretive, comparative analysis. Evidence was collected through multi-modal inquiry and synthesis of primary source video combined with extensive analysis of research in the field. Employing phenomenology and temporality of learning as theoretical lenses, we compared what research reveals are effective instances of video/multimedia utilization. Our findings suggest temporality is salient because learning is dependent upon one’s phenomenological experiences as a pre-service, in-service teacher, or teacher educator over time.

These findings indicate video can provide teachers/researchers with a different kind of knowledge about teaching. It can provide knowledge about how to interpret, anticipate, and reflect on classroom practices and interactions. Our analysis revealed that video is most effective when utilized to demonstrate something specific, and as a reflexive tool. We argue that it is not only important to use video/multimedia, but how they are used is critical for developing specific understandings and skills related to science teaching. Examining these findings from the theoretical perspective of experiential understanding and a temporality of learning model, it becomes evident that the best tool for the job is dependent on various factors, including population of teachers (pre- or in-service), focus of analyses (ex. examining practices of teachers versus practices of students), participatory nature of the activity (viewing versus editing own video of practice), and perceived relevance of the task, just to name a few.

We draw implications for structuring field placements, describe structures necessary for encouraging critical reflection using video, and comment on how video utilized for purposes of engendering critical self-reflection should differ from video utilized for assessment of teaching and growth. We offer recommendations concerning which video analysis/multimedia practices are appropriate and effective for promoting specific types of self-reflection and growth as dependent upon teachers’ experiences over time.

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The Relationship between Teacher Beliefs and Practice During Implementation of Inquiry-Based Science Instruction
Principle Author: Anita M. Martin, University of Iowa, anita-martin@uiowa.edu
Co-Authors: Soonhye Park, University of Iowa
Abstract:
Teacher beliefs research is difficult because one can never know another person’s thoughts except through various modes of expression. This study examines a 22 year veteran elementary teacher’s beliefs about teaching and learning science as she implements the Science Writing Heuristic Approach in her 3rd grade classroom. A new lens on teacher belief studies examines the beliefs from Leatham’s sensible systems framework, supporting the notion that teachers are sensible persons holding sensible belief systems and that inconsistencies that are reported may be derived from assumptions and differences of definitions about terminology between the teachers and the researcher. Methodological approaches such as videoclip analysis and think aloud procedures are thought to enhance this type of research. This study combines 3 distinct kinds of interviews, classroom observations, teacher reflections, students reflections, RTOP scores, as well as a videoclip analysis utilizing a think aloud procedure. Results suggest that the teacher’s beliefs remained consistent with her practice at three distinct phases of the study: before implementation, during implementation, and upon reflection. Another critical component of this study of teacher beliefs is its focus on the teacher’s views about teaching and learning, but the emphasis is placed on how students learn science. Findings suggest that when the teacher questions her views about how students learn science, shifts in beliefs and practice are observed and articulated by the teacher. This study extends previous research findings that when the SWH Approach is implemented, student achievement gains are realized. Teacher’s implement the SWH Approach at levels ranging from low to high. This study suggests that teacher’s beliefs about learning may play a role in the level of implementation by teachers. The central focus of this research is the relationship between teachers beliefs and practice within the scope of teaching in the service of learning.
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Undergraduate Science Courses: A National Study of Reform Efforts Impacting K-6 Teachers
Principle Author: Cheryl L Mason, San Diego State University, cmason@mail.sdsu.edu
Co-Authors: Dennis W Sunal, University of Alabama; Cynthia S Sunal, University of Alabama; Dean Zollman, Kansas State University; Corinne Lardy, San Diego State University
Abstract:
The NSF-supported multiyear National Study of Education in Undergraduate Science (NSEUS) project focuses on critical needs in teaching undergraduate science to diverse majors with an emphasis on the preparation and long-term development of pre-service undergraduate K-6 teachers of science. The goal of the on-going national study is to investigate the impact of undergraduate standards-based, reformed entry-level science courses as compared to traditional teaching. The reformed science courses were developed by selected faculty and analyzed in a professional development impact design model. Ongoing activities involve a national sample of 30 reformed and 30 comparison undergraduate science courses from a national population of diverse institutions that were stratified by institutional type. Data were collected using multiple quantitative and qualitative instruments, and analyzed using comparative and relational studies of the impact design model. Criteria for success of the NSF project is determined by conclusions drawn from the research questions that include: evidence and effects of short-term impacts on all undergraduate students and long-term effects on matriculated in- service teachers in their own classroom science teaching, identification of characteristics of reform courses that produce significant impacts, and identification of characteristics of effective faculty. Results are reported from a (1) review and synthesis of the research literature, (2) a national survey of 103 reformed undergraduate science courses, and (3) a pilot feasibility study. It is heartening to see from the surveys that the majority of institutions have continued to offer reformed science courses even after 10 years following the initial intervention. Also, data from the recently conducted pilot studies indicate that there is significant difference in the way that science is being taught at the undergraduate level between the reformed and non-reformed courses. Faculty, teachers and students indicated how these courses affected their teaching and learning of science in a very positive manner.
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Problem-Based Learning in STEM Education
Principle Author: Nicholas M Massa, Springfield Technical Community College, massa@stcc.edu
Co-Authors: Michele Dischino, Central Connecticut State University; Judith Donnelly, Three Rivers Community College; Fenna Hanes, New England Board of Higher Education
Abstract:
Problem-based learning (PBL) is an instructional approach whereby students learn by actively and collaboratively solving authentic real-world problems presented in real-world contexts. Used extensively in medical education since the 1970’s, PBL has emerged as an exciting and effective alternative to traditional lecture-based instruction in STEM education. Research shows that PBL improves student learning and retention, critical thinking and problem-solving skills, teamwork, and the ability to skillfully apply knowledge in new situations – skills deemed critical for lifelong learning. In this presentation you will learn how PBL can be used in your own classroom to teach students critical thinking and problem-solving skills through exciting real-world problems. Effective implementation and assessment strategies as well as links to National Science Education Standards will be addressed. Each participant will be provided with a DVD containing several classroom-tested multimedia PBL “Challenges” and instructional resources developed through the National Science Foundation Advanced Technological Education (NSF-ATE) PHOTON PBL project ideally suited for use in STEM education.
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Windows into Teachers’ Science Ideas: Assessing the Development of Teachers’ Science Content Knowledge
Principle Author: Tom J. McConnell, Ball State University, tommac@msu.edu
Co-Authors: Joyce M Parker, Michigan State University; Jan Eberhardt, Michigan State University; Jeannine C Stanaway, Lansing Community College; Merle Heidemann, Michigan State University; Jane Rice, Michigan State University; Roberta Jacobowitz, Michigan State University
Abstract:
Research has shown that teaching science effectively requires a thorough understanding of science content. Studies have also revealed that some teachers, especially those teaching out of field or in elementary schools, often have only taken introductory courses in science. These teachers may not be addressing science concepts accurately or completely. Professional development is one venue in which science teacher educators can improve teaching content knowledge. Assessing changes in teachers’ content knowledge is essential in revising instruction and demonstrating the effectiveness of a professional development program, but is challenging. Concept inventories are reliable and easy to administer to large samples of participants, but may not provide information about the depth of teachers’ content understanding. Teachers’ writing, interviews, and observations offer insight into their ideas, but are time-consuming and difficult to collect and analyze with large sample sizes. The Problem-Based Learning Project for Teachers has developed a strategy for assessing teacher science content knowledge that builds on the advantages of both of these types of assessments. Project facilitators have designed instruments for several science content strands that include open-ended questions, application questions, and a “common beliefs” section. Researchers have also developed a process for analyzing the responses that establishes the reliability need to compare both pre/post and across groups of teachers. This presentation will provide examples of assessment instruments and describe the analysis method. Summaries of the data and inferences constructed from this procedure will also be used to demonstrate the strategy’s ability to inform the planning of professional development activities.
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Encouraging Embedding Multiple Modes of Representing Information in Writing-to-Learn Activities
Principle Author: Mark A. McDermott, University of Iowa, mcdermott.mark@iccsd.k12.ia.us
Co-Authors: Brian Hand, University of Iowa
Abstract:
Writing-to-learn activities continue to be promoted as ways to improve student construction of science knowledge. If widespread use of these techniques is to be realized, researchers must clarify the characteristics necessary to set up effective writing activities. One area of emerging research related to this clarification deals with the use of multiple modes of representing information (pictures, diagrams, graphs, mathematical equations) along with text. Our research has indicated benefit for student science knowledge construction when modes are effectively embedded into the text. In this presentation, methods of encouraging student consideration and evaluation of the degree of embeddedness in written products as a way to help students produce written products that will lead to greater conceptual growth will be discussed. Research data supporting the use of these methods, along with examples of student work will be provided. Implications for teachers, researchers, and science education instructors will be discussed, including ways to incorporate these tecniques in teacher education programs.
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Preservice Teachers’ Conceptions of Standards: Does Curriculum Topic Study Make a Difference?
Principle Author: James T. McDonald, Central Michigan University, jim.mcdonald@cmich.edu
Abstract:
National standards have been around for almost a decade, yet studies such as the National Research Council’s 2002 report, Investigating the Influence of Standards, show that standards have not made a significant impact where it matters most--the classroom. Clearly, translating science and mathematics standards into classroom practice is a continuing challenge yet to be overcome. At the same time, there is a shift toward providing more substantive transformative professional development and supporting resources that reflect the current knowledge base and cognitive research on how teachers and students learn. In 2000, the NRC released How People Learn, which is raising awareness among science and mathematics educators of the need to understand the preconceptions students bring to their learning.

CTS--by virtue of its focus on K-12 science and mathematics standards-based content, research into students’ conceptions, and pedagogical strategies linked to specific idea and skills--reflects the findings from How People Learn that distinguish expert teachers from novices. There is a strong link between teacher expertise, which involves both content and pedagogical content knowledge, and student achievement. Because teacher expertise has such a demonstrated impact on student learning, it stands to reason that processes that develop science teachers’ knowledge and skills, such as CTS, are a sound investment toward improving student achievement in science and mathematics.

Two sections of an elementary and middle level science methods course (50 students) were asked about their perceptions of the role of science standards in the preparation of instruction. This was done before the methods course introduced the preservice teachers to Curriculum Topic Study (CTS). After the preservice teachers used CTS, their comments and perceptions of science standards changed.

The perceptions of the preservice teachers were compared to a group of 30 inservice teachers who were attending a professional development opportunity.

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Exploration of pre-service teachers’ experiences using Lesson Study to integrate nature of science while in the field
Principle Author: Amy V McDowell, Georgia State University, agilbert76@yahoo.com
Co-Authors: John L Pecore, Georgia State University; Lisa Martin-Hansen, Georgia State University
Abstract:
Lesson Study, a common approach to professional development in Japan, was first introduced in the United States after video analysis of the 1999 Third International Mathematics and Science Study (TIMSS). Japanese Lesson Study provides a medium for reflecting on instructional impact on student learning. While its potential in the United States has not been determined, the need for exploration into what can be learned, used, modified, and adapted in the United States is of utmost importance. The purpose of this research study was to begin understanding Lesson Study through the perspective of pre-service teachers. In particular, our purpose was to describe the reflective process in detail, determining if the pre-service teachers were able to maintain essential features of Japanese Lesson Study. Of particular interest was how the pre-service teachers’ maintained focus on the student learning goal related to the nature of science. Additional sources of evidence, such as reflection documents, observation instruments, and digital record of the instructional units provided an opportunity to explore any value the pre-service teachers’ attributed to the Lesson Study process. Preliminary analysis of the sources of evidence suggests that Lesson Study did provide a positive experience for the pre-service teachers and an opportunity for reflection on instruction, while the level of reflection varied based on the prior teaching experiences of the participants. In addition, analysis suggests that those pre-service teachers with some teaching experiences better maintained focus and reflection on the student learning goal related to the nature of science, while those pre-service teachers with less experience focused on issues related to classroom management. The need for follow up studies and further modifications to the Lesson Study process should not be ignored. In addition, follow up longitudinal studies need to be considered to determine long term impacts of using Lesson Study in teacher training programs.
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Scaffolding inquiry for pre-service teachers of secondary electricity.
Principle Author: Wayne Melville, Lakehead University, wmelvill@lakeheadu.ca
Co-Authors: Xavier Fazio, Brock University; Anthony Bartley, lakehead University
Abstract:
Secondary science teachers are constantly encouraged to pursue an inquiry-based curriculum in their classrooms. This exhortation could be problematic for pre-service science teachers, for at the undergraduate level the current teaching of science would seem to discourage a positive disposition towards inquiry. The majority of science students are not exposed to teaching that ‘encourages undergraduates to become actively involved in their own learning - i.e. scientific teaching’ (DeHaan, 2005, p. 253). As a result, many pre-service science teachers who have undergraduate degrees in science struggle with the purpose and pedagogy of an inquiry-based science curriculum.

Our presentation investigates the efficacy of scaffolding pre-service teacher knowledge of inquiry in our secondary science methods courses, which we teach from an inquiry perspective. In particular, we use the Ontario grade nine current electricity unit as a vehicle to involve our students with a continuum of verification, structured, guided and open inquiries.

Our results indicate that the series of lessons have been instrumental in helping our students understand the importance of scaffolding knowledge, skills and attitudes in scientific inquiry. In terms of knowledge, the series of lessons provided pre-service teachers with both practical and theoretical knowledge in an area where many were uncertain. Equally importantly, the lessons promoted the development of their pedagogical knowledge. In terms of skills, the series of lessons provided pre-service teachers with an understanding of the need to develop the skills, both mechanical and cognitive, needed for inquiry. In terms of attitudes, there was a realization that, by scaffolding the lessons, there was an increasing sophistication in the level of understanding needed to carry out the labs specifically, and the process of science more generally.
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Extrinsic and Intrinsic Problems in Inquiry Design
Principle Author: Daniel Z Meyer, Illinois Institute of Technology, meyerd@iit.edu
Co-Authors: Allison Antink, Illinois Institute of Technology; Keith Knabb, Moraine Valley Community College/Illinois Institute of Technology; Margaretann Connell, Chicago State University/Illinois Institute of Tec
Abstract:
Inquiry has become the primary focus of science education today (Minstrell & van Zee, 2000; National Research Council, 1996). However, there also has been a tremendous concern that our efforts are simply not resulting in the level of inquiry based teaching that we would like. Much of the research investigating this has focused on the extrinsic barriers (e.g. time, resources, teacher knowledge, etc. (Anderson, 2002; Minstrell & van Zee, 2000)). These are all things that in an ideal world would not be a problem. But there are also some ways in which inquiry based instruction is intrinsically difficult. In this paper, we develop both a theoretical model and empirical cases of these intrinsic problems. Perspectives from contemporary studies of science illustrate the difficulties in creating an inquiry environment in the science classroom. Our study of teachers engaged in inquiry design shows the frequent occurrence of both extrinsic and intrinsic problems, as well as issues that span these categories.
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Using contour maps to characterize varied learning opportunities within a science teacher induction program
Principle Author: Jamie N Mikeska, Michigan State University, mikeskaj@msu.edu
Co-Authors: Jeffrey J Rozelle, Michigan State University; Jodie A Galosy, Michigan State University; Suzanne M Wilson, Michigan State University
Abstract:
The purpose of our larger research study is to examine the impact of science-specific professional development (PD) on novice science teacher learning and their students’ learning and engagement. The goal is to determine how various teacher and student outcomes (e.g., teachers’ knowledge and classroom practice, students’ knowledge and engagement) are linked to teachers’ learning opportunities in PD. However, in order to explore these potential links, we must first characterize the support provided to new teachers. This is especially challenging due to the context of our study; the two-year Exploratorium’s Beginning Teacher Induction Program (BTIP) offers varied support structures including a 4-week summer institute, Saturday workshops, small-group mentoring, one-on-one coaching, a curriculum library, and several listservs. Each teacher decides how to use these program features. Thus, we developed methods to characterize each teacher’s individualized experiences in the program to link specific PD to teacher and student learning outcomes. In this presentation, we will first describe a method for representing individual teacher’s learning opportunities within the BTIP using three dimensional contour maps that describe the content of induction support for each teacher, the support’s proximity to a teacher’s practice, and the intensity of that teacher’s participation. Next, we will discuss how we used patterns in these representations to identify distinctive teachers’ pathways in their BTIP participation. Third, we will explore how teachers’ background characteristics and contexts contributed to these pathways. Finally, we will discuss how researchers might use this method to better understand participants’ interaction with PD in light of their particular context and background characteristics and explore the links between PD and teacher and student outcomes. In addition, this information might be used by PD facilitators to better anticipate teachers’ needs as well as tailor programs in more responsive ways.
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Science Goes South: The results of a Research Experience for Teachers (RET) program in Chile
Principle Author: Brant G Miller, University of Minnesota, mill3770@umn.edu
Co-Authors: Gillian Roehrig, University of Minnesota
Abstract:
When considering professional development for pre and in-service science educators, an approach that has proven to be valuable is the immersion into an authentic research experience. The main objective of the South Dakota School of Mines and Technology (SDSM&T) Research Experience for Teachers (RET) site was to provide an authentic research experience to practicing middle and high school science teachers. To extend the RET model of professional development beyond the convention, during the summer of 2008 two teachers accompanied an administrator to see what an international research experience would mean for the future landscape of professional development as well as classroom practice and student impact implications. This paper will discuss initial findings of a multi-case study research design with Pontifical Catholic University in Valparaiso, Chile as the site of the international research experience. The following research questions were explored:

• What are the major differences in an international research experience for teachers versus a similar domestic experience?

• How can an international RET affect teachers understanding of inquiry based teaching?

• What aspects of an international RET program are desirable for increased STEM teaching ability?

To secure the requisite artifacts to satisfactorily answer the aforementioned research questions, a variety of techniques were utilized. In chronological order, artifacts included: A pre interview and existing unit plan analysis, reflective journaling in the form of a blog by participants, observational field notes and reflective journaling performed by the author, and post interview along with a new unit plan and accompanying analysis as a result of international research experience. The qualitative artifacts were coded and then analyzed for various themes consistent with the research questions.

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Assessing Self-evaluation in a Science Methods Course: Power, Agency, Authority and Learning
Principle Author: Catherine E Milne, New York University, cem4@nyu.edu
Abstract:
Students’ reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called self-assessment. Student reactions, captured via file cards and reflective journals, constituted evidence for final self-evaluation, the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study in which Foucault and feminist theories of power and knowledge provided the analytical structure for examination of themes of surveillance, discipline structure, and criticality that must be examined if self-evaluation is to support people learning to teach.
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Getting a “Feel” For Serious Games
Principle Author: James Minogue, North Carolina State University, james_minogue@ncsu.edu
Co-Authors: Len Annetta, North Carolina State University
Abstract:
As humans we commonly (and seemingly effortlessly) use our hands to learn about the world around us as we use sensory information gained through touch to build our understandings of complex objects and events (Lederman & Klatzky, 1987). Relatively recent advances in technology have made the addition of "touch” to computer-generated virtual environments possible. As a result there is a burgeoning research base on haptics, but despite such work touch has emerged as an understudied and perhaps underutilized sensory modality in the creation of serious games.

This presentation will share the developmental work that is being done in this area and will take an honest look at the potential impact of haptic technology on the serious games movement. More specifically, the presentation will briefly describe currently available haptic interfaces, outline what is known about the processing of haptic information as it pertains to the complex teaching-learning process, and ‘take stock’ of where we are in terms of haptically augmented serious games in an attempt to plot a prudent course for future work in this arena.

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The Cross-case Analyses of Elementary Students’ Engagement in the Strands of Science Proficiency
Principle Author: James Minogue, North Carolina State University, james_minogue@ncsu.edu
Co-Authors: John C Bedward, North Carolina State University; Lauren P Madden, North Carolina State University; Eric N Wiebe, North Carolina State University; Mike Carter, North Carolina State University
Abstract:
Recent reports (Duschl, Schweingruber, & Shouse, 2007; Michaels, Shouse, & Schweingruber, 2007) have begun to lay the foundation for a revisioned core K-8 science curriculum. These documents contain a description of four intertwined and equally important strands that could be used to define and assess science proficiency for all students as we move forward. Using these four strands of science proficiency as an analytic lens, this pre-post multiple-case case study explores elementary school science teachers’ practices and their students’ actions. Through extended contact with a local school community we focus on naturally occurring ordinary events and build a robust real life description of how these strands of proficiencies are being developed (Miles & Huberman, 1994). Conceptually clustered matrices will be used to display these data and will aid in the comparison of cases as we describe common explanations and themes that emerged. Illustrative portions of the interview data and representative images of actual student notebook entries will be in support of the findings. Briefly stated, the results of this work suggest that the participating teachers do indeed engage their students in activities and exercises that contribute to the development of all four strands of science proficiency. However, the nature, duration, and distribution (across the four strands) of these activities varied. The practical implications, limitations, and future of this work will be discussed.
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A Study of Urban Stakeholders’ Perceptions of Effective High School Science Pedagogical Skills
Principle Author: Rommel J Miranda, Towson University, rmiranda@towson.edu
Abstract:
This qualitative study sought to determine the perceptions that urban stakeholders hold about what pedagogical skills a science teacher should possess in order to teach effectively in urban high school settings, and the extent to which these skills are manifested in urban high school classrooms. The study was conducted in two phases. In the first phase, a maximum variation sample of six science teachers, three school administrators, six parents and six students from a large urban public school district were interviewed using semi-structured, in-depth interview techniques. From these data, a list of observable effective science pedagogical skills identified by urban stakeholders was generated. In the second phase, a maximum variation sample of six science teachers from a large urban public school district were observed to determine the extent to which they possessed the effective pedagogical skills identified by stakeholders in the first phase. Data were analyzed using constant comparative analysis. The findings suggest that urban stakeholders believed that effective science pedagogical skills in urban school settings centered on four themes: 1) planning and preparation of science lessons and the classroom, 2) presentation of the subject area, 3) implementation of hands-on activities, and 4) classroom management. Classroom observations further revealed that some of the urban high school science teachers engaged in practices that threatened quality in science teaching and often failed to possess the science pedagogical skills identified by stakeholders as evidence of effective teaching in urban high school settings. These findings broaden our conceptions of effective science pedagogical skills in urban settings by viewing the concept from multiple perspectives, and may provide essential guidance and direction to the design of science education teaching standards and teacher education programs that prepare teachers to be responsive to urban settings.

