Paper number: 12001
Elementary Science Methods Courses: Varying Contexts for Improving Conceptions of and Strategies for Teaching Nature of Science
Principal Author: Valarie L. Akerson, Indiana University, vakerson@indiana.edu
Co-Authors: Meredith Park Rogers, Indiana University; Khemmawadee Pongsanon, Indiana University; Ingrid Weiland, University of Louisville; Kader Bilican , Middle East Technical University
Abstract:
Despite recommendations to teach nature of science (NOS), most classroom teacheres have difficulty embedding such instruction in their practice. We explored a variety of elementary science methods courses to determine the kinds of contexts that could improve elementary preservice teachers’ conceptions of NOS as well as their ideas for teaching NOS to elementary students. We explored four different contexts (a) an Explicit Reflective NOS context in which the theme of the course was NOS through teaching and learning about NOS, (b) a Reflective Teaching NOS context in which the instructor focused on developing reflective practice regarding NOS, (c) a Problem-based Learning context in which NOS was embedded into problem-based learning, and (d) NOS embedded into authentic inquiry context. In each of these contexts NOS was explicitly taught through decontextualized and contextualized methods. Preservice teachers in the courses responded to the Views of Nature of Science Form B (VNOS-B) prior to and at the conclusion of the semester. At the conclusion of the semester preservice teachers also responded to questions regarding their teaching of NOS. Student work was collected throughout the semester to enable tracking of NOS ideas over time. Course instructors maintained a teaching/research log of each class session and an independent researcher observed and videotaped at least five class sessions for each course. The independent researcher interviewed each class instructor for goals of instruction. Upon data analysis it was found that all preservice teachers improved in their conceptions of NOS, but to varying degrees depending on NOS aspect in different contexts. Preservice teachers also described different strategies for teaching NOS by context. The researchers determined that many contexts can be used to teach NOS, but different ones may be selected depending upon what NOS ideas one desires to teach.
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Paper number: 10082
Do student-generated digital animations enhance student understanding of water boiling? A study comparing student learning in a Sci Vis course
Principal Author: Jennifer L Albert, North Carolina State University, jennifer_albert@ncsu.edu
Co-Authors: Eric N Wiebe, North Carolina State University; Margaret R Blanchard, North Carolina State University
Abstract:
Computers are becoming ubiquitous in society and in secondary science classrooms. This has initiated both the use of newer technologies and new course designs. One example of a new course design is a Scientific and Technical Visualization (Sci Vis) course, which incorporates conceptual understanding with computer visualization. Little is known about how students learn science concepts through digital animation creation. In this study, 94 students in six Sci Vis classes of two instructors created a visualization of water boiling. Students in two introductory courses constructed animations with pre-existing images; students in four advanced courses created original animations, two classes of which had an additional day working in groups. Students took pre and post assessments based on common misconceptions about the particulate nature of matter and drawings were assessed with rubrics aligned with drawing construction theory. The research questions guiding this study are, What are students’ misconceptions about water boiling? Are there differences in student understanding based on instructional method? Does Van Meter and Garner’s (2005) Generative Theory of Drawing Construction (GTDC) apply to student-generated computer animations? Findings indicate that students who created original drawings had greater gains on post tests than students who used supplied images. There were no statistically significant differences in achievement among the groups, and interestingly, the students who worked in teams rarely modified their drawings following group discussion. These results support Van Meter and Garner’s (2005) GTDC both in terms of increased test scores and drawing quality. This implies that creation of an animation can be a powerful way to learn. Implications about the nature of the assignment and the role of groups are discussed.
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Paper number: 11076
Investigating Elementary Teacher Candidates’ Level of Environmental Literacy in an STS-based Science Methods Course
Principal Author: Aidin Amirshokoohi, Fairfield University, aamirshokoohi@fairfield.edu
Abstract:
The Science, Technology, and Society (STS) effort, promoting the teaching of science in a social context, is an important path in achieving scientific and technologically literacy. A number of STS issues have direct environmental consequences and environmental education (EE) has been termed as synonymous to STS education. Social-civic literacy, a key component of STS curriculum, is similar to the environmental literacy goal of EE. Despite the numerous benefits of STS-focused instruction for students, the STS effort, regrettably, has not been as widely accepted or implemented in schools as anticipated earlier. One explanation may be that teachers are not adequately trained to address STS issues and may not possess the necessary environmental and scientific literacy necessary to do so effectively; hence, there is a vital need to adequately prepare teachers to help students become scientifically literate and responsible citizens. The current study, utilizing a triangulation mixed method design, investigated the impact of an STS oriented instruction on pre-service elementary teachers’ level of environmental literacy. Two sections of a regular science methods course were compared to two sections that had an STS focus. The pre and post Environmental Literacy Instrument (ELI) data analyzed by inferential statistical procedures revealed: 1) the treatment group had significantly higher post-test total and seven subsection means than those of the comparison group and 2) the treatment group’s post-test total and seven subsection means were significantly higher than its pre-test means. The pre and post interview data analyzed through an analytic induction method corroborated the quantitative results. This study would be valuable to science educators who ultimately bear the responsibility of preparing pre-service teachers to employ an STS-based instructional approach as emphasized in the National Science Education Standards.
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Paper number: 10231
Teacher Transition Toward an Immersive Argument-Based Science Instruction
Principal Author: Cavagnetto Andy, Binghamton University-SUNY, acavagne@binghamton.edu
Co-Authors: Brian Hand, University of Iowa; Lore Norton-Meier, University of Louisville
Abstract:
A recent review of argument-based interventions by the first author suggests different positions have been adopted for learning science argument (Author, 2010). The review of 54 articles categorized argument-based interventions with regard to (a) when argument is used in the intervention, (b) what the interventions are designed to stimulate argument about, and (c) what aspects of science are present in the interventions. The analysis identified three common orientations toward argument. Socioscientific uses of argument are designed to help students recognize the interaction between science and social issues. Structural uses of argument are designed to teach students about the components of a sound argument and subsequently the reasoning processes common in science. Immersive strategies use argument a vehicle to learn about scientific principles and practice. This paper reports on two grade five teachers’ transition toward an immersive approach to argument-based inquiry. Teachers’ transition were influenced by the following elements:

1) Perceptions of who controls learning

2) Perceptions of student abilities

3) Organizational components such as time

4) Teachers’ content understanding

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Paper number: 10161
Using Inquiry-Based Undergraduate Biology Laboratories as a Modified Field-Experience for Pre-Service Science Teachers
Principal Author: Julie Angle, Oklahoma State University, julie.angle@okstate.edu
Co-Authors: Donald French, Oklahoma State University
Abstract:
Preparing pre-service teachers to teach using an inquiry approach is often challenging because most of their exposure to the learning of science, in high school and college science courses, is through a traditional lecture and memorize format. As a result, pre-service science teachers often lack experience teaching through an inquiry approach, a teaching approach recommend by the National Science Education Standards. Therefore, with teaching through inquiry as a teaching expectation, it stands to reason that encouraging novice teachers to adopt and implement inquiry teaching practices effectively requires offering opportunities for pre-service teachers to not only observe model classrooms but to actively engage in the teaching practice. This presentation describes a collaborative between a biology professor, in the College of Arts and Sciences, who oversees a well-respected inquiry-based freshman level biology course and a science education professor, in the College of Education. Together they have created a model for a low-threat inquiry-learning environment that affords pre-service teachers, enrolled in a secondary science methods course, an opportunity to practice teaching through an inquiry approach before embarking on their student teaching internship. In addition, this collaborative affords pre-service science teachers with experience to develop an appropriate understanding of the nature of science as they facilitate guided scientific inquiries.

A mixed methods approach was used to understand the extent to which pre-service teachers’ ability to design inquiry lessons and to teach through an inquiry approach was impacted by facilitating a freshmen level college biology lab. The experimental design and results of this study can serve as a model, for science teacher education programs, as a way to create inquiry-teaching opportunities for pre-service secondary science teachers prior to their student teaching internship.