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Initiating School-University Science Partnerships for the Preparation of Elementary Teachers and the Development of Middle School Teachers in an Urban Middle School
Principle Author: Felicia M Moore Mensah, Teachers College, Columbia University, moorefe@tc.columbia.edu
Co-Authors: Verneda E Johnson, Sir Isaac Newton Middle School
Abstract:
Proceedings Abstract

School-university partnerships, parental involvement, preservice teacher education, and inservice professional development serve as the basis of this study by bringing together various stakeholders with one general goal: to increase understanding, teaching and learning of science in public urban classrooms. The partnership created and implemented a Family Science Night at an urban school in NYC. Elementary preservice teachers and middle school students prepared science demonstrations for parents, family members, and teachers. From the coding, three broad categories were generated that reflect the preservice teachers’ learning: reflections about parents and families; students and schools; and community building. Similarly, from the coding process for the inservice teachers, two broad themes were generated: community building, and reflections about students’ engagement in science. The learning in particular for the elementary preservice teachers and the inservice teachers suggests that getting involved in urban schools, getting to know students, their families, and communities dispels negative stereotypes—such as the physical space, the excitement to learn science, and their roles as teachers in urban schools—that teachers have about students, parents, and learning science. The teachers’ responsibility in the school community or their role as teachers in the context of urban schools extends beyond the classroom.

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Exploring Preservice Elementary Teachers’ Conceptualizations of the Water Cycle

Principle Author: Patricia D. Morrell, University of Portland, morrell@up.edu
Co-Authors: Adele Schepige, Western Oregon University
Abstract:
We examined 76 preservice teachers’ conceptions of the water cycle to determine whether participating in “The Incredible Journey” from Project WET would bring about any long-term conceptual change.

In the fall semester during their methods class, the students were given a sheet of paper with the following instructions: “Using words and/or a sketch, please briefly describe/illustrate the water cycle.”

The students then participated in “The Incredible Journey” activity in Project WET. This activity is designed to have students “describe the movement of water within the water cycle and identify the states of water as it moves through the cycle” (Project Wet Curriculum and Activity Guide, 2005, p. 161). Stated simply, nine stations are set up around the room (clouds, plants, animals, rivers, oceans, lakes, ground water, soil, and glaciers). Students are assigned to each station. Student pretends they are a water molecule and move through the water cycle “stations” by rolling the die placed at each station. At the close of the activity, the class discusses the path their water molecules took, discuss state changes, and compare the different paths of the water molecules among their classmates.

The students were then post-tested. Three months after the activity, the students were again asked to complete the test of describing/illustrating the water cycle.

We discovered that preservice teachers tend to have the same naïve conceptions of the water cycle as elementary-aged students. The intervention did bring about true conceptual change. All students retained a more complex understanding of the water cycle, though there was evidence that for some students, changes of state involved in the cycle may not be apparent. This portion of the water cycle may need to be stressed during the activity to provide appropriate, lasting conceptual change for all.

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Technology Choices of Preservice Science Teachers: Content Specific or Ubiquitous
Principle Author: Patricia D. Morrell, University of Portland, morrell@up.edu
Co-Authors: James B. Carroll, University of Portland
Abstract:
Forty student teachers were provided with small technology grants to purchase software or equipment of their choice to use in science teaching. The majority of these grants went to elementary teachers. Only seven of the 40 used their grants for science specific tools: a wireless weather station and digital microscopes. The remainder purchased more ubiquitous tools: laptop, LCD projector, printer, digital camera, camcorder, document camera, Kidspiration software, voice recorder.

At first, that raised concerns. Why weren’t the student teachers asking for funding for gizmos or software packages such as Starry Night, or hardware specific to science classes, such as temperature and motion probes? Upon reflection, however, we were pleased that students found ways to use technology with which they were familiar in a science setting. Analysis showed grant recipients used these tools in sound pedagogical ways and to support student understanding of science concepts. Specifically, integrating technology into classroom teaching and learning plans was organized into four categories: observations, assessment, integrating other skills, and sense-making. All the ways in which the student teachers used these tools could be applied to content areas outside of science; however, their specific uses in the science classes were certainly appropriate.

These findings raise several questions. How much emphasis should be placed on content specific technology during teacher preparation classes? Is it enough to get them comfortable with using any technology as a teaching tool? These data suggest that it may be. It will be interesting to follow these student teachers into their first few years of teaching to see what kinds of technology they continue to use and integrate into their teaching.

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Overcoming the Odds: Supporting 4-8th grade Teachers in their Implementation of Inquiry Science
Principle Author: Judith A Morrison, Washington State University, jmorriso@tricity.wsu.edu
Abstract:
Overcoming the Odds: Supporting 4-8th grade Teachers in their Implementation of Inquiry Science

In a year long project, grade 4-8 teachers were provided professional development on the nature of science, science inquiry, and asked to design inquiry plans to implement into their own teaching. While the teachers were implementing their plans, they were provided with support from science educators and scientists and feedback on both content and pedagogical aspects of their lessons. The teachers also attended four workshops on inquiry science teaching throughout the year. Data were collected through the VOSI (Schwartz, Lederman, & Lederman, 2008), an interview on VOSI responses, a classroom practices survey, classroom observations, and written reflections from the teachers. Profiles of the teachers were created and compared. Findings showed that the teachers with experience with the curriculum were able to best implement inquiry science. We found that, as Keys and Bryan (2001) have stressed, the beliefs and knowledge of the teachers must be focused on and teachers must be supported through out the implementation process. We saw that the teachers gained a better understanding of what inquiry science is and were able to implement the basic practices in their classrooms. On the classroom practices survey, the practices showing improvement were basic inquiry strategies such as having students generate their own questions, collect and judge information, and design experiments to test their own questions. The teachers that were able to implement inquiry and “overcome the odds” felt empowered and victorious. The strategies and struggles that these teachers underwent will be highlighted in the full paper. There were some teachers who struggled and did not implement inquiry practices into their teaching. These teachers will be discussed as identifying and understanding the barriers to implementing inquiry are essential to accomplishing reform.

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Science teacher retention in today’s urban schools: A study of success and failure
Principle Author: Hedy Moscovici, California State University Dominguez Hills, hmoscovici@csudh.edu
Abstract:
Using a systematic approach, this study uncovers some of the problems experienced by science interns, and attempts to provide recommendations for the improvement of urban science education. Data collected over six years from the science methods courses and classroom observations served as the basis for the analyses. Multiple data sources in the form of credential candidates’ written assignments, verbal communications, and field notes during classroom observations were used for the analyses. The results of the analyses are presented as three composite, or likely stories (Barone, 1988): Latanya’s story, Jim’s story, and Maria’s story, with a table that represents the elements defined by interns to be essential for the implementation of inquiry science in the urban secondary classroom.

Table 1 evolved during the six years of the study from my way of summarizing the elements needed for the translation of scientific inquiries into the interns’ classrooms to a critical tool used for science methods class discussions. On the same note, the study expanded its focus from the narrow classroom context (teachers, students and classroom characteristics necessary for inquiry science) into the larger school, district, community, teacher credential program, and state environments. Interns realized that what they do in their science classrooms has an effect on the society outside of the classroom, but then, elements of the larger society ( e.g., administration, district personnel and documents, state mandates) also influence the kind of science that enters their classroom.

Science methods instructors as well as Professional Development leaders could use Table 1 and the narratives presented in this study to explore ways in which to involve all stakeholders in discussions on how to make science education work in urban classrooms.

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Exploring the Community-Ecology-Education (CEE) Movement in Science Education: Teaching Methods that Prepare Local Science Teachers to Engage Students in EcoJustice
Principle Author: Michael P Mueller, The University of Georgia, mmueller@uga.edu
Abstract:
The focus for this presentation is on methods of science teaching used to prepare my secondary teachers at the University of Georgia (UGA) to engage in ecojustice pedagogy. Ecojustice theory informs my work with science teachers in a teaching methods course, which reciprocally offers experiences and supports for a community-ecology-education (CEE) movement in science education. I address a question of what methods prepare teachers to engage students through a guiding CEE framework, which prepares students to serve as local community stakeholders and advocates for ecojustice. An emerging CEE framework offers a way to organize science teaching methods around three major themes of ecojustice theory. First, the meaningful purpose of engaging teachers in ecojustice is to strengthen communities and ecosystems, through the renewal and revitalization of patterns of thinking that have the least impacts on the natural world. The idea is that thinking patterns frame our relationships with the natural environments, and working with these thinking patterns help us to address needed changes in attitudes. Second, ecojustice choices are analyzed by developing an understanding of how ecology scientists deal with uncertainty to construct ecological forecasts, scenarios, and decisions. We connect with ecologists and graduate students in the UGA Warnell School of Forestry and Natural Resources who help with bio-blitzes and environmental monitoring. Third, education is a significant way to engage students in the competency of ecojustice, which involves participating with the community to make choices to support ecosystems. Because teachers and students are located in much diverse geography, they are especially suited to become experts in local knowledges and skills, flora and fauna, and other characteristics of their ecosystems. This expertise positions teachers and students to participate more fully in decisions and begin to act as advocates for affected others (humans and nonhumans) such they will be taken seriously with policymakers.
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A Guiding Framework for Taking Action in the Local Community and Ecosystems: Methods of Science Teaching that Prepare Teachers to Engage in EcoJustice Activism
Principle Author: Michael P Mueller, The University of Georgia, mmueller@uga.edu
Abstract:
The focus for this presentation is on methods of science teaching used to prepare secondary teachers at the University of Georgia (UGA) to engage in ecojustice activism. Ecojustice theory informs this work with science teachers in a teaching methods course, which reciprocally offers experiences and supports for a community-ecology-education (CEE) movement in science education. Here, the question of what methods prepare teachers to engage students through a guiding CEE framework is addressed, which prepares students to serve as citizen scientists, stakeholders and advocates for ecojustice. An emerging CEE framework offers a way to organize science teaching methods around three major themes of ecojustice theory. First, the meaningful purpose of engaging teachers in ecojustice is to strengthen communities and ecosystems, through the renewal and revitalization of patterns of thinking that have the least impacts on the natural world. The idea is that thinking patterns frame our relationships with the natural environments, and working with these thinking patterns help to address needed changes in attitudes. Second, ecojustice choices are analyzed by developing an understanding of how ecology scientists confront uncertainty to construct ecological forecasts, scenarios, and decisions. We connect with ecologists and graduate students in the UGA Warnell School of Forestry and Natural Resources who help with bio-blitzes and environmental monitoring. Third, education is a significant way to engage students in the competency of ecojustice, which involves participating with the community to make choices to support ecosystems. Because teachers and students are located in much diverse geography, they are especially suited to become experts in local knowledges and skills, flora and fauna, and other characteristics of their ecosystems. This expertise positions teachers and students to participate more fully in decisions and begin to act as advocates for affected others (humans and nonhumans) such they will be taken seriously in making ecological choices.
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Chet Bowers’ "Transforming Environmental Education: Making the Renewal of the Cultural and Environmental Commons the Focus of Educational Reform": Implications for Teachers
Principle Author: Michael P Mueller, The University of Georgia, mmueller@uga.edu
Co-Authors: Kurt Love, Connecticut College
Abstract:
The key point of Chet Bowers’ 2006 book Transforming Environmental Education (EE) is to emphasize that the cultural and environmental commons become a major focus of schooling beyond environmental and science education. An interdisciplinary focus also includes the community, and broadens the responsibility for ecological literacy to include affected others (humans and nonhumans)—what is called, ‘educating for the commons. This book session highlights some of Bowers’ major ideas to show that these efforts offer some promise for science educators who wish to protect threatened or vulnerable aspects of the cultural and environmental commons, and implications for engaging local teachers. The commons is represented by the Earth’s natural systems and diverse cultural systems that are shared without cost. By conserving cultural diversity and renewing the human relationships of the cultural commons (and by reducing industry/consumer dependence), we contribute to sustaining the plants, animals, air, water, and soil of the environmental commons. Preparing teachers to embrace and value local knowledges in their classrooms may help citizens in the community to identify threats to cultural and environmental diversity and take action. In this way, teachers share an ethical responsibility to renew and revitalize the commons and to preserve cultural diversity and biodiversity for future generations. This presentation emphasizes how to cultivate this responsibility with teachers through teacher education. Some methods used to engage teachers in learning experiences that help them to understand local knowledges and science-related issues in their communities are shared, such as discussions, photoessays, community and watershed mapping, role playing, service learning, and growth portfolios. The meaningful purpose is to get teachers engaged in the commons in a way that helps them to recognize vulnerabilities and take some actions. Thus, teachers and students eventually become responsible agents of social and environmental conservation and change that benefits people and places worldwide.
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High School Science Teachers’ curriculum and Instructional

Decisions for Inclusive Classes

Principle Author: Frackson Mumba, Southern Illinois University Carbondale, frackson@siu.edu
Co-Authors: Morgan Chitiyo, Southern Illinois University Carbondale
Abstract:
This study explored high school science teachers’ curriculum, instructional and assessment decisions for inclusive science classrooms. We attempted to determine the factors that influence their decisions. The sample comprised thirteen science teachers from two high schools. None of the teachers had training in special education. Both schools have a large number of students with disabilities (SWD). One of the schools had failed to meet the Academic yearly progress under NCLB Act in the past four years because of its SWD sub-group. Data were collected through a questionnaire and interviews. Results indicated that teachers’ decisions were within the framework that integrates content and practical classroom knowledge. Their curriculum decisions were based on several factors such as curriculum guides from school districts, grade level, textbooks, National and State science learning Standards, available resources and personal interests and preferences. Their instructional decisions encompassed several teaching methods such as hands-on activities, lecture, group work, demonstration, visual and audio aids, and flash cards. Factors related to their instructional decisions include nature of content to be taught, available resources, time, experience, suggestions from peers, students’ abilities, personal interests, and student deficit and attention span. Decisions on assessment were influenced by grade level, content, and State standardized tests. Although teachers’ decisions were within the framework that integrates content and practical classroom knowledge for regular classes, such decisions may not promote effective science teaching and learning in inclusive classes. As such, most teachers exhibited lack of knowledge about science teaching in inclusive classrooms.
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How does teachers’ NOS understanding change with explicit NOS instruction and reflection during content learning?
Principle Author: Miriam Munck, Eastern Oregon University, mmunck@eou.edu
Co-Authors: Donna Rainboth, Eastern Oregon University
Abstract:
Understanding the nature of science concepts is a large part of being science literate. It is important that teachers are able to integrate teaching of nature of science concepts into science content instruction. However, that not all that teachers are able to translate or integrate NOS understanding into science content teaching, many teachers struggle with their own understanding the implementation of NOS in the classroom. The misconceptions teacher possess about the NOS may present barriers to effective science teaching. Research exploring the various undertakings to improve teachers’ understand of the NOS has shown mixed results. This study examines the degree of success of increasing teachers’ NOS understanding by integrating NOS into science content instruction. The study consists of two groups of in-service teachers. One group received science content instruction paired with NOS activities though an explicit reflective practice model understanding of NOS. Another group received only content instruction. The study was of a nonequivalent group pre-posttest design. Rubba’s (1977) Nature of Scientific Knowledge Scale whole test and testable subscale scores was used to evaluate both groups’ understanding of NOS.
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Impacts of the Science Writing Heuristic (SWH) approach on 8th grade science classrooms in Korea
Principle Author: Jeonghee Nam, Pusan National University, jeongheenam@hotmail.com
Co-Authors: Kyunghwa Kwak , Pusan National University; Kyunghwa Jang , Pusan National University; Aeran Choi, Kent State University; Brian Hand, University of Iowa
Abstract:
Science education in Korea has emphasized science literacy as the most important purpose of science education helping students to be a scientifically literate person who is able to make reasonable decisions. As means of achieving students¡¯ science literacy, argumentation in oral form as well as in writing form has been focused in science education in Korea. The Science Writing Heuristic (SWH) approach which was developed to facilitate the science learning from laboratory activities through writing-to-learn strategies has been reported as effective approach for science teaching and learning. Realizing goals of science education in Korea, researchers of this study attempted to implement the SWH approach which was reported effective for students¡¯ learning science and constructing scientific arguments. In other words, this study was initiated to examine impacts of implementation of the SWH approach on 8th grade science classrooms in Korea. Differences among three teachers who implemented the SWH approach were also investigated. Participant students of this study were 8th grade students of three middle schools located in the second biggest city in Korea. Results of this study imply that there was significant difference between the SWH group and the traditional group for one teacher whose beliefs on teaching science is toward student-centered and scientific process rather than teacher-centered and scientific knowledge. This study indicates that teachers¡¯ beliefs on science teaching would be an important factor for students¡¯ learning as they implement the SWH approach. Science educators should make efforts identifying and developing teachers¡¯ perceptions/beliefs on science teaching and learning as they attempt to achieve positive impacts of professional development programs or a new approach on student learning.
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Urban teachers’ understandings of contextualized science teaching
Principle Author: Younkyeong Nam, University of Minnesota, namxx020@umn.edu
Co-Authors: John Oughton, University of Minnesota; Bhaskar Dahal, University of Minnesota
Abstract:

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Science teachers and scientists working together: The partnership’s impact on teachers’ attitudes
Principle Author: Dianne Nichols, Education Queensland, dianne.nichols@postgrad.curtin.edu.au
Co-Authors: Sue Monteath, Education Queensland; Dan Churach, Murdoch University; Darrell Fisher, Curitn University of Techonolgy
Abstract:
A group of elementary and secondary science teachers in Brisbane, Australia incorporated “Working Scientifically” into their classroom practice after they were involved in a series of professional development events where they engaged with scientists. This study documents the teachers learning journey and measures the teachers’ attitudinal change to the mining and mineral processing industries.

The Queensland Centre for Advanced Technology (QCAT) conducts research into the mining and mineral processing industries. The teachers were encouraged to build ongoing professional relationships with the scientists working at the centre to improve their content knowledge about the mining and mineral processing industries. Teachers were provided with real-world scientific examples that they could use in their classrooms and this would facilitate the writing of the content knowledge and examples into their unit plans.

Research questions were developed to determine if the program increased the teachers’ content knowledge therefore impacting on their pedagogical practice. Also, if teachers were able to make links between the professional development events and the science curriculum, and after the professional development events, the teachers viewed the mining and mineral processing industries in a more positive light.

Both qualitative and quantitative data were collected to determine teachers’ attitudinal change towards the mining and mineral processing industries. The teachers completed a survey developed by Churach (2002) called the “Attitude Inventory”. This data was tabulated and graphed. Teachers were also interviewed with follow-up questions to clarify their responses.

In all cases there was a positive shift in the attitude, the greatest being in “teachers getting to know and networking with scientists” and “overall knowledge of the mining and mineral processing industry”.

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Understanding the Perspectives and Practices of Inquiry Among Various School Science Reform Participants

Principle Author: Kathy I. Norman, California State University San Marcos, knorman@csusm.edu
Co-Authors: Moses Ochanji, California State University San Marcos; Ingrid Flores, California State University San Marcos
Abstract:
Presenters will describe a research study they conducted that was part of a collaboration between a university and local school districts with the goal of improving science teaching and learning at these schools. The purpose of the study was to examine the perspectives of four groups (preservice teachers, K-12 administrators, teachers and students), with regard to what they perceived to be inquiry teaching and learning.

The researchers collected data from preservice teachers in multiple subject science methods classes that are part of the teacher preparation program in California. Credential students in these classes were taught to use the Learning Cycle model of instruction and they were taught using inquiry methods. In addition to designing and leading Learning Cycle lessons in class, credential students designed Exploratorium projects which they used in teaching science concepts to elementary and middle school students in local schools. Credential students then completed self-assessment rubrics on their perceived level of inclusion of each of the five essential features of classroom inquiry. The researchers also completed rubrics assessing each of the credential students’ projects on the level of inclusion of the five features. After participating in Exploratorium projects, K-12 students participated in interviews and/or completed surveys inquiring as to their experience using inquiry in their learning. K-12 teachers completed surveys about their perceptions and use of inquiry instruction, and school administrators completed surveys about their perceptions of inquiry and encouragement of teachers to use inquiry instruction.

Preliminary findings indicate that traditional associations of hands-on activity and inquiry teaching continue to persist among the various school personnel with less regard to the nature of the hands-on activities. The fact that true inquiry is often left out of science instruction continues to be attributed to lack of time, lack of science teaching resources and pressure from state mandated tests.

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Breaking the Fear of Science Teaching: Using Science Exploratorium Activities to Introduce Science Teaching to Non-science Majors

Principle Author: Moses K Ochanji, California State University San Marcos, mochanji@csusm.edu
Co-Authors: Ingrid M Flores, California State University San Marcos; Kathy I Norman, California State University San Marcos
Abstract:
Preservice teachers in teacher education credential programs often approach science teaching with fear and lack of confidence. This lack of confidence results in part from limited science content background and from the fact that preservice teachers have rarely observed science teaching in elementary schools.

In science methods courses, we introduce preservice teachers to science teaching through collaborative science Exploratorium presentations at local elementary schools. The presentations are culminations of a process that starts with the preservice teachers selecting discrepant events to illustrate specific science concepts aligned with the California grade level science standards. Credential students review the science content related to the discrepant event to develop an in-depth understanding; they then identify essential questions relevant to the discrepant event. This is followed by the development of a sequence of instructional steps that they will use to teach the grade level students. At the school site, the preservice teachers then teach the mini-lesson to a small group of students at “lab stations” set up around the room. The mini-lessons are repeated several times with different groups of students. The grade level students perform the activities and collectively generate explanations with the preservice teachers. While the process is not different from the typical activities of a methods course, teaching the activity to elementary and middle school children in the school settings affords the preservice teacher some unique learning about teaching science. According to Smith and Neale (1989), the development of the teachers’ knowledge necessary to teach science depends on (a) teachers having a deeply principled conceptual knowledge of the content, (b) teaching experience with respect to specific topics, and (c) knowledge of students’ conceptions and learning difficulties. This Exploratorium component of the methods course allow the preservice teachers to develop deeper knowledge of specific topics in science and confidence in science teaching.
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Reliabilism: an epistemological framework for defining knowledge in the science classroom
Principle Author: Samuel R ODell Jr, University of Georgia, sro@uga.edu
Abstract:
According to a 2001 review (Southerland et al, 2001), a wide variation existed in the use of the constructs “knowledge” and “belief,” indicating a general state of confusion and lack of consensus regarding their treatment within science education. A reading of recent science education journals demonstrates that there is clearly still no consensus position in science education that differentiates between knowledge and belief. This lack of consensus becomes particularly problematic when considering the widely-publicized assault on evolution education by creation/intelligent design advocates. This is the issue within science teacher education that this presentation will attempt to address, by delineating a particular branch of epistemology, reliabilism, discussing its applicability to science, and arguing for its use in differentiating between what is knowledge and belief in the science classroom.
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Teacher Knowledge and Metacognition: A Literature Synthesis

Principle Author: J. S. Oliver, The University of Georgia, soliver@uga.edu
Co-Authors: Soonhye Park, The University of Iowa
Abstract:
This review of the literature has been conducted in order to synthesize the connections between the literature on metacognition and teacher knowledge. Although the actual literature that makes a direct (and overt) connection between these two aspects of cognition is relatively small, there are many studies of teacher knowledge that imply a linkage to metacognitive knowing. This indirect linkage might for instance be seen in a research study that details how teachers or prospective teachers make decisions about the details of an instructional strategy selection (such as the specific aspect of a science topic to be taught, the instructional approach, time allowed for this approach, assessments used, etc). We believe that it is necessary to show that these types of decision making instances are fundamentally metacognitive in nature. To date, more than 40 articles have been read and annotated relative to their potential to illuminate the connection between teacher knowledge and metacognition. In creating this synthesis, we use an interpretive research methodology for reviewing research literature as described by Eisenhart, 1998.

We believe that this research literature synthesis will demonstrate that the three large components of teacher knowledge (i.e., pedagogy, subject matter content, and context) (Magnusson, Krajcik, & Borko, 1999) undergo a metacognitive transformation in order to become PCK. Further, we believe that aspects of this metacognitive transformation occur through each of Kuhn’s three forms of metacognition (i.e., meta-declarative, meta-strategic, and meta-epistemological knowledge). Identifying the knowledge of teaching in this way has potential for profound impact on the way we conceptualize and describe teacher knowledge as well as for the way that science teacher education is conducted.

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The Effect of Scaffolded Critical Incidents on Preservice Teachers’ Understanding of Learning Theory and its Use in Making Instructional Decisions
Principle Author: Joanne K. Olson, Iowa State University, jkolson@iastate.edu
Co-Authors: Crystal Bruxvoort, Calvin College; Andrea J. Madsen, University of Northern Iowa; Kimberly A. Penning, Iowa State University
Abstract:
Despite taking a course in educational psychology, prospective teachers struggle to see the relevance of this important knowledge base for teaching decision-making. Past efforts have found that prospective teachers can improve their decision-making practices in ways that consider how children learn, both during their preservice years and remaining with them for at least 3-5 years (Olson, 2007; Madsen, 2005). This study assessed the effect, on preservice elementary teachers’ understanding, of using explicit instruction on key principles of learning theory coupled with increasingly difficult critical incidents that require the application of learning theory. Results indicate that students who received this type of instruction improved their understanding and made more credible decisions about their science teaching, when compared to students who had participated in reading practitioner journal articles related to learning theory and participating in whole-class discussion. This study has important implications for elementary science teacher preparation—analyzing video has been shown to improve learning theory understanding over traditional unit plans, but when coupled with the targeted readings and critical incidents, the prospective teachers are even better able to apply their understanding to unpredictable scenarios. Interestingly, all three groups (unit plan, video analysis, and video analysis + critical incidents) still diagnose classroom scenarios through the activity and student behavior/learning, but miss the crucial role of the teacher.
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Inquiry and Language Rubric to Assess Science Curriculum
Principle Author: Irasema B Ortega, Arizona State University, materassi@cox.net
Co-Authors: Sissy S Wong, Arizona State University; Julie Luft, Arizona State University
Abstract:
The purpose of this manuscript is to discuss the design and use of an inquiry and language rubric to analyze curricular materials. The rubric was developed using the National Science Standards and the English as a Second Language (ESL)standards.The authors will discuss the criteria used to create the rubric and demonstrate how the rubric can be used to analyze curricular materials for the use of inquiry and the practice of contextual language domains (reading, writing, speaking and listening). In addition, we will discuss the correspondence between the rubric assessment and a beginning science teacher’s pedagogical content knowledge. Implications for the field of curriculum and teaching will also be presented.
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Empowering Pre-service Teachers with the Abilities to Confront their Phobia about Science Teaching and Learning in Urban Elementary Schools
Principle Author: Irene U. Osisioma, California State University, Dominguez Hills, iosisioma@csudh.edu
Co-Authors: Hedy Moscovici, California State University, Dominguez Hills
Abstract:

The need for Pre-service Teacher Candidates to become equipped with the pedagogical content knowledge required to engage students meaningfully in science activities served as our impetus for the current study. Research reports that pre-service teachers come to the science methods course with insufficient science content knowledge (Gess-Newsome, 1999) and as such express negative emotion toward science and science teaching. The current study documents the efforts of two science education instructors to develop and implement a new science methods curriculum that will serve to not only help pre-service teacher candidates acquire science content and pedagogical knowledge, but will empower them to confront their phobia for science teaching and learning. The new curriculum was developed based on identified best practices and has been implemented for two semesters. Through this study, the instructors explored PTCs’ perceptions of the aspects of the new science methods curriculum that was useful in helping them become comfortable enough to teach science in their k-6 urban classrooms. A decomposition science immersion unit called Rot it Right developed based on NRC’s five essential features of inquiry was used to provide pre-service teachers with opportunities to experience science in a safe and trusting environment. Participants include 121 pre-service teacher candidates. A variety of written artifacts collected throughout the science methods course served as data for the study. These artifacts were analyzed using interpretative methods. Results show that most of the participating teachers reported change from negative emotion about science and science teaching to positive emotion at the end of the course. Majority of the candidates expressed willingness to begin implementing inquiry-based instruction in their classrooms because of their new confidence in teaching it. We inferred that this willingness is a result of the positive emotion developed during the new science methods course. Implications for the science education community were documented.

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The colonizer and the colonized: using cogenerative dialogue to ameliorate the cycle colonization in an urban science classroom
Principle Author: Femi S Otulaja, University of Pennsylvania, fso1277@nyu.edu
Abstract:
This study is conducted to implement the use of cogenerative dialogue in ameliorating the hegemonic tendencies of teaching and the resultant resistances of students in a science classroom of a small urban high school for high achieving students located in New York City. The students are in a cohort as 9th graders who attend four out of six classes together every day. By being/working with each other, they have bonded socially, academically and culturally across, race, gender, religious beliefs, socio-economic status, and physical disability and formed a solidarity that when enacted in the classroom threatens and challenges authority of teachers.

To explicate the culture being enacted by these students so as to ameliorate the practices that contradicts and impedes the attainment of collective and individual goals of teaching and learning of science, all students were invited to participate in cogenerative dialogue. Cogenerative dialogue is a discussion between stakeholders that, at its core, makes the goal of collectively generating understanding and future actions about a shared experience possible (Roth and Tobin, 2001). It is an interstitial space for the production of new and/or hybridized culture (Bhabha, 1994; Hall, 1990) that can be ported across the weak and porous boundaries of nested fields of social encounter. Teacher meets with students usually during lunch hour to discuss issues pertinent to their participation in classroom activities. Videotapes of such cogenerated discourse and the classroom practices of students and teacher(s) were captured and analyzed. Vignettes of both classroom activities and cogenerated dialogues are presented as points of mutual focus for discussion; and act as windows to understanding what happened in the classroom and why it happened. Critical ethnography and sociocultural theoretical frameworks were engaged to elucidate the nuances of events and issues salient to ameliorating the power dynamics of the urban classroom.

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Powers of Ten: A Sample Dual Purpose, Science/Science Education Activity
Principle Author: Thomas P O’Brien, Binghamton University (SUNY), tobrien@binghamton.edu
Abstract:
This experiential learning session will demonstrate one example of a kind of interactive dual-purpose activity that: (1) models science inquiry as connected to science themes, core concepts and the nature of science (and that can be used in grade 6-12 classrooms) and (2) serves as visual participatory analogies for key principles of research-informed, “best practice” science education. Time limitations in science education courses and professional development settings and the need to “walk the talk” of research-informed teaching practices challenge teacher educators to be very efficient with instructional time. Dual-purpose activities are one means of synergistically achieving multiple, science/science education objectives simultaneously. Specifically, the sample activity used in this session will challenge participants with a series of cross-disciplinary, science-mathematics application type problems that require an understanding of the idea of scale and powers of ten. Research shows that both students and teachers have difficulty conceptualizing the extreme range of orders of magnitude represented by many of the core concepts in the sciences (e.g., atoms, geological and evolutionary “deep time,” etc.,). Phenomena that fall within the realm of ten to the +/- ninth power can be modeled with a sequence of nested boxes (i.e., cubic meter, decimeter, centimeter and millimeter) that provide hands-on visuals that make otherwise abstract dimensions very concrete. The session will also demonstrate how the 1990s standards focus on “common themes” can be integrated with the more recent calls for learning progressions centered around “core science concepts.” Finally, this inquiry sequence will be used as a visual analogy for the science education principle of hierarchal, conceptual networks and concept maps that help teachers “think both inside and outside the box” of their prior conceptions about the seemingly “uncommon and unnatural” nature of both science and science teaching. Participants will be provided a list of other similar science/science education activities.

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The use of online journals to explore the experiences of high school summer research interns.
Principle Author: Lara Pacifici, University of Georgia, lpacific@uga.edu
Abstract:
The purpose of this research was to understand the experiences of high school students participating in wildlife science research internships at the Great Smoky Mountains National Park (GSMNP). Research on undergraduate science research experiences has outlined multiple positive gains in the areas of research skills, career preparation, personal-professional confidence, and application of knowledge and skills. No such examination of high school science research experiences has been conducted. By studying the perceptions and experiences of high school students participating in a science research program, we can understand the benefits and challenges of such programs and in turn provide more effective programs in the future. Our objectives were to understand the motivating factors for students to participate in the summer intern program, the students’ expectations for the experience, the aspects of the experience that were meaningful to the students, and the influence of the experience on students’ behavioral intent for the future. Participating students kept online journals throughout their 8-week summer internship, logging 2-5 entries each week. Some entries were in response to specific research questions, while others were open-ended entries of experiences that students found meaningful. We analyzed the journal entry data using a constant comparative method, identifying consistently emergent themes related to the research questions. Students’ accounts of experiences with wildlife research illustrated an increasing understanding of the nature and uncertainty of science research, the value of collaborative work in science, and a propensity to pursue future experiences in science research. The methods used are simple but provide rich data. The results reflects the value of high school research intern programs and will hopefully encourage the development and implementation of such programs.
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Is pedagogical content knowledge (PCK) necessary for reformed science teaching?
Principle Author: Soonhye Park, The University of Iowa, soonhye-park@uiowa.edu
Co-Authors: Jeong-yoon Jang, The University of Iowa; Ying-Chih Chen, The University of Iowa
Abstract:
This study examined whether or not teachers¡¯ pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. Twenty four videotaped teaching practices of photosynthesis and heredity were scored by two raters who received training using the Reformed Teaching Observation Protocol (RTOP) and PCK rubric respectively. RTOP is a widely used instrument to measure the degree to which classrooms have become aligned with reform principles. RTOP has acceptable reliability and validity. The reliability of RTOP was tested by interrater reliability (i.e., r-squared = .954, p<0.01) and internal consistency (i.e., Cronbach¡¯s ¥á= .97) (Sawada et al., 2002). The validity of RTOP was tested by face validity, construct validity, and predictive validity. PCK rubric (Author, 2008) is an instrument to measure the degree of a teacher¡¯s PCK based on observations of the teacher¡¯s teaching. This rubric consists of nine components and all of them reflect the two key components of PCK: Knowledge of student understanding and knowledge of instructional strategies and representations. Each component of the rubric is rated using four-point scale from 1 to 4 a possible total of 36. PCK rubric has established acceptable reliability and validity. The reliability of PCK rubric was tested by interrater reliability (r = .659 to 1.000, p<0.01) and internal consistency (Cronbach¡¯s ¥á= .666). The validity of RTOP was established by content validity and construct validity. When scoring was completed, the relationship of PCK and RTOP was analyzed with Pearson correlation using SPSS. Results indicated that PCK score is significantly related to RTOP score in terms of both total score (r = .762) and sub-component scores (ranging from r = .511 to r = .754). This result implies that when a teacher has higher level of PCK, he or she is more likely to implement more reformed science teaching.
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Relationship Between the Inclusion of Nature of Science in Science Instruction and Student Attitudes towards Science
Principle Author: Beth Allyn Parker, Georgia State University, eap1961@comcast.net
Abstract:
Through this study, the researcher plans to gain insight into the views students have regarding the impact science has within in their lives as well as their views on NOS and determine if there is any correlation between the two. If the level of NOS sophistication is correlated to their views on the importance of science, science educators will have significant reasons to include explicit, reflective NOS in their instruction (Bell & Lederman, 2003).

The purpose of this mixed methods study is to determine if there is a correlation between students’ NOS understandings and their attitudes toward science following the inclusion of explicit NOS instruction in their science class. To this end, this study will explore the NOS understandings of students in a sixth grade earth science class taught receiving explicit NOS instruction. The NOS understanding will then be compared for each student with their attitudes about science. Similarly, changes in students’ NOS understandings will also be compared to changes in their attitudes about the science class to uncover any patterns of change.

If the students enrolled in a middle school science class possess naïve NOS understandings, do they have poor attitudes about the importance of science class for their preparation as citizens? Specifically, the questions that will be addressed are: “How do sixth grade science students’ levels of NOS understandings change over the course of a science class in which NOS is taught using explicit instruction?” and “How do sixth grade students’ attitudes about the relevance of science in their lives change during participation in science course that incorporates explicit NOS instruction?”

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Accommodating Forms of Diversity in Practice and Research
Principle Author: Eileen R.C Parsons, University of North Carolina at Chapel Hill, rparsons@email.unc.edu
Abstract:
With the goals of providing quality science for all and improving achievement of all students in science, accommodating forms of diversity is a challenge. This challenge is formidable for practice, research, and policy. Although it is important to make a difference with each individual, it is necessary for the change that is imperative for the 21st century to occur at a much larger scale. The scale of change needed is most plausible through systemic efforts. As preferable as it may be to view and treat each person as an individual, any systemic effort (e.g., healthcare, school curricula) is implemented at the group level. People responsible for site implementation of initiatives are then expected to locally address individual differences. I developed a model that accommodates the acknowledgement of the individual and a group. The model addresses the many calls to develop approaches that are sensitive to diversity.

The model consists of two tiers (Parsons, 2008). The first-tier is applicable to any group or individual; the second is specific to African Americans. In the first tier, I synthesized Michael Cole’s (1996, 1998) cultural historical activity theory (CHAT) and Urie Bronfenbrenner’s (1979) ecological systems theory to produce the CHAT-Ecological Model. The CHAT-Ecological model includes multiple layers of contexts (microsystem, mesosystem, exosystem, macrosystem) that are proximal and distal to individuals of interest. These layers exist within time domains (cultural-historical, ontogeny, microgenesis) that recognize the past, present, and future as isolates as well as the coalescing of the three in one moment. When studying phenomena or implementing practice, the CHAT-Ecological Model also facilitates the simultaneous considerations of individuals as entities separate from and a part of collectives. Often in research, these interconnections among multiple layers of contexts and time are ignored. The CHAT-Ecological Model acknowledges these linkages and accommodates the distinctive of groups.
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Collaborations Between Teachers and Scientists - The Impact of EcoAction
Principle Author: Debby E Peck, Faculty of Education, University of New Brunswick, debby.peck@unb.ca
Co-Authors: Karen S Sullenger, Faculty of Education, University of New Brunswick
Abstract:
As part of their regular preparation of lessons or experiences for their students, science teachers seldom interact with scientists. Few scientists ever connect with teachers to be involved with students being taught science in school (Kahle and Kronenbusch, 2003). An area of increasing interest relates to how teachers see scientists and science and to how scientists see teachers and science teaching. This study involved science teachers collaborating with several different scientists and members of the science community during an after school science program for middle school students. The following research questions served to guide the study:

• Is it possible to shift the way that teachers see science and scientists if they collaborate with scientists in a science-based after school program?

• Will science teachers alter their classroom teaching as a result of such a collaboration with scientists?

• Does altering the model of a teacher-scientist collaboration impact the outcome?

• Do scientists alter their ideas about school science through teacher-scientist collaborations?

Participants/ Data Collection and Analysis

Teachers from three different middle schools volunteered to involve themselves in an after school science club called EcoAction. Each teacher collaborated with scientists and/or members of the local science community to plan and implement field excursions and data collection activities for students who were EcoAction club members. These collaborations followed two different models: Model A - one scientist collaborating with the teachers/students for several club visits that spanned most of a school term.Model B - several scientists collaborating with the teachers/students but each one visited the club only once. Results showed that model A enhanced the teacher-scientist partnership by building of an understanding and trust that was not as strong in model B. In both models, participants confessed a new understanding of the challenges of each other’s work.

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Supporting science reform efforts through professional development
Principle Author: John L Pecore, Wake Forest University, jpecore@gsu.edu
Co-Authors: Laura L Carruth, Georgia State University
Abstract:
Meeting the challenges of science reform depends, to a large degree, on highly qualified teachers. Thus, teacher professional development plays a central role in the success of reform initiatives (Corcoran, 1995; Garet, et al. 2001). In-service professional development workshops are thought to have significant positive effects on teachers’ self-reported increases in content knowledge and improved classroom practice focusing on the following: science content, active learning environments, and consistency of learning activities (Garet, et. al., 2001). While teachers are generally supportive of higher standards of learning, many teachers lack the content knowledge, pedagogy, and confidence to implement teaching strategies based on high standards (Garet, et. al., 2001). Therefore, we designed a professional development workshop at a comfortable informal learning environment, Zoo Atlanta, to assist teachers with overcoming some obstacles to achieving science education reform. The goals of the workshop were to improve teachers’ animal behavior and neuroscience content knowledge, to improve pedagogy by assisting teachers with developing and teaching active learning lessons, and to maintain or improve teachers’ confidence about teaching neuroscience. A preliminary analysis of six years of data and 85 participants shows an increase in content knowledge and positive gains in attitude toward teaching science. Means for pre-test content scores were 10.1 our of a possible 20 or 51% and post-test content scores were 16.4 out of 20 or 82% revealing a 31% increase in content knowledge. Additionally, review of final lesson plans illustrates the use of active learning pedagogy.
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Exploring novice science teachers’ use of a problem-based learning approach to create constructivist learning environments
Principle Author: John L Pecore, Wake Forest University, jpecore@gsu.edu
Co-Authors: Miyoun Lim, Georgia State University; Lisa M Martin-Hansen, Georgia State Unversity
Abstract:
Problem-based learning (PBL) provides an approach for novice science teachers to create and experience a constructivist learning environment during student teaching. The purpose of this study was to investigate novice teachers experience and perceptions of classroom environments during PBL instruction. The research question that guided this study was how do novice teachers’ perception of their learning environment during PBL lessons align with constructivist principles? The values of constructivist learning are promoted by National and State standards. Responsibility for teaching constructivism to future teachers falls upon instructors of teacher education programs. The principle values of constructivist learning include collaboration, personal autonomy, generativity, reflectivity, active engagement, personal relevance, and pluralism (Lebow, 1993). Using this framework, we introduced participants to PBL during their student teaching course. After designing and implementing a PBL mini-unit, the seven participants of this study submitted their lesson plans, participated in interviews, and completed a classroom learning environment questionnaire. Data was collected and aligned with constructivist practices. Results showed that teachers perceived with high intermediate agreement that their classroom environment aligned with constructivist practices in the categories of shared control, scientific uncertainty, personally relevance, and student negotiation. Additionally, teachers perceived with high agreement that their classroom environments aligned with critical voice and positive student attitudes. This study suggests that using PBL during student teaching as an instructional strategy assists pre-service teachers with creating a constructivist-based classroom learning environment. Follow-up studies with participants need to be done to determine the extent to which teachers understand constructivist practices and if teachers continue to use constructivist-based lessons during their teaching career.
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The Value of Non-formal Environmental Education-Based Professional Development in Preservice Science Teacher Preparation
Principle Author: Tamara E Peffer, Lehigh University, tep205@lehigh.edu
Co-Authors: Alec M Bodzin, Lehigh University
Abstract:
In many higher education institutions Environmental Education (EE) is not satisfactorily integrated into the majority of science teacher preparation curricula. Implications of this marginal integration result in low teacher confidence and a reluctance to integrate EE into instruction. Environmental Education (EE) educators that work in non-formal settings provide unique insight and views to alternative education approaches for promoting environmental and scientific literacy. Using a wide assortment of teaching methodologies in varying learning environments, EE practitioners seek to accomplish a primary goal of “producing a citizenry that is knowledgeable concerning the biophysical environment and its associated problems, aware of how to help solve these problems and to work toward their solution” (Stapp, et al., 1969). This philosophy is also reflected in important science education reform documents including Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996) These reform initiatives encourage diverse, real-world exploration of science while emphasizing the need to investigate science through multi- or interdisciplinary approaches to develop essential skills required of literate citizens. Our paper describes and discusses four significant facets that support the integration of non-formal EE methodologies into science education preservice preparation programs. These include: resource and facility diversity, EE teaching and learning methodologies, benefits of collaborative relationships, and solutions to overcome obstacles to integration of EE in preservice teacher education.
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Longitudinal Investigation of Long-Term Scientific Research Experiences for Inservice Teachers
Principle Author: Matthew P Perkins, The University of Tennessee, mperkin2@utk.edu
Abstract:
This qualitative study investigates four cohorts of science teachers participating in authentic scientific research at a national laboratory for three consecutive summers. Through the lens of legitimate peripheral participation, teacher learning is defined as increased control over the interpretation and direction of research. Using surveys, interviews, laboratory journal analysis, and end-of-summer poster projects, this study attempts to understand what learning is taking place in a research experience. The study also examines how the teachers’ understanding of the natures of science develops over time. A third component assesses the longitudinal impact of the research experience on the teachers, comparing the stratified sample over time. The study finds that previous studies that stopped with a post test or first year analysis failed to see how the classroom practices evolve and how teachers are impacted professionally and within their communities.
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Gender Equity: Program Logic, Points of Connection, and Strengths in Collaboration
Principle Author: Karen Peterson, Puget Sound Center for Teaching, Learning and Technology, kpeterson@psctlt.org
Co-Authors: Brenda Britsch, Puget Sound Center for Teaching, Learning and Technology
Abstract:
Diversifying the workforce in science, technology, engineering, and mathematics (STEM) fields requires that we step up efforts to make the sciences more inviting and supportive for women and particularly for women of color. The National Science Foundation’s Gender Research in Science and Engineering Program supports research, diffusion, and extension service projects that address equity, science teaching and learning, and career trajectories in STEM fields and STEM education. In this session, three papers will be presented and ample time for an interactive panel discussion with the audience will be used to share the results and insights from exploratory research and extension service projects.

The National Girls Collaborative Project (NGCP) develops regional collaboratives across the country to maximize access to shared resources, strengthen capacity of exisitng and evolving projects and use the leverage of a network to advance the agenda of gender equity in STEM. This paper will focus on how NGCP builds the capacity of girl-serving organizations and K-12 educators by facilitating collaboration, making research accessible, and providing minigrants to fund collaborative projects.

In this equity paper session, projects that work directly with intermediary organizations are invited to make up a panel to the discussion of: the roles and development of collaboration; strengths and resources for establishing equitable STEM practices; and inclusive instructional approaches. The presentation will engage session participants in collaborative activities and planning to impact their own programs and become part of larger equity resource networks. Finally, the value added by after school programs that provide unique opportunities to expand students’ interests in STEM into new topics and emerging science fields will be discussed.

Extensive audience participation and discussion is expected in this session. The presentations will be brief and engaging. An interactive panel is planned for half of the session to facilitate dialogue between the presenters and participants.

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Using a Combined Lecture and Workshop Model to Improve Student Agency as Learners of Organic Chemistry
Principle Author: Karen E Phillips, Hunter College of CUNY, kphil@hunter.cuny.edu
Abstract:
This study focuses on a combined Lecture/Workshop model for Organic Chemistry instruction. The Workshop, which consists of both small group and whole class discussion components, is viewed as a site of cultural production and reproduction in which Organic Chemistry is the currency of capital exchange. Concepts introduced in lectures are discussed within small interactive sub-groups, with novel, often ambiguous and challenging problems providing the impetus for deep discussion. Students who have already completed the course provide “gentle” guidance during this discussion phase. Self-appointed representatives of each group then explain their solutions to the class, whose members are free to agree or disagree with the explanations given. All students are encouraged to voice their opinions, propose alternatives, and collectively apply their conceptual understanding toward determining whether the proposed solution is accurate and acceptable. All this is done while continually using the language and syntax specific to the subject, but analogies also become common resources for describing complex phenomena within this setting. Data gathered from videotape of Workshop activities, student interviews and course evaluations suggest that both components of the Workshops bolster critical thinking skills among students and, together, set the stage for an iterative cycle of increased engagement and self-confidence in Organic Chemistry. Certain students emerge as secondary authorities but the model seems to enable most students to think more independently and rely less on the instructor as the sole arbiter of discussions about the subject. Attention to certain elements of interactions such as prosody, emotional energy and mutual focus suggest that specific structures within the Workshop diminish the typical hierarchy associated with science classrooms while increasing students’ agency. This ultimately gives the students greater control over and ownership of their own learning.
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Who Makes the Better Tutor? Using Tutors’ Own Language To Monitor And Assess High School Chemistry Tutoring.
Principle Author: Karen E Phillips, Hunter College of CUNY, kphil@hunter.cuny.edu
Abstract:
This study examines the written and spoken narrative of high school chemistry tutors for evidence of their metacognitive thinking and affective response to the students they worked with. Two tutors, each with very different levels of demonstrated achievement and confidence in the subject, were observed throughout an intensive summer chemistry program in order to identify their perceptions about the issues they had to face in their quest to be effective tutors. We demonstrate, through the language used during interviews and in daily journals, that the act of tutoring forces tutors to put learning into a metacognitive frame by encouraging them to become aware of their own thinking and evaluate their own ideas in the process of helping others. Analysis of their written and spoken narrative also reveal considerable differences between the two tutors in terms of their affective responses to their students. We illustrate how their own prior history of achievement relates to the direction of their metacognitive thoughts and perceptions about learning, as well as their ability to tutor their students in a manner that is sensitive to their past failing experience.
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Gaining Insight Into Students’ Ethnic Identities and Cultural Connections to Science
Principle Author: Karen E Phillips, Hunter College of CUNY, kphil@hunter.cuny.edu
Abstract:
This study was conducted in two parts, the first of which asked students to self-identify their own ethnicity. The nuances of ethnic identity that emerged are seen as one possible criterion for observing such things as seating arrangements within the classroom and social interactions within and between groups. Students identified with pride with such groups as Dominican, Puerto Rican, Ecuadorian, or some combination of these and other Spanish speaking nationalities. The second phase of this research collected students’ reports on their experience of science in their home worlds, again after the researcher has described her own experience of using the leaves of three green bushes to treat wasp stings as a quasi-scientific practice within her Jamaican culture. The results after this “Green Bush” initiation is a set of rich descriptions based on students’ own experiences and a growing awareness of what can be considered science in the world around them. This was used to set up a cycle in which teachers then used what students expressed in terms of their awareness of science to inform teaching practice in both the classroom and laboratory components of the summer program. It was hoped that this would then feed into and encourages students’ increased awareness of scientific practices in their outside worlds. The intent, from the standpoint of pedagogy, is to further motivate students to learn by demonstrating the cultural relevance of what they are learning. Students’ own experiences become structures within the prevailing culture associated with science learning and provide opportunities for examining the significance of their interactions – those that are conscious well as those of which they may be unaware.
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Transition: From Science Teacher to Scientist
Principle Author: Kelly Pirog, University of Massachusetts Amherst, kmpirog@hotmail.com
Co-Authors: Allan Feldman, University of Massachusetts Amherst
Abstract:
This study is an investigation of how elementary teachers learn to do science by participating in a scientific research group. The context of the study is on of the NSF’s Academies for Young Scientists (AYS). In this AYS groups of 4-6 teachers become part of a practicing scientist’s research group. They engage with the scientist for an extended time period (6 months or more) and are legitimate peripheral participants in the research group. The 8-12 students in each after school club, through the mediation of the teachers, become members of the scientist’s research group.

We found that teachers added an identity as a scientist to their science teacher identity. This transition was facilitated by three factors: support, involvement, and time. The support was primarily from the scientist, who engaged the teachers in his research agenda, communicated with them on a regular basis, and made available his graduate research assistants and laboratory. The teachers also supported one another, providing the type of peer mentoring that occurs in apprenticeship situations.

The teachers were personally and professional involved in the project. They volunteered to participate in order to improve their knowledge of science and to improve their teaching. Their committed involvement led them to put in many hours of work to understand the science and to prepare learning materials for the students in the clubs. Because the teachers spent more than six months working with the scientists, they had the opportunity to engage in legitimate scientific activities. As a result, they developed a better understanding of what authentic science is, and they gained the knowledge and skills needed for them to engage their students in authentic science.

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Using Cogenerative Dialogue as Inquiry into Practice to Improve Teacher and Student Outcomes
Principle Author: Wesley B Pitts, Lehman College, CUNY, wesley.pitts@lehman.cuny.edu
Co-Authors: Annabel DSouza, Lehman College, CUNY
Abstract:
The purpose of this study is to analyze the effect of the use of cogenerative dialogue in the urban science classroom to improve the classroom management skills of the teacher and help teachers, specifically a first year alternate route certified teacher, experience more positive occurrences in the teaching and learning of chemistry.Cogenerative dialogues are a form of structured dialogue in which students and teachers engage in a collaborative effort to help identify and implement positive changes in classroom teaching and learning practices. The use of cogenerative dialogues will be used as a theoretical framework to analyze the socio-cultural capital of a science teacher in the urban school. This study also explores how new in-service science teachers can use cogenerative dialogue and Process Oriented Guided Inquiry Lessons (POGIL) to establish solidarity in a 10th grade chemistry classroom in an urban school and afford successful teaching and learning of chemistry. Findings show that new teachers often do not access the body of educational literature because they may feel that the language is alienating and not written in a manner that reflects everyday classroom reality or practice. However, in doing so they are depriving themselves of a vast sea of knowledge that can help their classroom practices. New teachers can improve their inquiry into their teaching practice by encouraging teachers to engage in cogenerative dialogues with each other, as well as with us, and their students. As such, teachers are about to make more effective connections between theory and practice. In doing so new teachers benefit from this model of learning to teach by having increased opportunities to engage interaction with classroom participants and to better reflect and connect teaching practices and theory with the intention to develop professionally.
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Enhancing Preservice Elementary Teachers’ Field Placements in Math and Science through Videoconferencing
Principle Author: Irene Plonczak, Hofstra University, catizp@hofstra.edu
Abstract:
The need to renovate and re-invent the teacher education program at a northeastern university led a group of professors from the department of Curriculum and Teaching to initiate a videoconferencing pilot and exploratory study with preservice elementary teachers in mathematics and science methods courses. The purpose was to examine the benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences.

The study was undertaken in the context of a mathematics and science methods courses for elementary preservice teachers teaching mathematics and science lessons via video conferencing with one 5th grade class. Data were collected in the form of individual and focused group interviews, group discussion and reflection of teaching episodes, observations, individual written reflections, group discussion on blackboard, informal interviews, recording of videoconference sessions, and lesson plans.

The results of the study reveal that the preservice teachers realized that in the videoconferencing setting they had to be better prepared in terms of their knowledge of the subject content matter. Our analysis of the data suggests that because the preservice students didn’t know the subject matter well enough, they didn’t know what questions to ask. They felt frustrated that they could not rely on personal relationships with the learners, and that the teaching and learning situation was based almost exclusively on questions and answers, therefore raising the intellectual challenge of teaching.

This study shows that videoconferencing highlights the importance of having solid subject matter knowledge and a repertoire of questioning skills that will allow preservice elementary teachers to engage in an inquiry-based approach necessary to enhance the teaching and learning process in mathematics and science classes.
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Research Experiences for Teachers: Motivation, expectations and changes to teaching practices due to a professional development program involvement
Principle Author: Margareta M Pop, North Carolina State University, mp04g@fsu.edu
Co-Authors: Patricia J Dixon, Florida State University
Abstract:
The present study investigated teachers’ motivation, expectations and changes to teaching practices due to a six weeks summer professional development program involvement. Participants (n=67) attended the Research Experience for Teachers (RET) program within a major university in the southeast.

Surveys and interviews were used to collect data. Survey results indicated significant differences between Elementary Education (EE) teachers and Middle & Secondary Education (MSE) teachers with respect to their expectations and changes to teaching practices due to their RET program involvement. Interviews results provided more depth to understanding participants views of their RET experiences, as well as differences between the two sub-samples. Implications for professional development and science teacher education are discussed in relationship with the current study findings.

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Teachers’ emotions as related to motivation for engaging in a Research Experience for Teachers’ program, and changes to teaching practices

Principle Author: Margareta M Pop, North Carolina State University, mp04g@fsu.edu
Co-Authors: Jeannine E Turner, Florida State University; Patricia J Dixon, Florida State University
Abstract:
The present study investigated aspects of teachers’ emotions, motivation, and changes to teaching practices due to a professional development program involvement. Participants (n=67) attended the Research Experience for Teachers (RET) program within a major university in the southeast. Surveys and interviews were used to collect data.

Positive correlations were found among teachers’ emotions about their RET attendance, motivation and changes to teaching practices. Additionally, significant differences were found between Elementary Education (EE) and Middle & Secondary Education (MSE) teachers with respect to emotions and changes to teaching practices. Interviews results provided more depth to understanding participants’ views of their RET experiences, as well as differences between the two sub-samples. Implications for professional development and teacher education are discussed in relationship with the current study findings.

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Six Years of No Child Left Behind: Impacts on Science Curriculum and Instruction
Principle Author: Debbie A Powell, University of North Carolina Wilmington, powelld@uncw.edu
Co-Authors: Roberta J Aram, Missouri State University; Heidi Higgins, University of North Carolina Wilmington; Andrea Freed, University of Maine Farmington
Abstract:
Elementary science, particularly in Title I schools, is increasingly a lower priority as the pressure to meet Adequate Yearly Progress (AYP,) a key requirement of the No Child Left Behind (NCLB) law, increases each year. In a mixed method study, Maine teachers were interviewed and Missouri principals were surveyed to learn how NCLB is affecting their science curriculum and instructional decisions.

While only a few schools made a conscious decision to eliminate science entirely, K-3 science was reduced about 10 minutes/week and 4th-6th grade science was reduced 20 minutes/week. Reading and mathematics instruction, on the other hand, increased up to10 minutes/day. Nineteen percent of principals indicated that “science instruction isnotcritical in the primary grades (K-3)” while 6% of principals reported that “science instruction isnotcritical in grades 4-6. Teachers perceived the curriculum as narrowing and shifting toward scripted “drill and skill” methods that leave little room for creativity, inquiry and differentiated instruction. “Benchmarking,” requiring all students to be at a certain place in the curriculum at a certain time was reported by 49% of principals as a result of NCLB. Teachers reported that, “Students are being tested to death but learning less.” Sixty-five of professional development is devoted to improving reading while only 9-15% addressed science. For 52% of principals the #1 short term goal influencing their decisions is raising children’s test scores and meeting AYP. Children’s development as effective citizens was not identified as a #1 short or long term goal.

Implications of testing science but not including it in the AYP calculations will be discussed. Preservice and inservice science methods instructors should demonstrate how to make integral connections with science inquiry and effective literacy, mathematics and 21st Century skills.
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Correlating Teachers’ Beliefs about Reformed Teaching to Actual Reformed Teaching Practice using BARSTL and RTOP
Principle Author: Paul J Preczewski, Syracuse University, pjprecze@syr.edu
Co-Authors: Monica J Young, Syracuse University; John W Tillotson, Syracuse University
Abstract:
One aspect of the National-Science-Foundation-funded Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) Project is to study relationships between teacher beliefs and teacher practices. In order to quantify pre- and in-service teachers’ beliefs about teaching methods and practices, we rely on the newly developed Beliefs about Reformed Science Teaching and Learning (BARSTL) Questionnaire. In addition, we apply the Reformed Teaching Observation Protocol (RTOP) to the same participant teachers’ lesson sets in order to quantify the use of reformed teaching methods in the classroom. Accordingly, we statistically compare the assessment of pre-service and in-service teachers’ beliefs about reformed teaching to standardized observation of actual teaching practices of pre- and in-service teachers in this preliminary analysis of a component of our 5-year study. In this analysis, we find a significant negative relationship between beliefs and practice as assessed by these two quantitative measures, and we report on this potentially discrepant finding as well as the preliminary implications for teacher preparation programs.
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Investigating the Influence of an Authentic Science Experience on Minority Student Interest in Science
Principle Author: Stephanie D Preston, The Pennsylvania State University, sdp163@psu.edu
Abstract:
The purpose of this study is to investigate the impact of a science research experience on marginalized student participants’ identity as science learners, participation in the scientific community, and their understandings of the nature of scientific practices within the context of their research experience. This study uses the Upward Bound Math and Science (UBMS) Summer Experience in Earth and Mineral Science (SEEMS) program as the medium to examine the nature of the research experience, the nature of students engagement in the research project and how students underrepresented in science view themselves as learners and participants in the science community.
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Impact of Adult Stakeholders on the Positionalities of African American Girls’ as Science and Mathematics Learners
Principle Author: Rose M Pringle, University of Florida, rpringle@coe.ufl.edu
Co-Authors: Katie L Milton, University of Florida; Cirecie West-Olatunji, University of Florida; Thomasenia L Adams, University of Florida
Abstract:
Despite recent progress in mathematics and science education, the underachievement among low-income African American girls remains a challenge when compared to their white counterparts. While progress has been made toward gender equity in science and mathematics, this persistent underachievement has not been thoroughly explored. We explored how African American girls within impoverished communities position themselves in relation to mathematics and science learning and the impact of teachers, counselors and parents’ positionality if any, on the girls’ science and mathematics learning. Specifically, this study addressed how African-American school girls position themselves as mathematics and science learners and how parents, teachers, and counselors affect the African American girls’ positioning in relation to their interest and achievement in mathematics and science. In this presentation we will share findings from the first year of a longitudinal study examining how low-income African American girls in the transition from elementary to middle schools are positioned as mathematics and science learners. Findings revealed that school-wide policies and teachers’ autonomous decisions impact the regularity of delivery of mathematics and science instructions for these participants, and that counselors do not always conceptualize the girls as mathematics and science achievers.
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Alternative Clinical Experiences in Science (ACES)
Principle Author: Sarah J Ramsey, The University of North Carolina at Charlotte, sramsey3@uncc.edu
Co-Authors: Stephanie Steckler, Discovery Place
Abstract:
Elementary preservice teachers (EPTs) at The University of North Carolina at Charlotte (UNCC), as well as other institutions, are required to take a Science Methods course. These courses often include clinical field experience placing EPTs in elementary schools. The National Science Education Standards, states that EPT should practice inquiry teaching strategies that allow elementary students to develop conceptual understanding of science concepts. However, past experience shows that EPTs are often not placed in environments that support and model inquiry science. In contrast, Alternative Clinical Experiences in Science (ACES) provided a non-traditional field experience at Discovery Place (DP), the local science museum, ensuring consistent experiences in an environment that supports and encourages the use of inquiry. The goal of the project was understand EPTs’ experiences in an alternative field experience. Students’ and informal educators’ experiences in the program will be discussed.
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A learning community of teachers (ALCOT): Design of an online collaboration tool for science teachers.
Principle Author: Schneider Rebecca, University of Toledo, Rebecca.Schneider@utoledo.edu
Abstract:
To truly affect excellence in science education, it is essential to support science teachers in their classrooms and to include teachers and schools as partners in science teacher education. New web-based communication tools such as real-time video conferencing and blogs have the potential to improve the connection between universities and classrooms in ways not possible previously. Because they are situated in schools that may be at some distance from a university and their schedules often do not align with university course schedules, online formats may be particularly attractive for future and current science teachers. To be effective, however, online environments need to engage teachers as professionals. This means using web-based tools to encourage thoughtful collaborations around real issues in science teaching and learning. Moreover, it is essential that future and practicing teachers develop identity as professional members of the science education community. Few tools have been explicitly designed to enable the communication necessary to provide teachers guidance, support their collaboration, and facilitate partnerships in teacher education. In this paper, I propose and describe a theory-based design heuristic to guide developers in creating online environments that explicitly support productive and professional collaborations for science teachers. A Learning Community of Teachers (ALCOT) is an online environment designed to support teacher learning and community at each phase of the professional continuum. I explore the role of specific tools – such as video conferencing, video capture and editing, electronic journals, and public dialogue – and of instructional guidance in supporting teachers as they learn to use web-based communication to learn and participate in a professional community.
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Literacy Tools influence on middle school students’ understanding of Global Awareness
Principle Author: Angelia Reid-Griffin, UNC Wilmington, griffina@uncw.edu
Co-Authors: Jacqi B Henry, New Hanover County Schools; Kelli Slaten, UNC Wilmington; Donyell Roseboro, UNC Wilmington; MIchelle Parker, UNC Wilmington; Luis Cruz, New Hanover County Schools; Shannon Gunter, New Hanover County Schools
Abstract:
This study aims to examine the impact of literacy tools for inquiry learning in a week long summer day academy for middle school students. The study describes the development of curriculum that helps middle school aged students understand global awareness. The curriculum focused on mathematics, science, technology and literary skills and developed for 6th, 7th and 8th grade learners. Presentation of learning practices of participants during the week long summer academy will be shared with audience. Analysis of student and teacher surveys and artifacts will hopefully reveal the connectivity of this Global Awareness curriculum with the real-life experiences of our participants. Some middle level learners are turned off from school subjects such as science, math and reading at an early age. They often have a bad experience or view it as boring and frustrating. The development of this curriculum during the summer academy will offer an example of how instructional activities can help students develop an interest in learning. This presentation will spark a conversation among educators who are trying to re-build a decreasing population of learners who are not selecting courses or careers in science, math, and education at our high schools and colleges.
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Resource Sustainability: Educating the Wider Community
Principle Author: Ann L. Rethlefsen, Winona State University, arethlefsen@winona.edu
Co-Authors: Jeanne Franz, Winona State University
Abstract:
The purpose of this collaborative project was to educate tri-state area teachers, preservice teachers, and area K-12 students about sustainability in at least two specific ways. This project used the university’s boat, River Explorer, as a floating classroom for tri-state area K-12 inservice and preservice teacher education workshops. These workshops were conducted as a shared effort between faculty from Winona State University and personnel from the Minnesota Department of Natural Resources and the United States Fish and Wildlife Service. Area teachers have a rich resource in the Upper Mississippi Wildlife and Fish Refuge that is underutilized and unappreciated, largely because it is not understood as a teaching resource. Sustainability, the impact of human activity, and an appreciation for the natural environment were just the beginning of the issues teachers learned about as they floated through the refuge and participated in a variety of activities, including the Project WET curriculum, and other experiences such as canoeing on the Refuge. Teachers took this knowledge and enthusiasm back to their classrooms and had the opportunity to bring their classes onto the floating classroom as well. Teachers also involved their students in a community sustainability project. Three years of data from this effort have been gathered to assess the effectiveness of this program as well as examining unintended consequences. Results from teachers, preservice teachers, and students indicate a positive change in attitudes and knowledge about the Wildlife Refuge, water, and sustainability.
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Developing New Ways of Thinking: Preservice Teachers’ Misconceptions About the Utility of Content Area Literacy in the Secondary School Classroom
Principle Author: Jessica F. Riccio, EdD, Teachers College Columbia University, riccio@tc.edu
Abstract:
Literacy in service of science learning is an approach that works to highlight the reciprocal skills and standards in literacy and science with an emphasis on explicit attention to how the research-based literacy strategies can inform and improve science teaching and learning. Specifically, this work aims to find the interconnections between content and literacy so that new teachers can work toward shared goals in their own students’ success. This paper will highlight how programs in science education can prepare preservice teachers to meet his need.

Upon analysis of the findings, preservice teacher misconceptions about the students’ ability levels in these unique settings were identified. Particularly, in the science classroom, many activities in the middle and high school required reading and writing. These preservice teachers showed how not only high-need students need literacy instruction, but how the advanced groups in schools can also benefit. Even high-performing students encountered challenging texts, scientific journals, and college level resources that left them wondering how to make sense of the information being presented to them. Literacy strategies were relevant when the tasks designed in the high-performing classroom presented new challenges in the level of work that students had to complete. These findings suggested that to effectively implement literacy strategies in the classroom, the teacher should remove the stereotypes he/she holds about which kinds of students may benefit the most from literacy instruction in the science class.

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Perennial Issues in Science Teacher Preparation: Challenges that Student Teachers Face during the Student Teaching Field Experience
Principle Author: Jessica F. Riccio, EdD, Teachers College Columbia University, riccio@tc.edu
Abstract:
Seeking engagement. Discussing our roles as science teacher educators to overcome the trials of student teaching while encouraging affirmative and worthwhile student teaching experiences.

Many student teachers are faced with issues from the moment student teaching begins. Classroom management, student motivation and cooperating teacher relations are several, to name a few. Though the research does address these issues, let’s engage in a discussion amongst peers to share best practices, investigate alternative solutions and evaluate how we can engage our student teachers to view the field experience as integral and meaningful steps in the path to their chosen vocation as a science teacher.
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Components and Impact of a Science-Specific Introduction to Educational Technology Course
Principle Author: Hilary Ritt, University of Virginia, hilaryritt@hotmail.com
Co-Authors: Randy L. Bell, University of Virginia
Abstract:
Technology is recommended as a science education topic, both as a tool for learning science content and as a topic of instruction in itself (AAAS, 1993; NRC, 1996). Many challenges have been observed in meeting goals for technology integration, leading some to conclude that technology is not having the desired effect. In an effort to mitigate these challenges, The University of Virginia offers a science-specific course in technology integration.

In accordance with science teacher preparation guidelines (Flick & Bell, 2000), this course is designed to provide an orientation to educational technologies in which science content is taught along with use of technology tools. This paper describes key features of the course, as well as the results of an investigation designed to assess the degree to which the course influences the intentions and practices of preservice teachers.

Participants included 12 science preservice teachers enrolled in a Masters of Teaching program. The preservice teachers completed pre- and post-course questionnaires on their confidence and intentions related to technology integration. In addition, the researchers collected the participants’ assignments and journal entries throughout the entire course. Finally, the researchers conducted observations of the participants’ instruction to determine whether they incorporated any of the methods or activities they had experienced in the technology integration course.

Quantitative and qualitative data analyses revealed that participants’ perceived confidence in using a variety of technology tools increased throughout the course. Furthermore, the participants’ understanding of effective technology integration was reflected in their assignments and journal entries. Field-placement observations revealed that the participants integrated technology in ways consistent with those in which they were taught in the technology integration course. However, the degree to which they incorporated educational technology into their lessons was heavily influenced by their mentor teachers.

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Engaging Science Teacher Candidates in Formative Assessment
Principle Author: Scott D. Robinson, UH Manoa, scottrdr@hawaii.edu
Abstract:
This poster session presents an on-going study of formative assessments by science teacher candidates (STC) seeking initial teaching licensure. The study seeks an understanding of how to maximize STC effectiveness in applying formative assessments in their teaching. The following questions guide this inquiry: a) To what degree do teacher education instructional strategies promote STC learning of formative assessments? b) How successful are STC in applying formative assessments in their own grade 7-12 science classrooms during their field experiences? And c) How do STC link formative and summative assessments in their planning and instruction? The study utilizes a qualitative approach based on the nature of the questions under investigation. The first research question addressing STC acquisition of formative assessment will be addressed through a questionnaire designed to elicit STC prior knowledge of formative assessments. Next, formative assessment strategies will be modeled in the science methods course to expose STC to the strategies as well as serve as points of reflection to generate discussion on implementation in the science classroom. The second and third research questions will be addressed through grounded theory methodology (Strauss & Corbin, 1998) as I serve as the teacher educator and researcher. My role will be to observe STC applying formative assessments in grade 7-12 science classrooms, leading field experience seminars, and teaching methods courses. Additional data sources will consist of reflective writing documents generated by the STC near the conclusion of their practicum experiences. These documents will present the link between formative and summative assessments in the practicum setting from the perspectives of STC. Open and axial coding of the research text will identify essential elements of formative assessments to construct theory pertaining to the relationship between STC methods coursework and school-based practicum. Three to five STC will take part in the study.
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Promoting Inquiry-based Classroom Practices: Targeted Professional Development for Beginning Secondary Science Teachers
Principle Author: Gillian H Roehrig, University of Minnesota, roehr013@umn.edu
Co-Authors: Rebecca A Stang, University of Minnesota; Allison Kirchhoff, University of Minnesota; Julie A Luft, Arizona State University
Abstract:
While acknowledging that “science teaching is a complex activity” current national reform documents call for teachers to create learning environments in which learners can engage in scientific inquiry. Promotion of inquiry-based instruction in K-12 classrooms is grounded in notions of how people learn, yet, contradictory to the tenets of constructivist learning theories is the historical preponderance of traditional teaching in U.S. classrooms (Weiss et al, 2003). In this paper we report on the classroom practices of the first-year secondary science teachers in an effort to inform the community about what is happening in new teachers’ classrooms and how professional development through formal induction programs influences these first year teachers practice decisions. This study utilized a mixed-methods approach (Tashakkori & Teddlie, 1998). Demographic information was collected on all teachers at the beginning of the study, including teacher’s background and preparation, and school information. Classroom practice data was collected in two ways: weekly update interviews used to collect self-report data on teachers’ lessons and observations used to obtain an in-depth and independent view of the teachers’ practices. While previous research has indicated a paucity of reform-based practices in the classrooms of science educators our findings suggest that inquiry-based practices are becoming more common in our beginning teacher pool. Our results also indicate that the teachers in our study utilized lecture less frequently that previous findings. These changes in inquiry-based practices were associated with strong teacher preparation programs followed by science-focused induction and professional development programs.
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Reach for the Sky
Principle Author: Gillian H Roehrig, University of Minnesota, roehr013@umn.edu
Co-Authors: Tamara Moore, University of Minnesota; Stephan Carlson, University of Minnesota; Selcen Guzey, University of Minnesota; Brant Miller, University of Minnesota; Joel Donna, University of Minnesota
Abstract:
This session presents “Reach for the Sky” Science, Technology, Engineering, and Mathematics (STEM) program designed to bring culturally relevant STEM content to Anishinabe youth. In this presentation we will share strategies for working with American Indian communities and developing culturally responsive STEM programs. We will share activities and research data from the first summer RFTS program to illustrate the use of STEM integration, cultural relevance, and engineering design in working with American Indian students.

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Inquiry Science in the Elementary Classroom: What Do Teachers Teach and What Do Students Learn?
Principle Author: Jeffrey D Sack, Valley Regional High School, jsack@vrhs.com
Abstract:
This study investigated the relationships among scientific inquiry (as exemplified by the embedded task instituted by the state of Connecticut); teacher beliefs, preparation, and pedagogy related to scientific inquiry; and the skills and procedures students use to perform inquiry tasks. The over-arching research question was: How are the embedded tasks being implemented in 4th grade science classrooms? Through a series of surveys, interviews, and classroom observations, data were collected to provide evidence related to the claim that additional science content professional development is needed for teachers and that the embedded tasks may not be designed at a level that is coordinated with a student’s cognitive development. Preliminary results from surveys, teacher interviews, and classroom observations suggest that many of Connecticut’s fourth grade teachers like teaching science, actively pursue ways of improving their science teaching skills, but do feel as if science is an area of deficiency for them. Many teachers have participated in different kinds of district and state level workshops to help them enhance their pedagogical content knowledge of the state standards. Case study teachers support this claim as well. There is, however, little evidence that any of the professional development was geared towards increasing overall teacher content knowledge. Student results suggest that scaffolding and repetition are imperative to student learning and their development of scientific thinking skills. Additionally, the embedded task required by the State of Connecticut is appropriately geared towards the abilities and level of cognitive development of typical fourth grade students.
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Intentional Conceptual Change: The Role of Cognitive, Metacognitive, and Motivational Variables in Conceptual Change
Principle Author: Mesut Sackes, The Ohio State University, sackes.1@osu.edu
Co-Authors: Kathy Cabe Trundle, The Ohio State University
Abstract:
This study investigated the role of metacognitive and cognitive strategy use (rehearsal, elaboration, and organization), and motivational beliefs (self-efficacy, goal-orientation, and task-value) in preservice teachers’ understanding of lunar phases. Fifty-two preservice teachers who were enrolled in an early childhood science method course where they were received instruction on lunar concepts participated in the study. Two data gathering techniques were used in this study. To reveal the participants’ conceptual understanding of lunar phases, semi-structured interviews were conducted. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess the participants’ level of motivation and use of cognitive and metacognitive strategies. The framework of codes developed in previous lunar concepts studies and constant comparative analysis were used to determine the participants’ conceptual understandings. Participants’ conceptual understandings were then scored with a scoring rubric, which was designed for this study. Hierarchical multiple regression analysis was used to investigate whether cognitive, metacognitive, and motivational variables have explanatory power for participants’ conceptual understanding scores. Results showed that while the metacognitive strategy variable alone accounted for a significant portion of the variance in conceptual understanding in the first step, its significance diminished after entering cognitive strategies and motivational beliefs variables in the second and third steps respectively. The overall significance test, which assessed whether the full model that included metacognitive, cognitive, and motivational variables significantly explained the conceptual understanding, showed that these independent variables together significantly explained almost 29% of the variance in conceptual understanding. However, metacognition, cognitive strategies, and motivational beliefs were correlated with each other to such an extent that none of them made a unique contribution to conceptual understanding in the final model. Results indicated that metacognitive strategy use, which alone explained almost 21% of the variance, was the best predictor of conceptual change.
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New Teacher’s Perceptions of School Culture and Its Influence on Their Beliefs and Actions: A Case Study from the NSF-funded IMPPACT Project at Syracuse University, The University of Iowa, and North Carolina State University
Principle Author: Dr. Margaret Sadeghpour-Kramer, The University of Iowa, mskandmk@netins.net
Co-Authors: Dr. John A. Dunkhase, The University of Iowa; Dr. Robert E. Yager, The University of Iowa; Dr. John W. Tillotson, Syracuse University; Monica J. Young, Syracuse University
Abstract:
This case study within the IMPPACT Project analyzes school culture as it impacts new teachers. Two new teachers of similar background, belief in inquiry science, and confidence level were chosen for the case studies. Each was hired at a school where mentors were graduates of the same preparation program, and where administrators indicated in hiring interviews that they would be allowed to teach as they think best. Questions include: perceptions on openness of schools to inquiry science, its definition, control of curriculum, teaching strategies and assessment, levels and kinds of support for new teachers, and relationships between teachers, administration, parents, and the community, from perspectives of each player. Themes will be compared with IMPPACT interview data from all other new teachers in the larger project.

It is increasingly apparent that the environment in which the first years of teaching take place significantly influences teacher beliefs and actions, and their future as science teachers. While preparation institutions cannot control these factors, new teachers should be better prepared for the range of expectations they may encounter in their first jobs. School personnel need to understand the significance of their interactions with new teachers during the induction years.
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Authentic Science Research Experiences for Teachers and Students: A Review of Empirical Literature
Principle Author: Troy D Sadler, University of Florida, tsadler@ufl.edu
Co-Authors: Stephen Burgin, University of Florida
Abstract:
Authentic science research experiences, wherein learners work with practicing scientists on authentic scientific research, are the dominant model for graduate student education. Similar opportunities for other learners of science, including secondary and college students as well as K-12 teachers, have become increasingly more popular. This model for science education represents a significant departure from more standard, classroom-based approaches. The purpose of this paper is to review and synthesize empirical studies that have explored learning outcomes associated with authentic research experiences for science learners. We review 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates, and teachers, both preservice and inservice. The review explores various learning outcomes associated with participation in research apprenticeships. We categorize the findings from within these audience groupings (secondary, undergraduate, and teachers) based on the learning outcomes explored in the original research literature. Some of the most common themes (i.e., themes addressed by numerous studies across the audience groupings) include effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence, and self efficacy. The extant literature supports many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) support conflicting conclusions. We discuss the implications of these results as well as ways in which the research base could be strengthened.
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Responding to the Storm: Professional Development Programs focused on Improving Teachers’ Content Knowledge and Inquiry Practices.
Principle Author: Kathryn C Scantlebury, University of Delaware, kscantle@udel.edu
Co-Authors: Jane Butler Kahle, Miami University; Constance K Blasie, University of Pennsylvanis; Wesley Pitts, Lehmann College; Cristobal Carumbo, University of Pennsylvannia; Christina Siry, The Graduate Center, CUNY; Yue Li, Miami University
Abstract:
Recent policy documents focused on science and mathematics education reform have proposed that content-based professional development for teachers improves student achievement. This interactive paper session reports on the teacher and student outcomes from a masters program that focused on providing inquiry-based, content-focused extended professional development to middle and high school science teachers. The first interactive paper will focus on a follow-up study of the first five teacher cohorts who graduated with a masters of chemistry education. A critical aspect of the program is engaging teachers in research on their practice, the second paper foregrounds the role of reflection and reflexivity in the research process and outcomes as classroom teachers assume roles of teachers as researchers to reflect on their practice. The rhetoric within science teacher education is that “teachers teach as they were taught”, program directors and faculty introduced coteaching into this masters program, as a strategy to examine the teaching structures and practices in content courses. The third and fourth papers examine how coteaching provided structure for faculty, instructors and teachers to examine classroom practices that supported inquiry and alternative assessment practices. The third paper focuses on coteaching between content faculty and high school teachers, while the fourth paper’s coteachers are science education faculty and middle school science teachers. The fifth paper focuses on the pre/post program quantitative results from teacher and student questionnaires that focused on middle school science and high school chemistry teachers’ classroom practices and science attitudes, as well as teacher and student science achievement.

This interactive paper session would interest ASTE members involved with professional development programs, especially those with a focus on improving teachers’ content knowledge and use of inquiry practices through teachers’ research, coteaching and an examination of socio-cultural contexts.

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Mentoring new mentors: Classroom based learning experiences for science teachers
Principle Author: Rebecca M Schneider, University of Toledo, Rebecca.Schneider@utoledo.edu
Abstract:
To be effective, teacher education programs need to engage teachers in learning as professionals. This includes experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. Based on ideas about how teacher learn, an innovative set of graduate level courses for teachers hosting a preservice candidate was designed to support teachers in learning about reform-based practices and how to provide educational experiences for candidates. Web-based communication tools were used to encourage collaboration and enhance the learning environment for teachers. A total of 26 teachers participated in the first course and 9 teachers continued in course two. Data were examined for evidence of teachers’ thinking about science teaching and mentoring novices, using aspects of pedagogical content knowledge (PCK) and teacher educator’s PCK as a framework to guide analysis. Findings indicate that when teachers focused on what candidates are expected to learn and how to support their efforts, they reconsidered their own teaching and became thoughtful about mentoring. Findings also indicate that learning to mentor well is challenging; teachers need time and continued support as they develop as mentors and partners in teacher education.
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Science Majors Teaching Science in Elementary School: Understanding College Science Students’ Learning Outcomes of a K-12, Classroom-Based Service-Learning Experience
Principle Author: Anna K Scott, University of Georgia and Athens Academy, akscott@uga.edu
Co-Authors: Steve Oliver, University of Georgia; David Knauft, University of Georgia
Abstract:
Service-learning has garnered a great deal of attention as a teaching methodology with the potential to influence students’ development as citizens while providing them rich contexts in which to learn academic material. Here we report on a qualitative study of college science students enrolled in a service-learning course. The purpose of our study was to understand the learning outcomes associated with participation in the program. We found that students reported increased and improved content knowledge of science and growth in metacognitive awareness. Implications for service-learning practice are discussed.
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Coming through Customs: One Ph.D with two jobs shares her experiences at the crossroads between the science classroom and academia
Principle Author: Anna K Scott, University of Georgia/ Athens Academy, akscott@uga.edu
Co-Authors: Steve Oliver, UGA
Abstract:
I, the lead author, have a Ph.D in science education, and have just returned to the classroom. Simultaneously, I am employed as a part-time assistant professor active in teacher education at a research university. This juxtaposition has afforded me a rare view into both worlds. Most unique about my position is that I move from one world to the other on a regular basis. In other worlds, I am not leaving one world for a time, i.e. a sabbatical, to fully immerse myself in the other. I believe this makes my experience unique in that I am operating much like tourist in each profession. This paper stems from a self-study during the most recent school year. I and the co author met regularly during the school year to engage in interviews and writing exercises to aid in the sense-making of this experience. Additionally, I journaled throughout the school year, in an attempt to "unpack" what I found as I moved between worlds. In this paper session, I will offer the analogy of "Coming through Customs" to explain how this unique situation has altered my view of both professions. I will provide a description of my experiences, and explain how they have informed my practice and my research with regard to science teaching and science teacher education.
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What science teachers and science teacher educators need to know about teaching nanoscience in grades 7-12
Principle Author: David Sederberg, Purdue University, dsederbe@purdue.edu
Co-Authors: Lynn Bryan, Purdue University; Shanna Daly, Purdue University; Kelly Hutchinson, Purdue University; Emily Wischow, Purdue University
Abstract:
The advances and speculations of nanoscience taking place before our eyes, are portrayed in products already on our shelves and popularized in the media. We are captivated by the ability to manipulate matter at the molecular level, to design and fine tune materials and devices specific to a purpose, and the ability to exploit properties at the scale of molecules and atoms. Without objective informed instruction, however, students are likely to learn about nanoscience from fictional accounts, media exaggeration and biased opinions.

The onus is on science teacher educators and science teachers to objectively shape the premise and direction of nanoscience for their students. To this end, an interdisciplinary team collaborated in the design and implementation of a professional development experience aimed at providing grade 7-12 science teachers with an enhanced understanding of nanoscale science and technology and enhancing teachers’ knowledge and skills for using inquiry-based methods for teaching nanoscience.

We will present, from our own expertise in nanoscience professional development of teachers, the literature of the big ideas of nanoscience, and from the practice of teachers participating in a professional development program, those elements of nanoscience most salient to grade 7-12 science instruction.

Based on the theoretical frameworks of subject matter knowledge, syntactic knowledge and teacher belief and motivation, we will document the experiences of teachers who are veterans of nanoscience education and experienced in instruction of nanoscience in their own classrooms, to define the arsenal of what teachers need to know to best empower them to design and incorporate meaningful and relevant nanoscience instruction into their classrooms.

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Elementary preservice teachers¡¯ beliefs about science teaching and learning from their metaphor writing
Principle Author: Eulsun Seung, Indiana State University, eseung@isugw.indstate.edu
Co-Authors: Soonhye Park, University of Iowa; Ratna Narayan, Texas Tech
Abstract:
This study explored the change in elementary preservice teachers¡¯ beliefs about the role/image of a science teacher through the use of metaphor writing. In this study, we focused more on how metaphors can be used in the elementary science methods course. Specifically, we asked the participants who were enrolled in the elementary science methods course to develop personal metaphors regarding the role/image of a science teacher/teaching and to write a rationale paper to support their metaphors.

By analyzing a great deal of metaphor writings, this study identified conceptual themes that represent preservice teachers¡¯ beliefs about the role/image of a science teacher and teaching. The identified conceptual themes that reveal preservice teachers¡¯ beliefs were assigned to three categories: traditional view, constructivist view, and neutral view. Based on the conceptual themes in the metaphor writing, each participant¡¯s belief about science teaching and learning was identified as the traditional view, the constructivist view, or a mixed view. By comparing the conceptual themes between pre metaphor writing and post metaphor writing, this study also shows the change in preservice teachers¡¯ beliefs about science teaching and learning. To a high degree, the preservice teachers¡¯ beliefs shifted to the constructivist student-centered view after taking the course.

The result of this study indicates that metaphor writing is useful for clarifying preservice teachers¡¯ implicit beliefs about science teaching and learning. The information on how preservice teachers view themselves as a science teacher will be helpful for science teacher educators who are designing elementary science methods courses. This study also suggests that metaphor writing can be a useful assessment tool in evaluating the extent to which the goals of the elementary methods course are achieved. The conceptual themes that identified this study may be used as a rubric to assess the preservice teachers¡¯ metaphor writing.

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Cogenerative Dialogue as a Field for the Production for Cultural alignment
Principle Author: Ashraf Shady, CUNY Graduate School, ashrafshady01@aol.com
Abstract:

In an era of assessment-driven educational practices, it is essential to identify how cultural and social perceptions among the stakeholders might stir the interest of urban students in science. This paper explores teaching and learning in a low track urban science classrooms in which most of the students are African Americans, and from low-income homes. Their teacher is an Egyptian immigrant, who struggles with his own racial and cultural identity within the American society yet he struggles to teach successfully across cultural boundaries. The study focused on the implications of cultural boundaries on the teaching and learning of science in a low-tiered eighth-grade classroom. The teacher used cogenerative dialogue as a tool to cross cultural barriers, as well as to improve his teaching. The research was conducted within the methodological and theoretical framework of critical ethnography. The research employed autobiographical reflection, the sociology of emotions, and cogenerative dialogue as tools to examine how the structure, the social and historical dimensions ameliorated the lived experiences of teacher and students in the context of science learning. The methods employed in this ethnographic study were designed to catalyze social transformation by identifying contradictions within structures and then finding ways to alter structure to expand the agency of all those involved.

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Examining the tensions and possibilities of Teaching Elementary Science and Technology Education from a Critical Multicultural Perspective
Principle Author: Azza Sharkawy, Queen’s University , sharkawa@queensu.ca
Abstract:
Critical multicultural science and technology education (CMSTE) emphasizes facilitating in students the knowledge, skills and commitment to contribute to the development of a more socially and environmentally sound society (Hodson, 1999; Reiss, 2003). While the goals and assumptions underpinning CMSTE have been theoretically supported by many science education researchers, there is little empirical work that examines the tensions and opportunities which arise in practice (Krugly-Smolska, 1999) – both at the public school level (elementary and secondary education) and within the context of teacher education. Action research has been used by numerous educators (classroom teachers and teacher educators) researchers to shed light on and improve their practice in a variety of educational contexts (Feldman, Paugh & Mills, 2004; Gore & Zeichner, 1991; Levin & Rock, 2003). The purpose of this qualitative study is to explore and document the opportunities and tensions that arose when I used action research as a tool to teach elementary science and technology education from a critical multicultural perspective. Data sources include: pre and post audio-taped semi-structured interviews with teacher candidates, my reflective journal and lesson plans, in-class observations, student work, student evaluations of classes and faculty members’ observations and feedback on my lessons. The implications of the insights gained from the study for research and teacher education practice will be discussed.
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Enabling 21st Century Science Education
Principle Author: Lara Sharp, PASCO scientific, most@pasco.com
Abstract:
Join us for this workshop and learn how to prepare your students for the future: 21st Century science education using 21st Century science methods and tools. Deliver authentic 21st Century science experiences by combining standards-based content and relevant professional development with innovations in modern, electronic measurement.
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History of Science Teacher Preparation in the United States
Principle Author: Keith Sheppard, Stony Brook University, keith.sheppard@stonybrook.edu
Abstract:
As with many aspects of education and schooling in the United States, the training of teachers, and high school science teachers in particular, has changed greatly since the early days when teachers were selected based on such factors as their religious denomination, their country of origin, and their willingness to accept low wages. Initially, there were no distinctions between one type of teacher or another, whether based on the type of school they taught in or the subjects that they taught. Indeed, the concept of the “science teacher,” that is someone who predominantly teaches science, has only been existent since the late nineteenth century. It was at this period in time that the number of children attending school was rapidly increasing and the ability of school administrators to employ “single-subject” teachers became possible. This paper reviews the history of the development of high school science teacher education and should be of interest to all science teacher educators who teach methods courses or who are involved in certifying science teachers. This study uses historical research methods. Numerous primary and secondary data sources were used to examine the historical development of teacher training specifically in the area of science teaching.

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Implementation of Connected Classroom Technology in Mathematics and Science Classrooms
Principle Author: Melissa L. Shirley, The Ohio State University, shirley.37@osu.edu
Co-Authors: Karen E. Irving, The Ohio State University; Vehbi A. Sanalan, The Ohio State University; Stephen J. Pape, University of Florida; Douglas T. Owens, The Ohio State University
Abstract:
Formative assessment has been reported to achieve large gains in student achievement (Bell & Cowie, 2001: Black & Wiliam, 1998a, 1998b; Fuchs & Fuchs, 1986). Connected classroom technology (CCT) supports formative assessment by facilitating the task of gathering information about individual students and rapidly aggregating data for interpretation. Teachers may then use these data to change practice.

Recent studies from the Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) project indicate that mathematics teachers see significant gains in student achievement in the first year of connected classroom technology implementation (Authors, 2008). However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform. Practicality is defined by Doyle and Ponder (1977) using three constructs: Congruence with teacher’s values and practice; Instrumentality, compatibility with the existing school structures; and Cost/Benefits, whether the reward is worth the effort.

This study uses practicality as a framework for understanding CCT implementation in mathematics and physical science classrooms. Using verbatim transcripts of telephone interviews, classroom observations, and post-observation interviews, the experiences of three science teachers in the first year in the project are compared with matched-pair mathematics teachers. The results suggest that despite some differences in specific uses and purposes for CCT, the integration of CCT into regular classroom practice is quite similar in mathematics and science classrooms.

Since the integration of CCT has been shown in previous studies to result in increased mathematics achievement, this lends further support to the likelihood of CCT implementation promoting achievement in science as well. Moreover, by highlighting differences and similarities in successful CCT implementation, this study can identify ways in which professional development and ongoing support can be targeted to assist teachers in implementing the pedagogy of a connected classroom.

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Gauging the Quality of the Urban Science Learning Experience
Principle Author: Richard Shope, Council to Advance Urban Science Education (CAUSE), mime@shope.com
Abstract:
We present a field-tested progressive seven-point scale based on the work of Kenneth Tobin to gauge the quality of the urban science learning experience.

How can a teacher act with confidence that the science learning experiences provided are of sufficient quality to overcome the statistical odds against urban student achievement? In the heightened focus on standards-based learning outcomes, we risk missing the forest for the trees. For it is in the midst of the science learning experience itself that we may have the greatest opportunity to positively influence the desired outcome: increased science literacy and preparedness for entry into advanced science studies.

We have developed a progressive seven-point scale based on the recent work of Kenneth Tobin that enables a teacher (or an observer) to gauge the quality of the urban science learning experience as it unfolds. This enhances teachers’ responsiveness to learners’ needs in the moment and informs how to modify and differentiate teaching strategies accordingly.

We view these seven observable value categories as successively inclusive and increasing in complexity.

• Positive Emotions— resulting in positive attitudes toward science and doing science

• Active Participation-- in processes of scientific inquiry and cogenerative dialogue

• Negotiating Identities— as belonging to the science community, e.g. as coresearchers

• Collaborative Solidarity—working effectively in active team inquiry tasks

• Science Fluency—developing practical capabilities of enacting science

• Constructing Scientific Knowledge-- Production|Transformation|Reproduction in science

• Productivity—operating institutionally to sustain an ongoing research and learning program

Our presentation will engage participants in the active recognition of the meaning and practical application of each of these value categories.

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Learning to teach science through collaboration: Coteaching and cogenerative dialogue in elementary science methods courses
Principle Author: Christina Siry, The Graduate Center, CUNY, chrissiry@gmail.com
Co-Authors: Nicole Lowell, Manhattanville College; Elizabeth Zawatski, Manhattanville College
Abstract:

This session presents a field-based methods course that is situated in an urban elementary school. The presenters include one pre-service teacher, one in-service teacher, and the course instructor, and we will present the structure of our cotaught field-based methods course and explore the findings that have emerged from our work together as part of a research group. The collaborative, field-based approach to method courses incorporates a combined focus on coteaching and cogenerative dialogue and seeks to reconceptualize the connection between theory and practice in pre-service teacher preparation for teaching elementary science.

This study investigates how practices within teacher education can contribute to new teachers’ identity transformation and feelings of group membership. In order to represent the complexity of the individual and the collective, this study embraces a multilayered approach grounded in socio-cultural theory, critical theory, and the sociology of emotions, and creates pluralistic research that allows for diverse voices to be represented). This layered grounding allows for an in-depth exploration of the ways in which collaborative field-based teacher education courses can contribute to situations that lead to group membership and individual identity formation as teachers. Our findings indicate that the collective responsibility that is developed through the use of cogenerative dialogues and coteaching leads to solidarity within the group and serves to level authority within the college class. Additionally, being supported in coteaching initial lessons creates a “low-stakes” way to develop as a teacher and leads to identification with the role of the teacher. The increased sense of belonging and scaffolded experiences in an elementary classroom serve to support the development of pre-service teacher identities as well as their comfort with the teaching of science.
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Identifying and Overcoming Roadblocks to Helping Future Secondary Science Teachers Teach by Inquiry
Principle Author: Timothy F Slater, University of Wyoming, timslaterwyo@gmail.com
Co-Authors: Stephanie J Slater, University of Wyoming
Abstract:
Science education reform documents universally call for all students at all levels to have authentic and meaningful experiences using real data in the context of their science education. The underlying philosophical position is that students analyzing data can have experiences that mimic actual research. The preparation of future science teachers to join the national movement of teaching by inquiry requires pre-service teachers to have experiences and skills in conducting scientific inquiry. In the past, science educators have depended heavily on undergraduate science faculty and undergraduate science courses to provide future science teachers with the content aspects of pedagogical content knowledge and science educators have often blamed teachers’ reluctance to teaching by inquiry on a deep seated commitment to teaching by lecture; however, recent qualitative research by the authors points to future teachers’ lack of understanding of the aspects of scientific inquiry as a profound barrier to successful teacher preparation.

Over the past three years, we have conducted interviews with nearly 60 undergraduates in our secondary science education programs during their methods courses across two institutions. Our results consistently demonstrate that the vast majority of pre-service secondary science education students have had almost no experiences themselves in conducting open scientific inquiry where they develop researchable questions, design strategies to pursue evidence, and communicate data-based conclusions.

In light of this interview data, we now require all students enrolled in our science teaching methods courses to design and complete a semester-long open inquiry research project and defend their findings at a specially designed inquiry science mini-conference at the end of the term. Students report that making a scientific poster presentation is a unique event in their undergraduate education and the students believe that this experience enhances their ability and motivation to facilitate their own future students in conducting open inquiry.

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Why Simply Providing More Scientific Data Sets Isn’t Increasing the Prevalence of Inquiry Science Teaching
Principle Author: Stephanie J Slater, University of Wyoming, sslaterrwyo@gmail.com
Co-Authors: Timothy F Slater, University of Wyoming
Abstract:
The focus of science education is evolving from students memorizing scientific facts and formulae, to conducting hands-on activities, to collecting scientific data, and now to purposefully using data to engage in their own scientific questions. Yet, even with these national calls and significant effort put forth to support science teaching, surveys reveal that far too little classroom instructional time is allocated to successfully teaching science by inquiry. A need exists to understand why teachers are reluctant or unable to move toward an inquiry based approach.

A national survey collected data from nearly 600 teachers from 42 states. The use of online data for inquiry and analysis in the classroom is actually quite rare. 22% use student collected data and teacher-produced hard copies of data for the bulk of any inquiry or analysis. Most often teachers’ primary use of the internet is downloading images to share with students. Only 30% report that they use online data, in the forms of large WWW data sets to ever engage students in inquiry or data analysis.

The most noteworthy finding is that 89% report they rarely use the most open and authentic forms of inquiry. Data shows that the types of inquiry always or usually used are confirmation activities (38%) or structured inquiry (46%), in which students investigate the teacher-provided question, using a prescribed procedure. 81% stated that the amount of time allocated to inquiry in their classrooms is either not enough, or wholly insufficient. Teachers did not perceive that inquiry increases students’ assessment scores on state tests. When questioned about barriers to using inquiry in the classroom, 51% stated that the number of topics covered by state assessments is a great or immense barrier as is the perceived amount of time required to inquire using real data.

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Science Textbooks’ Use of Graphical Representation: A Descriptive Analysis of Four Sixth Grade Science Texts

Principle Author: Scott W Slough, Texas A&M University, sslough@tamu.edu
Co-Authors: Erin M McTigue, Texas A&M University; Suyeon Kim, Texas A&M University; Susan Jennings, Texas A&M University
Abstract:
Middle school teachers tend to rely heavily on texts that have become increasing more visual. There is little information available about the graphical demands of general middle grade’s science texts. The purpose of this study was to quantify the type and quality of the graphical representations and the level of interaction with the textual material in middle school science texts. Four State of Texas approved sixth grade science texts were examined using a researcher-developed instrument, Graphical Analysis Protocol (GAP). Results produced reasons for concern (least analytic forms of graphics dominated, one-third of all graphics were decorative in nature, most graphics were static in nature, and approximately one third were not connected to the text spatially or semantically) and reasons for optimism (approximately one-third of the time more analytic forms of graphics were used, two-thirds served a specific cognitive function; and over half of the graphics were connected to the text and indexically referenced). Further research is warranted on a larger sample of texts from different states, publishers, grade levels, and subjects. It is also important to establish a connection to increased student learning and/or teacher preference due to higher incidences of any of the variables or principles that make up the GAP instrument.
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Lego Robotics and Science Achievement in Sixth Grade Students
Principle Author: David A Slykhuis, James Madison University, slykhuda@jmu.edu
Abstract:
This presentation outlines how Lego/Robotics were used to promote science learning in sixth grade students. Previously, these types of laboratory materials have been shown to increase inquiry and promote interest in science in an ESL classroom (Robinson, 2005). The Lego/Robotics instruction occurred for an eight-week period during their enrichment period. While this was an enrichment course, the students were measured on their ability to improve on the state mandated science achievement tests. Specific sub-categories relating to physical science and scientific reasoning were targeted on pre- and post-tests. Student attitude and their perception of the course were also measured on a survey. Students showed gains in physical science learning but not scientific reasoning. Survey results indicated that students perceived the class to be more like a math class than a science class and that they enjoyed the class.
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Electronic Quality of Inquiry Protocol (eQUIP): Assessing the quality of inquiry-based instructional practice
Principle Author: Julie B Smart, Clemson University, jsmart@clemson.edu
Abstract:
This session will introduce the eQUIP, a tool for analysis of inquiry-based teaching practices and a tool for guiding pre-service teacher development and reflection. Many classroom observational protocols currently exist, yet few if any address measuring many of the critical aspects associated with the quality of inquiry-based instructional practice called for by the NSES. The Electronic Quality of Inquiry Protocol (eQUIP) was designed to provide a framework for evaluating the quality of inquiry-based instruction in science and math classrooms. The instrument was developed around the following instructional factors: time, instructional factors, curriculum factors, and ecology/climate of the classroom. This session will focus on introducing the dimensions of this observational protocol and providing participants with the opportunity to engage with the instrument and discuss its role in teacher education and teacher reflection. The session will begin with an introduction to the constructs represented in the eQUIP as well as the research supporting inclusion of these constructs in the tool. A brief history of the development of the tool will also be provided. Participants will then have the opportunity to examine an inquiry-based lesson using the eQUIP as a framework for assessing the quality of inquiry represented in the lesson. The eQUIP offers a tool for science teacher educators to measure constructs contributing to the quality of inquiry-based instruction in K-12 science classrooms. Specifically, this model allows science teacher educators to examine in-service teachers’ development as they transition to inquiry-based instructional practices. At the pre-service level, the eQUIP serves as a tool for student reflection as they progress through methods courses and field experiences. The eQUIP can also be used to guide in-service teacher reflection during professional development experiences.
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Which Setting to Choose? The Use of Computer Simulations in Whole-class Vs. Small-group Settings
Principle Author: Lara K Smetana, Southern Connecticut State University, smetana@virginia.edu
Co-Authors: Randy L Bell, University of Virginia
Abstract:
The purpose of this investigation was to explore and compare the use of computer simulations in whole-class and small-group settings. Specifically, this study considered how these instructional settings impacted a high school chemistry teacher’s use of computer simulations, the nature and impact of classroom conversations and interactions, and student achievement.

Participants included a second-year teacher and her two honors chemistry classes in a suburban mid-Atlantic high school. The study took place during an instructional unit on atomic structure at the end of the fall semester.

A combination of qualitative and quantitative approaches was employed. Naturalistic, interpretive research methods were utilized to gain a thorough understanding of the nature of instruction and differences in classroom conversations and interactions. The data corpus consisted of video- and audio-taped lesson observations, field notes, the researcher’s analytic journal, teacher and student interview transcriptions, conceptual pre- and post-assessments and collected artifacts. Additionally, an 18-item open-ended conceptual pre/post-assessment was developed, validated, administered and followed up with interviews of a subset of students to assess students’ understanding of the concepts addressed in the unit. ANCOVA was used to determine whether significant learning gains were made over the course of the unit, and assess differences in the treatment groups’ achievement.

Findings indicated that (a) the teacher effectively incorporated simulations in both settings (b) students in both groups significantly improved their understanding of the chemistry concepts (c) there was no statistically significant difference between groups’ achievement (d) there was more frequent highly collaborative talk in the whole-class group (e) there were more frequent and meaningful teacher-student interactions in the whole-class group.

These findings suggest that both whole-class and small-group settings are appropriate for using simulations in science. The effective incorporation of simulations into whole-class instruction may provide a solution to the dilemma of technology penetration versus integration in today’s classrooms.

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An Interaction Framework for Science Teachers Enacting Inquiry
Principle Author: Dennis W Smithenry, Santa Clara University, dsmithenry@scu.edu
Abstract:
Although the National Science Education Standards provide general guidelines for what inquiry teaching should look like, they do not provide specific details about how teachers are to interact with their students (NRC, 1996, 2000). Through the analysis of almost two hundred student-teacher interactions that occurred in an expert teacher’s classroom, this study seeks to provide some of these specific details in regards to classroom interactions. The expert teacher’s classroom was chosen because of her success in getting students to assume full responsibility for working together as a whole class to conduct a collective scientific inquiry. The analysis revealed that the teacher and her students interacted for only 38% of the total time during the multi-day inquiry projects examined. There were no interactions between the students and their teacher during the remaining 62% of the time. When the students and their teacher did interact, about 60% of these interactions were teacher-initiated and 40% were student-initiated. The teacher initiated interactions by asking questions, providing information in an expository fashion, or explicitly monitoring the students as they worked. The students initiated interactions with the teacher by asking her questions or making reference to her in their discussions. After identifying the various ways in which the expert teacher interacted with her students, a framework was developed from the interaction data to provide guidance in three areas. First, the framework guides science teachers in how to react to the typical student-initiated interactions that occur during inquiry-based projects. Second, it guides teachers in better understanding how, why, and when to initiate interactions with their students. Last, it helps teachers to develop a classroom environment where the students own their work and collectively take charge. The interaction framework will be of most interest to science teacher educators who may wish to utilize it in their methods courses.

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Succeeding in academia: What I didn’t learn about teaching and supervision from my mentor.
Principle Author: Lori A. Smolleck, Bucknell University, lsmollec@bucknell.edu
Co-Authors: Rick Pomeroy, University of California
Abstract:
Senior colleagues and ASTE members will interact with new faculty and finishing graduate students to discuss best practices for teaching and supervision.
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Chemistry teachers’ sense-making of students’ learning: A technology supported teacher inquiry project.
Principle Author: Youngjin Song, University of Georgia, young1206@gmail.com
Co-Authors: J. Steve Oliver, University of Georgia
Abstract:
This study investigated the way chemistry teachers made sense of their students’ learning when they joined the teacher inquiry project by using Video Analysis Tool (VAT). At the beginning of the study, three participating teachers chose the focus of the project; they decided to closely examine their own classroom in which Community-Based Inquiry Lessons (CBIL) were implemented. In order to investigate three chemistry teachers’ sense-making of students’ learning through the teacher inquiry project, a qualitative case study approach was employed. Multiple sources of data from multiple methods of data collection such as videos, classroom observations, in-depth interviews, and documents were used. Data analysis was carried out in two phases. The first phase of the data analysis involved the analysis of video data on VAT, and the second phase data analysis involved my analysis of the interview data and document data. Inductive analysis utilizing grounded theory approach and constant comparative methods was conducted in order to generate themes. The findings suggest that through the teacher inquiry project using VAT, chemistry teachers could make sense of (a) students’ hidden rationales behind their hands-on activities, (b) students’ misconceptions in situ, more importantly a given student’s particular misconception, (c) students’ cognitive engagement, and (d) students’ social interactions. The study suggests several implications for teacher education programs that embrace the idea of teacher inquiry.
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Science teacher educators forging alliances with informal science education institutions (ISI’s)
Principle Author: Barbara S Spector, University of South Florida, spector@coedu.usf.edu
Co-Authors: Cyndy S Leard, Future Vision Media
Abstract:
As leaders of systemic reform, science teacher educators are challenged to ensure that people outside K-16 institutions, who influence science education, are knowledgeable about reform processes and goals consistent with NSES. This includes teachers of science in informal settings. Therefore, we developed and pilot tested the Informal Science Institutions (ISIs) Environmental Education Graduate Certificate Program. to educate ISI providers in ways to enhance their ability (a) to become productive partners in systemic approachs to forwarding STEM education reform, (b) function effectively in ISIs, and (c) develop meaningful, mutually beneficial relationships among ISIs and with formal education institutions. This certificate programs consists of four consecutive three credit courses (total 12 credits) taught over two years. Most ISI providers were initially explicit about designing their interactions with learners structured in the teacher directed dominant paradigm, even when providing hands-on opportunities. This is in contrast to using their unique settings, resources, and time frames as places to foster inquiry. Most had heard of the reform movement but knew little about it, and what they did know engendered numerous misconceptions. Sample, findings useful to the science teacher educator professoriate can be organized in the following categories: (a) inventory of the vast array of diverse ISI settings, organizational structures, and resources available; (b) diversity of knowledge skills, and abilities of ISI providers; (c) nature of relationship building and its impact on creating effective networks among ISIs and partnerships with formal education institutions; and (d) effective ways to develop in ISI providers’ understanding of reform represented in NSES. We expect science teacher educators to gain insights to (a) forge effective relationships with ISIs that can influence ISI providers to become consistent with NSES, (b) ways to use ISIs to enhance what they teach pre and inservice teachers about resources available and how to maximize their use, and (c) opportunities for external funding and research sites.
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Teacher Change Facilitated by Sustained School Situated Professional Development: Exemplar Learning of Technology Enhanced Formative Assessment (TEFA)
Principle Author: Karen E. St. Cyr, University of Massachusetts, kstcyrde@educ.umass.edu
Co-Authors: Ian Beatty, University of Massachusetts, Amherst; Allan Feldman, University of Massachusetts, Amherst; William Gerace, University of Massachusetts, Amherst; William J. Leonard, University of Massachusetts, Amherst
Abstract:
This is a case study of the role of School Situated Sustained Professional Development (SSSPD) on the change process of a high school science teacher who emerged as an exemplar in learning and integrating new Technology Enhanced Formative Assessment (TEFA) pedagogy into her practice. The study was guided by the research question: What could be revealed about the impact of SSSPD by studying teacher learning of a teacher who emerged as an exemplar? The participant was one of a group of ten teachers learning to integrate new pedagogy into her practice while participating in the TEFA Project which was facilitated by university faculty. Effective professional development that assists teachers to learn new pedagogies, to change their teaching and that sustains the implementation of the new pedagogy over time is critical. The goal of this study was to instantiate the longitudinal change process over a two year period of the participant by examining how the various components of the SSSPD model affect the evolution of the participant’s practice. Findings were triangulated from seven quantitative and qualitative data sets including monthly surveys, video taped classroom observations, journal entries, interviews and action research sessions. Findings from this study identified eight phases of teacher change in the integration of new pedagogy that could be used to develop a theoretical framework for teacher change while a teacher is participating in SSSPD. Findings also revealed changes in the participants’ beliefs, changes in her teaching strategies and changes in the way she modified TEFA with innovations to better fit it into her practice. Gaining a better understanding of the SSSPD model and its potential as an effective model for professional development is dependent on proving its effectiveness in promoting teacher change and sustaining that change over time.
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Impact of a School at the Zoo Program on middle school student’s attitude toward science and the environment
Principle Author: Karla R Stauble, University of Louisville, krstau01@louisville.edu
Abstract:
Informal learning may be defined as experiences that occur outside the formal school setting but may be incorporated into the school curriculum to enhance learning (Hofstein & Rosenfeld, 1996). Informal learning experiences have been shown to enhance student understanding of science concepts and improve the retention of knowledge (Abraham-Silver, 2006; Braund & Reiss, 2006; Knapp, 2000; Hurd, 1997). Hofstein and Rosenfeld (1996) cite numerous studies showing positive cognitive gains associated with informal learning experiences. Informal learning has been credited with improving student’s reasoning ability and inquiry skills (Gerber, Cavallo, & Marek, 2001). It has also been shown to positively impact affective learning increasing students’ interest in science and science careers (Eshach, 2007; Knapp, 2000; McComas, 2006). While formal learning may have a greater impact on cognitive skills, informal learning stimulates affective learning (Meredith, Fortner, & Mullins, 1997).This may lead to a more positive relationship with science for students (Braund & Reiss, 2006).

A positive learning experience in science is especially important for middle school students. Neathery (1997) found that student’s attitude toward science drops substantially in middle school. Thus, the purpose of the School at the Zoo (SAZ) program is to enhance academic learning in life science by providing a real life context, encourage student interest in science and a sense of stewardship for the environment.

This study was an evaluation of the School at the Zoo (SAZ) program offered to teachers of at-risk middle school students in both public and private schools in the local district. Pre and post assessments were administered to 377 students evaluating changes in cognitive achievement, attitudes toward the environment, and attitudes toward the environment. Students with their teachers, attend school at the zoo for 4-5 days.

The data will be assessed using a T test. Data will be analyzed by gender and ethnicity.

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Online Graduate Course for K-12 Pre-Service and In-Service Teachers in the Life, Earth and Physical Sciences
Principle Author: Robert V Steiner, American Museum of Natural History, rsteiner@amnh.org
Abstract:
This presentation addresses the need for contemporary pedagogical content knowledge among both pre-service and in-service K-12 teachers of the life, earth and physical sciences. Seminars on Science, the online teacher professional development program of the American Museum of Natural History, is currently completing its first decade of operation. There are currently ten online courses in the life, earth and physical sciences. Each of these semester-equivalent graduate courses is six weeks in duration and provides flexible access to K-12 teachers. The courses include original essays by Museum scientists, compelling imagery, powerful videos, interactive simulations and rich discussion that engages educators in both scientific content and classroom application.

The evaluation of the program, by Inverness Research Associates, indicates that teachers overwhelmingly deepen their understanding of both science and the process of scientific inquiry, that they gain valuable teaching resources and that they prefer Seminars on Science to other professional development programs.

Participants will be given the opportunity to enter into one or more of the Seminars on Science courses in order to gain direct experience with the course materials, the discussion forums and the underlying pedagogical strategies. Image galleries, videos from Museum expeditions and interactive simulations, as well as discussion forums that highlight the opportunities for inquiry-based learning in the online environment. There will be an opportunity for individual exploration as well as an opportunity to share selected resources with the larger group. A discussion of the opportunities for integrating Seminars on Science resources as well as other online resources into higher education, as well as the opportunities afforded by user-generated content, will also be considered. Resource CDs featuring Seminars on Science course material will be given to session attendees.

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Louv’s Nature Deficit Disorder: Preservice Teacher Knowledge, Resources and Conceptual Lesson Development
Principle Author: Susan K Stratton, SUNY Cortland, strattons@cortland.edu
Abstract:
What is Louv’s NDD? What do preservice teachers have to say about it? Critique a conceptual lesson model to reduce NDD, learn about web resources.
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Preservice Teachers’ Conceptions of Dissolving
Principle Author: KARTHIGEYAN SUBRAMANIAM, PENNSYLVANIA STATE UNIVERSITY, HARRISBURG, kus19@psu.edu
Abstract:
This presentation details a study that investigated elementary preservice teachers’ understanding of dissolving through an examination of their alternative and scientifically accepted conceptions of dissolving. The objective of the study is threefold: to present an inventory of alternative conceptions and associated explanatory frameworks that preservice science teacher educators can use to judge for themselves the extent of their elementary preservice teachers’ confusion about some basic concepts of dissolving, to demonstrate that many elementary preservice teachers’ come to science methods courses with alternate conceptions of dissolving described in the science education literature, and to show that purposefully selected science learning experiences within science methods courses might help preservice teachers to explore, identify, reflect upon, and construct explanatory frameworks that may outweigh their alternative conceptions of dissolving. Data included observation notes, surveys, focus group transcripts and artifacts (written descriptions and drawings). Findings revealed that participants’ had specific alternative conceptions of dissolving: dissolving is a kind of chemical change; chemical bonds formed between solute and solvent molecules; and a solution can only be the result of a solid dissolving in a liquid. In addition, they had a partial understanding of the dissolving process: dissolving is “solute molecules spreading throughout the solvent molecules.” One implication of this study is the need for preservice teacher educators to question the importance of their preservice teachers’ scientific understanding not only in light of their preservice teachers’ scientifically accepted conceptions but also in consideration of preservice teachers’ deeply held alternative conceptions and associated explanatory frameworks. In addition, teacher educators need to plan and implement purposefully selected science learning experiences within methods courses to help preservice teachers construct teaching strategies that will make an impact on their developing pedagogical content knowledge.
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Taiwanese students’ understanding of candle combustion - a cross-age study
Principle Author: Chih-Che Tai, Program in Science Education, Teachers College, Columbia University, ct2059@columbia.edu
Co-Authors: Keith Sheppard, Center for Science and Mathematics Education, Stony Brook University, Stony Brook, NY 11794, USA
Abstract:
This study used a cross-age design to investigate Taiwanese students’ understanding of combustion and how they apply their knowledge in a variety of practical situations. The study provides a number of insights for science teacher educators concerning aspects of the science curriculum, instruction and assessment. The study identified examples in which the scientific explanation of how a lighted candle goes out in a bottle has been erroneously explained by curriculum developers and science education researchers. For example, Walker et al. (2008) argued that when the flame of the candle was enclosed by a beaker, it used up all available oxygen and then went out. However, the flame is extinguished by the trapped carbon dioxide, not by complete consumption of oxygen in the remaining air. Students’ conceptions about how combustion occurs in semi-closed and closed systems, which have very important real world consequences have not been studied in detail and science instruction rarely mentions the situation.

The study used nine content and three application questions to investigate 631 students’ understanding of combustion. The population included students from grades 6 through 12 and also 38 university students. There are two main findings. First, the older students (10th grade and above), in general, had better understanding of content knowledge than the younger students (6-8th grade). Second, the students’ performance on the application questions, though requiring similar knowledge to solve, varied considerably. Generally, the students performed better when combustion questions involved real world scenarios.

As students had problems with the conceptions of combustion, the study has implications for science teachers and science teacher educators. Specifically, teachers can utilize the findings to develop different instructional strategies (e.g. using various scenarios) to overcome the alternative conceptions. The findings can benefit teachers giving similar instruction to students and curriculum developers modifying current curriculum materials.

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Teaching Earth Science Online: Modifying Assessments to Improve Teacher’s Content Knowledge
Principle Author: Julie Thomas, Oklahoma State University, julie.thomas@okstate.edu
Co-Authors: Adrie Anne Redmond, Oklahoma State University; Dave Goesselin, University of Nebraska; Ron Bonnstetter, University of Nebraska; Sara Yendra, University of Nebraska; Cindy Larson-Miller, University of Nebraska
Abstract:
Laboratory Earth is a professional development series funded by a NASA Grant to improve teacher’s knowledge, understanding, and ability to teach science in the context of the Earth as a system which follows an inquiry approach in the design of this structured, online, distance-delivered, program. Consistent with research on teaching and learning (Bransford et al., 2000), Laboratory Earth courses are learner-centered, knowledge centered, assessment centered, and community centered. The National Science Standards (NRC, 1996) determine the criteria for the course content and the Earth’s system provides the focus.

Following formative evaluation feedback, the Laboratory Earth PI wanted to extend teachers’ content knowledge. He came to think of content mastery activities as a way to build understanding through the enactment of a content mastery activity. Content mastery activities might take-on a variety of formats, but they necessarily respond to one or more questions or scenarios related to the learning outcomes for each module. Participants choose from a variety of format options such as concept maps, photo essay/scrapbook, oral journal, song/video, poems, essay, newspaper article, or power point diorama. On completion, the instructor provides feedback, based on a rubric and written comment. With an eye toward mastery of content, participants might be asked to revisit parts of their activity that need to be corrected or modified to ensure accurate presentation of the required content or concepts. Participant teachers would have the option to resubmit their activities for assessment. During the two semesters that teachers completed content mastery activities with each module as well as the content test as a pre and post-test they showed a significant difference [Z(22) = -4.014, p < .000, á = .05] from pre-test to post-test. The percent of content knowledge increase for these teachers (when combined and calculated) was approximately 73%.

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Professional development workshops and science teacher retention: Tales from the field - what do teachers expect and need?
Principle Author: Norman Thomson, University of Georgia, nthomson@uga.edu
Co-Authors: Malcolm Butler, University of South Florida, St. Petersburg, Florida; Georgia Hodges, University of Georgia; Donna Governor, Liberty Middle School; Brian Hewitt, Loganville High School; Jennifer Atkinson, Washington Wilkes County High School; Jessica Garbach, Loganville High School
Abstract:
Science teacher shortage is more a consequence of turnover not retirement. Continued professional learning by teachers is a nation wide requirement for teachers to maintain teaching credentials. The goal of the two-week residential COASTLINEs 2008 workshop was to address the needs of Georgia’s science teachers through first-hand study of the coastal ecosystems and fisheries via direct interaction with scientists conducting research in these systems, and the resource managers who routinely use the data and analyses to address problems created by human impact on coastal ecosystems. The focus of the workshop was estuarine-dependent fisheries (>70% of all fisheries) and the complex relationships with economic, environmental, conservation, and management issues. In addition, work was also conducted with the indigenous Gullah-Geechee communities on Sapelo Island. Eighteen participant teachers representing middle and high school grades from 11 up-country school districts in rural, suburban, and urban districts took part in the program. During the workshop, teachers expressed that the time spent was extremely valuable in their own professional development and no comparison could be made with the typical in-house workshops conducted during the school year and that such experiences are a necessary component for helping in teacher retention. The teachers decided to reflect on four questions to answer to themselves their expectations, needs, and outcomes of a workshop. Professional development programs are a common and important means by which teachers and science educators maintain continued meaningful connections, but only if the outcomes meet the expectations and needs of teachers. Teachers want their voices to be heard when designing workshops.
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Examining Science Teachers’ Instructional Practices Relative to their Preservice Program Experiences: Findings from the IMPPACT Project
Principle Author: John W. Tillotson, Syracuse University, jwtillot@syr.edu
Co-Authors: Monica J. Young, Syracuse University
Abstract:
If the true efficacy of preservice programs in the overall development of science teachers is to be accurately assessed, researchers and practitioners must work toward establishing a solid research base that critically examines the linkages between teacher preparation, classroom instruction, and pupil learning. A better understanding of the connections among teaching, learning, and the K-12 school environment can act as a lens to guide practice and feed information back into existing teacher education programs to improve their quality. The NSF-funded IMPPACT Project represents a multi-university, collaborative research study involving three doctoral-granting institutions from geographically diverse regions of the United States. The purposes of this longitudinal, mixed methods study are: 1) to better understand secondary science teachers’ learning of content and pedagogy over time as a result of key interventions within these preservice science teacher preparation programs; 2) to assess the subsequent impact of this learning on their classroom teaching and 7-12 grade student achievement in science; and 3) to determine what factors significantly influence secondary science teachers’ beliefs and classroom practices following graduation from these preservice preparation programs. This paper will specifically report on the perceptions of early-induction and post-induction subjects (N = 97) regarding their instructional practices and assessment techniques relative to the key learning interventions they experienced within each preservice program. These data form the basis for our ongoing investigation into the influence of specific program experiences on program graduates’ epistemological beliefs about effective science teaching and their enacted classroom practices. Initial findings show that teachers in the study frequently use teaching methods and assessments that reflect the reform-based principles modeled within their respective preservice programs.
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Teachers and students collaborating to produce success in urban science education.
Principle Author: Kenneth G Tobin, Urban Education Program, ktobin@gc.cuny.edu
Co-Authors: Femi Otulaja, The University of Pennsylvania; Gillian Bayne, Lehman College (CUNY); Reynaldo Llena, The Graduate Center of CUNY; Ashraf Shady, Queens College (CUNY); Nicole Grimes, The Graduate Center of CUNY
Abstract:
In massive cities such as New York immigration has produced extreme diversity in terms of ethnicity, language spoken, social class, and gender. Schools and classes vary significantly in terms of the characteristics of their students in terms such as the categories listed above. Hence, science teachers are faced with unprecedented challenges of teaching science to students with varied cultural capital. This situation is exacerbated by a demographic where many of the science teachers also are immigrants, originating from many countries. Accordingly, not only is there a challenge of culturally diverse students, but also a teacher who is culturally other for most of them. The dire need is for teachers to be able to read the culture of students such that the capital on which science learning can build is visible. Analogously, the students must view the teacher as a resource to support their learning and in his or her otherness, to discern how what he or she does supports the learning of science. Hence, the teachers and students must collaborate to produce success and in order for this to occur, all participants must learn to produce culturally adaptive practices so that each can "act for the other." In such circumstances the boundaries between teachers and learners blur and new roles are forged to produce emotional and mechanical solidarity, thereby providing a basis for learning from many others. This interactive session contains six papers involving research in New York City--in private and public schools in the boroughs of the Bronx, Manhattan and Queens. All presentations will explain how the structures of cogenerative dialogues changed over time and how the roles of students and teachers were crafted in the cogenerative dialogues and were transferred to the science classes, the school and fields outside of the school.
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Community-based Energy Projects at Mountain High School
Principle Author: Regina E. Toolin, University of Vermont, Rtoolin@uvm.edu
Abstract:
It is not a coincidence that high school students from Vermont are actively seeking solutions to our global energy crisis. In a community that is well known for advocacy and community involvement on all levels, Mountain High School physics students tackled real energy issues and questions as they designed and presented their renewable energy projects to the community. Unfortunately, many students are experiencing stress and depression regarding the future. This project is an opportunity to communicate to them that there is hope and that the coming challenges can be met.

We found that the key to student success in community-oriented projects was a close relationship with the community. The projects that were most successful were the ones in which a community expert or “client” was as invested as the students were in their project. Since a teacher’s knowledge about , for example, wind turbines or waterwheels can be fairly limited, we realized that there were times when we were unable to provide extensive guidance for students as they ran into design problems. Doing a community-based project meant that we had to relinquish the role of “expert” and let other “experts” step in. This meant that we had to be learners right along with our students.

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Argumentation and scientific reasoning on environmental problems in primary school
Principle Author: Rodolphe M.J. TOUSSAINT, Université du Québec à Trois-Rivières, rodolphe.toussaint@uqtr.ca
Co-Authors: Martine TRUDEL, Commission scolaire de l’Énergie et Université du Québec à Trois-Rivières
Abstract:
The study was carried out with primary grade students within the class as a community of practice. The students were asked to write a storybook on the situation of the polar bear in the Arctic, inspired from Apoutsiak a book for children written by Paul-Emile Victor (1947). Analysis of their individual scientific tale was carried out using Vee-diagrams inspired from Novak and Gowin (Novak, 1990) and categorization of their argumentation (Perelman & Olbrechts-Tyteca, 1958, 1969).

It is of utmost importance to choose teaching strategies which develop rational thinking and stimulate curiosity and questioning. They should also be put in situations where they solve ill-structured problems, and reinvest selected information in a coherent argumentation with teir peers.

Analyses of heir drawings provide important insights into their representation of the Northern environment (Wallon, 2001; Baldy, 2002)). They demonstrated a great understanding of the fragility of this environment and of the struggle to maintain equilibrium between the Inuk (human), the animals (mainly the Polar bear), and the physical structure.

Without asking the pupils to act as such, a community of learners flourished during the four months of the experimentation. We observed a number of interactions within dyads and triads, which gave rise to spontaneous discussions, debates and development of new knowledge.

Argumentations were of different categories, mainly quasi-logical and descriptive. Analogies were also present as the building of causality links (liaisons) between successive facts.

Generally, the writings demonstrated a better comprehension of the structure of reality and the necessity of presenting the facts to convince the reader, the readers finally being their comrades and their parents to whom it was presented in a special presentation aptly named the “night of the authors”.
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Design collaborations as professional development: orienting teachers to their students’ everyday expertise

Principle Author: Carrie T Tzou, University of Washington, tzouct@u.washington.edu
Co-Authors: Philip Bell, University of Washington
Abstract:
This paper is one in a set of three papers focused on how to make youths’ out-of-school lives relevant in pre- and in- service education, and the design of curriculum materials. Professional development for in-service science teachers has focused mainly on three areas: subject matter knowledge, understanding student thinking, and instructional practices (Borko, 2004). However, science reform has as one of its explicit goals that of equity (NRC, 1996; AAAS, DATE). This requires explicit attention to the ways in which science instruction is congruent (or not) with the out of school cultural practices of students (Aikenhead, 1996; Lemke, 1990). Rather than assuming that certain instructional contexts will connect with students’ lives and therefore be motivating contexts for learning, we take the perspective that others (Lee, 2007; Warren, et al, 2001; Moll, 2004) have taken that the design of instruction should begin with deep knowledge of students’ repertoires of practice and their corresponding areas of expertise and connect in meaningful ways to authentic scientific practices.

However, very few professional development programs are designed to orient teachers to students’ everyday expertise in science (Chinn 2006). In this presentation, we will present findings from a curriculum design effort in which the design collaboration itself was a significant professional development event for both the practitioners and the university researchers involved. The purpose of the design collaboration was to elicit and meaningfully leverage children’s expertise around science and health in the context of a curriculum that connected microbiology and health. We will discuss how, through this collaboration and two iterations of the curriculum, teachers became more deeply oriented to how their students’ everyday expertise was relevant in science instruction, and the university researchers became more deeply aware of the challenges of architecting learning pathways that connect students’ out of school expertise with science instruction.

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Social Justice And Empowerment Through Science Education in an Urban School Context
Principle Author: Bhaskar Upadhyay, University of Minnesota, upadh006@umn.edu
Co-Authors: Adrienne Gifford, University of Minnesota
Abstract:
The data from the study revealed the following three findings: (1) creating social justice by incorporating students’ lived experiences and needs; (2) creating social justice by challenging institutional marginalization; and (3) Engaging parents as resources. The demographic imperative produces three interlocking challenges to teaching science to students: (a) the increased diversity in public schools; (b) the gap between teachers and these students in relation to their lived experiences; and (c) the disparity in educational outcomes between students of color, low SES, and White middle class. Therefore teachers need to rethink how they teach science to students of low SES, students of color, and students who are different from them. Towards this end, teaching science has to be for social justice and empowerment.
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SYNCHRONOUS AND ASYNCHRONUS ON-LINE LEARNING: CREATING COMMUNITIES OF DISCOURSE IN SCIENCE EDUCATION COURSES.
Principle Author: Peter Veronesi, State University of New York, College at Brockport, pverones@brockport.edu
Co-Authors: John R Cannon, University of Nevada, Reno
Abstract:
Asynchronous and immediate, online instruction via a growing number of chat or discussion board protocols such as ANGEL, Blackboard, SKYPE, Dim Dim show how ubiquitous online communication is becoming both nationally and around the planet. Adapting forms of on-line instruction in ways that meet or exceed learning outcomes provide a strong rationale for its use and subsequent research. While it is clear that bricks and mortar facilities housing face to face interaction between faculty and students will continue to grow and thrive as means of institutional learning, many learning situations will also continue to flourish and grow online. In the latter case, some courses and learning outcomes may well be more easily achieved via an online format of some design. One such example occurs in a course where the main objective is reading and discussing science education research. This type of “reading/discussing/writing" course often has extensive literature reviews and manuscript or research synthesis at its heart. In a course focused on reading and synthesis of ideas as one example, graduate students may well be able to perform the desired tasks (securing and reading research articles and discussing/debating claims with peers-then writing about their ideas) using online formats such as SKYPE, ANGEL, or Dim Dim to a large extent. To date, the use of online format indeed has challenges with many who require a face to face connection with the teacher, even at the graduate level. While these conditions seem to be few, the perception is real and does need addressed by the instructor in some fashion such as scheduling class meetings at various intervals during any given semester. Despite the challenges, using the internet with its online learning potential will arguably be one of this century’s most significant changes in teaching and learning.
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Scientific Epistemologies and classroom inquiry: To what extent do teachers put their beliefs into practice?
Principle Author: Elaosi Vhurumuku, University of the Witwatersrand, elaosi.vhurumuku@wits.ac.za
Abstract:
This study investigated how teacher beliefs about the nature of science interact with teacher practices of inquiry oriented laboratory instruction. It tested the hypothesis that a teacher habouring constructivist ideas about science will teach in a way that promoted learners’ experience of scientific inquiry. Two A level Chemistry teachers participapted in the study. Teachers ideas about the nature of science were elicited through interviews and their practices of inquiry oriented instruction were determined through classroom lesson observations and interviews. Data was analysed qualitatively using a hybridisation ogf analystic induction and interpretive analysis. The results show that teacher practice of inquiry is mediated by a plethra of factors including their beliefs about science taeching, administrative and examination demands. It is concluded that teachers practice their beliefs only tto a small attenuated extent.
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Impact of a Summer Science Institute on Teachers’ Content Knowledge and Pedagogy
Principle Author: Nikki L. Votaw, University of Louisville, nvotaw@aristotle.net
Co-Authors: Sherri L. Brown, University of Louisville; Thomas R. Tretter, University of Louisville
Abstract:
Although numerous studies have focused on student learning during informal site visits, few studies have focused on teachers’ learning; however, there are some studies which suggest that informal learning environments positively affect teacher content knowledge and pedagogical skills (Boykie, 1986; Melber & Cox-Peterson, 2005; Neathery, Glynn, & Long, 1998) as well as promoting enjoyment and increased confidence in teaching science (Kyle, Bonnstetter, Sedotti, & Dvarskas, 1990; Seidman, 1989; Sukow, 1990). The purpose of this study is to examine the impact that a ten-day science institute had on teachers. The institute leaders were inservice and preservice science teachers working with urban, low SES middle school students in informal learning contexts. Falk and Dierking (2000) derived a Contextual Model for Learning describing three basic intersecting elements that contributed to learning within the given context. The three contexts (personal, sociocultural, and physical) intersect affecting the learning that takes place. This model was used as a framework for studying teachers’ learning in the context of this ten day institute. Using one-on-one semi-structured interviews as a primary data source, results of the impact on the teachers were generated along two dimensions. The interview data were analyzed for commonalities across the teachers as well as within each individual teacher in a case study structure. Three common themes emerged from the teacher interviews: awareness, pedagogy, and barriers to implementation. Teachers were impacted through the interacting of the personal, socio-cultural, and physical contexts (Falk & Dierking, 2000). Despite the variety of personal contexts, all teachers benefited from the experience. Teachers benefited from the socio-cultural context including other teachers, site guides, and students. There was tremendous impact of the physical context of the site visits; however, the teachers described multiple barriers in the physical context to providing theses experiences for their own classes.
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What is the meaning of teaching science through inquiry in secondary science education--A phenomenology study
Principle Author: Hui-Hui Wang, University of Minnesota, Department of Curriculum and Instruction, wangx773@umn.edu
Abstract:
Teaching science through inquiry has a long history in science education. The National Science Education Standards (NRC, 1996, p. 31) advocates that inquiry is the essence of science learning. Unfortunately, not many teachers feel comfortable to use inquiry teaching in their classroom (Weiss, Matti, & Smith, 1994; Bybee, 1997; Salish I Research Collaborative, 1997; Haefner & Zembal-Saul, 2004). Many factors play crucial roles that affect teachers to employ inquiry teaching in their classroom. These factors include teachers¡¦ scientific belief, pedagogical training, curriculum design, teachers¡¦ content knowledge, peer support, teachers¡¦ motivation, and personal successful experience. (Pajares, 1992; Richardson, 1996, Kleine et al., 2002; Windschitl, 2002; Crawford, 2007; Jones et. al., 2007; Roehrig , 2007; and Wee et al. 2007). Although prior studies suggested an overview of what factors affected teachers¡¦ readiness to implement inquiry teaching in their classroom, not many research studies examined the meaning of teaching science as inquiry. What is the meaning of teaching science as inquiry for teachers, especially for the teachers who have successful experiences of inquiry teaching? Through three veteran teachers¡¦ life experiences of teaching science as inquiry, this study attempted to explore the meaning of inquiry teaching in secondary science education and aimed at a better understanding of essential meaning of inquiry teaching. Three important findings have been discovered in this study. First, the result suggested there is no conflict between sharing power and maintaining authority in the classroom by using inquiry teaching. Second, the result suggested that teaching science as inquiry had positive influences on those students who were trouble makers, or had low academic achievement or even both. Third, the finding suggested that doing inquiry could bring in new things to teachers everyday. In addition, inquiry teaching can really engaged students with science learning.
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Conflict in Cooperative Learning Groups in an Elementary Science Methods Course
Principle Author: Scott B. Watson, Liberty University School of Education, swatson@liberty.edu
Co-Authors: Glenna K. Dunn, Liberty University
Abstract:
Conflict in Cooperative Learning Groups in an Elementary Science Methods Course

Abstract

The purpose of this research was to determine if minimal training on the concepts and effects of relational, task, and process conflict would have an effect on proportional process conflict in undergraduate cooperative learning groups of elementary science methods students. Proportional process conflict is explained as the amount of process conflict in proportion to relational and task conflict and to the overall amount of conflict within the group. The sample consisted of 68 undergraduate students from four classes of the same course. Two classes were given conflict training and two classes were not. A Likert-type scale conflict scale was formed by combining questions from the refined Intragroup Conflict Scale (Pearson, Ensley & Amason, 2002) with questions from Shah and Jehn’s survey (1993). The Conflict Survey was administered at the beginning, middle and end of the semesters. The Bales Interaction Process Analysis (Forsyth, 1983), interviews, and conversations were used to gather additional information. Results of the t-tests showed no significant differences in the proportional process conflict between the undergraduate cooperative learning groups. The analyses of the Conflict Survey and the Bales Interaction Process Analysis indicated low amounts of relational, task, and process conflict in all of the cooperative learning groups.

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Professional Development: A Six Year Follow-up
Principle Author: Lawrence D. Weigle, The University of Akron, ldw10@uakron.edu
Co-Authors: Francis S. Broadway, The University of Akron
Abstract:
One measure of the efficacy of a staff development program is the degree to which it informs the classroom practices of the teachers who attended it. Staff development that has no impact beyond the walls of the room in which it was delivered defines futility by example. Steps to SMART Science: 2000-2002, a longitudinal research and staff development project provided teachers with material and the wherewithal to improve student performance through the use of hands-on, inquiry-based teaching methods. The project gauges the efficacy of Steps to SMART Science by the degree to which the materials provided and techniques taught continue to inform the teachers’ classroom practices since 2002.

Those leading the staff development needed to organize and implement Steps to SMART Science: 2000-2002 training in such that it would join personal pedagogic belief and local custom as a factor influencing classroom practice. The two staff trainers were consciously aware of the need to be persuasive and compelling if the desired response was to be elicited from the teachers. Once back in their classrooms these personal meanings, taken from the staff development, met the other dynamics that influence what the teachers do in their classrooms. What factors from the Steps to SMART Science: 2000-2002 staff development sessions persuaded the teacher trainees to use the material and strategies provided to inform their classroom practice since the end of the formal training? This answer to this research question lies within the perceptions and experiences of each of the twenty-seven teachers during the six years since the last Steps to SMART Science: 2000-2002 staff development session was held.

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Informing College Teaching through Self-Study: A three-year journey
Principle Author: Molly H Weinburgh, Texas Christian University, m.weinburgh@tcu.edu
Co-Authors: Sherrie Reynolds, TCU; April Sawey, TCU
Abstract:
Our challenge as professors is to design and teach courses about teaching science to K-12 pupils. Most of us continually strive to improve the content and the delivery of these courses in order to improve our student’s ability to teach science. To address this challenge, our teaching/research team developed and tested the effectiveness of an instructional sequence based on Goethe’s (1749-1832 German scientist) delicate empiricism. This three-year study used self-study methodology to improve an instructional sequence in an elementary science methods course in order to enhance learning. We designed an instructional unit, analyzed its effectiveness and revised it as needed.
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Effects of a research experience for science teachers: Year 3
Principle Author: Jeffrey D Weld, University of Northern Iowa, jeff.weld@uni.edu
Abstract:
The National Science Education Standards require teachers of science to also be “representatives of the science community” but only recently have programs come about that foster authentic science experiences for teachers. Modeled after a variety of already existing programs, Research Avenues for Iows Science Teachers (RAISE) pairs in-service science teachers with research active faculty for 6-weeks in the summer, followed by academic year mentorship. Goals of the program are to deepen the content and pedagogical knowledge of the teachers, establish collegial relationships between secondary and university faculty, and inspire learners of science at all levels through the inquiry of scientific processes. The results of a mixed methods approach to assess three years of the program are presented here.
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When Creationists Confront Counterevidence: Why Understanding and Acceptance of Evolution do not Correlate
Principle Author: Paul J Wendel, Mansfield University, pwendel@kent.edu
Abstract:
Young-earth creationists reject Darwinian evolution and geologic time scales in order to accept the book of Genesis as a record of earth history. In a study of a small young-earth creationist organization, young-earth creationists were observed identifying and discussing counterevidence to their point of view. In each case the counterevidence produced no sense of crisis, but rather the creationists deferred the counterevidence for future resolution. This behavior parallels Thomas Kuhns’ and Imre Lakatos’s independent descriptions of normal science, in which scientists tolerate anomalies for long periods of time, judging that these anomalies will eventually be resolved. Creationist tolerance of anomalies suggests an explanation for the observed non-correlation between understanding and acceptance of evolution—upon encountering evidence supporting the theory of evolution over young-earth creationism, creationists may simply defer the problem, assuming that perceived conflicts will eventually be resolved. Implications for teacher preparation are discussed.
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Title: Students’ with Visual Impairments Conceptual Understanding of Seasonal Change

Principle Author: Tiffany A Wild, The Ohio State University, wild.13@osu.edu
Co-Authors: Kathy C Trundle, The Ohio State University
Abstract:
This purpose of this study was to understand and describe the misconceptions that may exist among students with visual impairments and instructional techniques designed to help them learn scientific concepts. Specifically, the study focused on the conceptual understanding of students with visual impairments about seasonal change. Students were interviewed 1 week prior to and 2 weeks after instruction, and data were analyzed using constant comparative methods. A total of 7 students participated in either a traditional type of instruction or an inquiry-based curriculum about causes of seasons. The traditional instruction included textbooks, lectures, models, and verbal descriptions of astronomical phenomenon. The instructional strategies for the inquiry-based group included student generated models; graphs of temperature data; surveys of fellow students, friends, and family; and 3-D models. Students who participated in the traditional instruction all exhibited alternative conceptions before instruction. Reasons for seasons included the Earth’s rotation on its axis, a change in distance between the Earth and the Sun, and a change in the tilt of the Earth as it orbited the Sun. After the traditional instruction, students in the comparison group all continued to exhibit alternative understandings of seasons. Only one student in this group held a scientific fragment (e.g., Earth orbiting the Sun) within his alternative explanation. Students who were members of the inquiry-based group also had alternative conceptions before instruction. Reasons for seasons included a change in the Earth’s tilt during orbit, a change in the amount of moisture levels in the atmosphere, and the rotation of the Earth on its axis. One student was able to explain that the Earth orbited the Sun, but could not explain how this planetary motion caused seasons. After the inquiry-based instruction, students in this group all had scientific understandings of seasons or scientific fragments, and none held alternative understandings.

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Preservice Teachers and their use of Curriculum Materials
Principle Author: Christopher D Wilson, BSCS, cwilson@bscs.org
Co-Authors: Elizabeth Edmondson, BSCS; Sue Kowalski, BSCS; April Gardner, BSCS; Betty Stennett, BSCS; Joe Taylor, BSCS; Janet Carlson, BSCS
Abstract:
For 50 years BSCS has consistently provided leadership in K-12 science education in the development of research-based curriculum materials, in producing high quality professional development, and in research on BSCS and other programs that contributes to the knowledge base of curriculum reform. We have, however, largely overlooked an important stage within an educators’ career: individuals preparing to become teachers. To explore the contributions that BSCS may make in this area, we began with three questions:

• How are preservice teachers currently being trained with respect to curriculum materials?

• What supports are currently available to science teacher educators in training students to identify, analyze and implement high quality curriculum materials?

• What sorts of materials and/or professional development would be of value to science teacher educators?

An initial survey examining what experiences beginning teachers have received, as well as their beliefs and practices concerning the role of curriculum materials in science teaching and learning was developed and administered in the spring of 2008.

Data come from 92 students from schools in 16 states, ranging in size from 500 to 47,000 students. The data suggest that preservice teachers are largely unprepared to identify, analyze and implement high quality research-based curriculum materials. The widespread use of internet resources, coupled with the low value placed on an instructional model, reinforces our concerns about the “hunter-gatherer” mentality commonly seen among in-service teachers, where materials are gathered from multiple sources and haphazardly assembled into an instructional sequence that is inconsistent with research on effective teaching. It is our hope that our findings will continue to advance these discussions, provide avenues for future study, and resource development for higher education faculty and preservice teachers.

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Charting the territory of induction: Beliefs and practices of beginning science teachers
Principle Author: Sissy S Wong, Arizona State University, sissy.wongkavas@asu.edu
Co-Authors: Irasema B Ortega, Arizona State University; Julie A Luft, Arizona State University
Abstract:
This study analyzes the changes in beliefs and practices of four beginning science teachers each in a different induction program. Data was gathered from interviews conducted monthly during the school year, and annually. Monthly interviews asked questions regarding aspects of teaching like lesson objectives, daily agendas and materials used. These interviews were analyzed to look at the practices of each teacher. Annual interviews asked questions pertaining, in part, to reflections on the school year and beliefs. Responses to annual interviews were analyzed for information on teacher reflections on performance, beliefs and practices. Analysis of the monthly and annual interviews shows connections between teacher beliefs and practices and trends in each induction program. This study also charts the evolution of beliefs and practices over the first two years of the four beginning science teachers.
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The Impact of Sustained Professional Development on Preservice Teachers
Principle Author: Eric A Worch, Bowling Green State University, eworch@bgsu.edu
Co-Authors: Emilio Duran, Bowling Green State University; Lena Ballone Duran, Bowling Green State University; Jenna L Pollock, Bowling Green State University; Jacob N Burgoon, Bowling Green State University
Abstract:
To establish immediate changes in teacher preparation to impact elementary education students nearing the completion of their programs, we developed a sustained professional development for preservice elementary teachers prior to and during their student teaching semester. The preservice teacher cohort was a newly added component of TEAMS (Teachers Enhancing Achievement in Mathematics and Science), a three-year professional development and research project conducted by Bowling Green State University and funded by the Ohio Department of Education. The goal of the project is to enhance elementary teachers’ self-efficacy through targeted content and pedagogical instruction, resulting in higher student achievement through more-effective science instruction.

Participants received on-campus and field-based instruction facilitated by highly-qualified elementary or middle school science teachers (grades K-6), university content specialists and instructional intervention specialists. Instruction utilized OSCI/OMAP instructional modules - project-developed inquiry lessons designed to specifically address the Ohio Academic Content Standards in Science.

The impact of the professional development was measured at strategic points throughout the year using a variety of methods. Content acquisition and retention was assessed using a project-designed test. Varrella and Burry-Stock’s (1997) Beliefs About Learning Environments (BALE) Instrument was used to assess changes in the participants’ constructivist beliefs and the nature of effective science learning environments. Focus groups were used for participants to elaborate on their responses on the BALE Instrument, explore changes in the participants’ attitudes and self-efficacy, and to receive constructive feedback on the effectiveness of different components of the professional development.

Results assessing the impact of the project on the participants’ responses on the science content tests, BALE Instrument and in focus groups indicate highly positive gains content knowledge, effective learning environments and self-efficacy as science teachers.

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Ecology Disrupted: Using Museum based science and educational technology to link real world environmental issues to basic ecological principles
Principle Author: Yael M Wyner, City College, School of Education, yaelwyner@gmail.com
Co-Authors: Janice Koch, Hofstra University; Steve Gano, American Museum of Natural History
Abstract:
We used Science Bulletins, digital media stories about current science produced by the American Museum of Natural History (AMNH) in New York City to develop middle and high school case study units on contemporary issues in ecology and ecosystems. We present two case studies that use current scientific data to link ecological principles to real-world environmental issues. Each unit is constructed around a question linking the ecological topic with human daily life. One unit asks the question, ’How do snowy and icy roads put the Baltimore area’s water supply at risk?’ The other asks the question, ’How does being able to drive between Los Angeles and Las Vegas in under five hours put the bighorn sheep at risk?’ The students must use source material to develop hypotheses to address these questions. They then analyze real data to test their hypotheses. Finally, they watch and analyze Museum media to connect the questions that they investigated to broader ecological principles and issues. Preliminary findings based upon teacher feedback show that teachers thought that the lessons met the goals of National and New York State Standards. They specifically thought these lessons were valuable for helping students to explore hypothesis development, the difference between inference and observation, many facets of graphing including scaling, independent and dependent variables, and comparisons among graphs. In addition the concepts of inbreeding, ecological principles such as abiotic and biotic factors, compositions of ecosystems, the nature of habitats, and human caused environmental changes were important core concepts in these modules. This work was supported by NSF grant #0733269.
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Examining Elementary Curricula Using Reform-Based Standards: Implications for Using Curriculum Analysis in Elementary Methods Courses
Principle Author: Li-Ling Yang, Roger Williams University, lyang@rwu.edu
Co-Authors: Meredith L. Beilfuss, Butler University
Abstract:
Beginning teachers often rely heavily on readily available or commercially published curriculum modules and are unsure of how to best use/modify these materials for effective science teaching. Therefore, we believe that preservice teachers should be exposed to various curriculum materials early on in their training and are given the opportunity to conduct their own analysis of those materials in an effort to guide their thinking about the effectiveness of such materials. In consideration of this issue in our own elementary methods courses, we conducted an analysis of two influential elementary science curriculum modules in the history of science education, the Elementary Science Study (1968) and Discover The Wonder (1993), based on the National Science Education Standards. These curriculum materials, in spite of their creative approaches to and continued influence on elementary school science instruction, were found to do poorly in accordance with the Science and Technology Standard and should rather emphasize the development of the ability of technological design and ability to distinguish between natural objects and objects made by humans. This study has implications for the training of preservice teachers regarding curriculum analysis, modification, and enactment of these materials in their future classrooms.
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Professional Development for Science Literacy—Writing and Reading in Service of Learning Science
Principle Author: Larry D Yore, University of Victoria, lyore@uvic.ca
Co-Authors: Christine D Tippett, University of Victoria; Robert A Anthony, University of Victoria; Aeran Choi, Kent State University; Brian Hand, University of Iowa; Lori Norton-Meier, Iowa State University
Abstract:
‘Science literacy for all’ involves preparing students to participate more fully in the public debate about science, technology, society, and environment issues seeking informed decisions and sustainable actions. Science literacy, therefore, has two interacting components: fundamental literacy and derived understandings of science. Professional development (PD) focused on the fundamental literacy component needs to consider how literacy in science education can enhance student learning, changes in classroom practices in service of learning, and develop a legacy of advocates, build capacity, and scale implementation. Several of these issues are not well understood and are frequently underestimated in terms of their demands. This collection of 6 presentations will illustrate different PD approaches within and across two federally funded projects in Canada and the USA focused on reading and writing in science programs. Finally, the interactive discussion will identify other pressing issues, promising practices, and establish basic principles and procedures to guide professional development planning and delivery regarding reading and writing to learn science.
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Adults’ decision making about the electronic waste issue: An implication for Science-Technology-Society education
Principle Author: Yuqing Yu, Teachers College Columbia Univeristy, yy2213@columbia.edu
Abstract:
Electronics have become a common part of modern society. We all have old electronics stored in our basements or closets waiting for the day we can easily recycle them. However, only 17-18% of unwanted or obsolete electronics are recycled responsibly. For example, eighty percent of electronic waste finds its way into landfills, is exported or is dismantled by prison labor. Currently, electronic waste or e-waste is the most rapidly growing waste problem in the world and has resulted in devastating environmental impacts.

Environmental activists are mainly seeking legislative and regulatory solutions to e-wastes; few of them are studying adults¡¯ epistemological understandings of the problem. Therefore, I think my study can fill this void in the literature. My study focuses on how adults make decisions about e-wastes, how their understanding of the nature of science influences their decisions, and to what extent morality is involved in the decision making.
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Preservice teachers’ use of presentation technologies to promote reforms-based instruction in the secondary Physical Science classroom.
Principle Author: Pablo Zatz, University of Virginia, pz8m@virginia.edu
Co-Authors: Randy L Bell, University of Virginia; Ian Binns , Louisiana State University
Abstract:
Interactive Display Systems (IDS) consisting of a ¬computer with Internet access, an LCD projector, and a SmartBoard, have the potential to make educational technologies accessible to an entire classroom, even when only one computer is available. The purpose of this study was to describe physical science preservice teachers’ use of IDS during their student teaching experiences.

Participants included 7 physical science preservice teachers enrolled in a Masters of Teaching program at a large public Mid-Atlantic university. The science teacher preparation program emphasized ways to incorporate educational technology effectively in science instruction across multiple courses and experiences. Data sources included classroom observations, entrance and exit interviews, reflections, lesson plans, and digital resources (videos, simulations, animations, etc.). Meaning was drawn from these data through an analytic induction process (as per Erickson, 1986), in which codes, assertions, and conclusions were derived through repeated formal review of all data sources.

Results indicated that the participants regularly used the IDS to facilitate reforms-based science teaching, and to teach substantial science content through a wide variety of technologies. The technologies most commonly utilized included simulations, digital images, videos clips, and Internet resources. The technology integration had a twofold effect. First, the students’ level of involvement in their learning was increased by initializing and sustaining engagement through using technologies to which they could readily relate. Second, these materials also added a visual and “tangible” element which promoted the understanding of concepts that otherwise would not be easy to convey. Furthermore, the results clearly demonstrate that it was not the IDS itself that made the difference. Appropriate teacher preparation is a critical component of the positive outcomes realized by the participants in this investigation. The researchers plan to continue this line of research to delineate the key components of the teacher preparation program.
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Persistence of Meteorological Misconceptions
Principle Author: Sarah D. Zellers, University of Central Missouri, szellers@ucmo.edu
Abstract:
Research indicates that misconceptions in various areas of sciences including meteorology are prevalent among preservice teachers. A literature review revealed limited research related to misconceptions in meteorology. No studies were found investigating these misconceptions among preservice teachers. Researchers from both the earth sciences and education departments on campus have joined together to develop an instrument used to identify possible misconceptions held by students in the area of meteorology as well as to promote an awareness of these misconceptions. Participants include 30 undergraduate students enrolled in a lecture class in Meteorology. Using published guidelines for developing an instrument to identify misconceptions, we began by collecting data via constructed response/open ended questions as a pre-test for the course. Furthermore, interviews were conducted during the semester with five volunteers from the original sample. Responses to the open response questions and interviews were then open coded to see if salient themes emerged. Data gathered using the multiple-choice test included frequency tables for each of the ten multiple-choice questions to show the percentage of participants with correct answers and scientific reasons. Quantitative data, in the form of a two tiered, multiple-choice, instrument, indicates that several alternative conceptions, despite direct instruction and informal labs, persist. Scientists and science educators can use this information to raise awareness of misconceptions among their own students as well as consider structuring activities and labs that promote the replacement of misconceptions with scientific understanding.
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Thirst, Hunger, and Ethics: The Science Classroom as an Ethics Laboratory
Principle Author: John J Zenchak, North Central College, jjzenchak@noctrl.edu
Co-Authors: Tim Morris, North Central College
Abstract:
National studies indicate a crisis in science education. Among the findings was the need to improve science literacy. These reports emphasized a need for change that shows multidimensional aspects of science. In response to the need to improve science education, we developed a college biology course with two goals. One goal is to make science more relevant and engaging by incorporating ethical issues into biology, ideally increasing science literacy. As citizens, these individuals will need to connect ethical debates with the science from which they arise. We introduce biology to students bringing in issues from bioethics, public policy, philosophy of science, and history. The other goal in the course is to draw students into the sciences. Incorporation of the humanities dimension may generate an interest in science among those who had none previously. The course begins with a discussion of the question, “what is science?” Later in the course we look at two different public policy issues: global water policy and the politics of food. Other topics include research ethics, the moral status of nonhuman animals, and the new reproductive technologies. Students are asked to design their own informed consent form, one which they would find ethically defensible. Rather than trying to cover “everything” superficially, as is common, the focus is only on the excretory, circulatory, digestive, respiratory, and reproductive systems. From an ethical perspective, the supply of kidneys for transplantation and global water ownership are considered. A course such as this has a number of possible advantages. It is difficult to understand the ethics and policy issues if you do not understand the science, and vice-versa. In effect, the science classroom becomes an ethics laboratory allowing students the opportunity to discuss possible solutions to ethical issues in science.

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