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Paper number: 10070
Infusing Serious Educational Games to Train Science Teachers
Principal Author: Leonard Annetta, George Mason University , lannetta@gmu.edu
Co-Authors: Richard Lamb, George Mason University; Rebecca Cheng, George Mason University; David Vallett, George Mason University
Abstract:
Serious Educational Games (SEGs) (author, 2008) has become a viable research agenda for many researchers over the last several years. As it pertains to science teacher education, there are several avenues one can take for infusing SEGs into a curriculum. One could play a game; some could create games and other use games as a training mechanism-much like the medical, military and homeland security fields. This paper describes an SEG developed through a National Science Foundation grant that trains prospective science teachers on classroom safety, organizing chemical closets and conducting safety audits. Initial results from this prototype SEG, which was conducted through Analysis of Variance testing, suggest initial licensure science teachers had an intermediate level of efficacy for providing a safe classroom laboratory environment as calculated by pretest data. The majority of participants indicated that their biggest concerns were whether they would know what to do in the event of a chemical emergency, whether they would know how and be able to handle the situation in order to minimize the risk or injury to students. The other main concerns of participants focused on student misbehavior that could lead to issues of safety, such as students not following directions, engaging in horseplay, and not listening to instructions. Other concerns included being able to deal with emergencies when a student is injured and having chemicals in the classroom. These data helped us further refine the SEG, which will be deployed in future semester of science methods at participating universities.
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Paper number: 10017
The pedagogy of ingenuity in science: Classroom practice and the development of scientific creativity
Principal Author: Allison Antink Meyer, Illinois Institute of Technology, aantink@iit.edu
Co-Authors: Norman G. Lederman, Illinois Institute of Technology
Abstract:
Although consensus exists among educators that facilitating student creativity in the science classroom is desirable, Baer (1993) points out that classrooms generally do not adequately identify or develop creativity among students. What is needed is a shift in instructional design through which the development of creativity becomes explicitly addressed within the routines of instruction. Such a shift necessitates that an understanding of the relationship between teacher practice, student experience and the development of creativity is understood. Forty, secondary chemistry classrooms participated in this study. The development of a characterization of scientific creativity was prompted by the critical need for exploration and explanation given recent concerns about declining creativity scores among U.S. students (Bronson & Merryman, 2010) and the essential nature of creativity in the development of scientific knowledge. Ultimately, this work has the potential to inform classroom practice and to support teachers’ and curriculum developers’ understanding of student creativity in the educational context. Opportunities to demonstrate and, potentially, to develop creativity in science depend on significant changes in traditional modes of teacher practice and proactive teaching for creativity instead of its incidental inclusion. The cognitive, affective and environmental indicators of and support for creativity inform the conclusions. The differences across classrooms and student scores indicate what teaching strategies, affective factors, environmental supports and constraints, and teacher and student actions impact the development of creativity in science.
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Paper number: 11089
Science teachers’ pedagogical conceptions of creativity and their impact on student creative performance in science
Principal Author: Allison Antink Meyer, Illinois Institute of Technology, aantink@iit.edu
Co-Authors: Norman G. Lederman, Illinois Institute of Technology
Abstract:
This study was intended to inform a more nuanced understanding of manifestations of scientific creativity in line with scientific epistemology. In other words, how does creativity manifest itself in the learning experiences already incorporated in instruction that are intended to support the skills and abilities expected of students in reform documents. Creativity research must inform teaching practice at the classroom level if education intends to turn a corner and to focus increased attention on higher order thinking skills and abilities. The consideration given to creativity in science in much of the existing creativity research understands “science” as a generality and threatens to engender assumptions about its practice and its knowledge structures that run counter to the outcomes expected of students. Science students must be able to develop the cognitive structures that support creativity, however, this should not be at the cost of other goals in science education. Sudents are and will continue to be expected to develop informed understandings about scientific epistemology. Although strides have been made related to these goals, classroom practice that supports the development of these understandings has been difficult to foster among science teachers (Blanchard, Southerland, & Granger, 2008; Jeanpierre, Oberhauser, & Freeman, 2005; Lederman, 1998; Lederman, 1999; Schwartz, Lederman, & Crawford, 2000). Given that creativity is one of those understandings expected of students, any effort to influence classroom practice that asks teachers to explicitly teach for creativity should build upon and not detract from other related but distinct efforts. In other words, the significance of this study is in its effort to inform both a characterization of creativity that complement existing reform efforts related to epistemology. Given that students are presently expected to develop an understanding of the role of creativity in science, these efforts should support and not detract from that development.
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Paper number: 13012
Video Stimulate Recall Technique: The Case of Teachers Sharing their Perspectives on Eliciting Students’ Knowledge during Instruction.
Principal Author: COMFORT M ATEH, PROVIDENCE COLLEGE, cateh@providence.edu
Abstract:
The objective of the research on which this paper was based was an analytic description of secondary science teachers’ elicitation practices during instruction. Teachers elicit students’ knowledge on various aspects of teaching and learning, which is the underlying tenet of formative assessment. Unlike many studies that characterize teachers’ practices based on researchers’ observations, this study described teachers’ practices based on teachers’ perspectives. This study gave voice to teachers through a video stimulated recall (VSR) interview technique to share their perspectives on their elicitation practices.

The study was conducted at 11 high schools and included 10 exemplary science teachers who were videotaped during their instruction and interviewed as they watched the video of their instruction. During a VSR interview, teachers shared their perspectives on the purposes, the strategies and the challenges they encountered in eliciting students’ knowledge. Teachers’ reflections during the VSR interview happened in interaction with the researcher, which required an attitude that values “…the personal and intellectual growth of oneself and others” (Rodgers, 2002, p. 845). An exploration of their perspectives suggested that contrary to the popular notion that teachers’ do not practice formative assessment in their classroom, they do, albeit in ways that is different from research-based practices. Although teachers agreed on the essence of eliciting students’ knowledge, they lacked a common understanding of what formative assessment.

The VSR interview technique enabled teachers to notice that elicited information on students’ knowledge informs them on students’ learning needs that should be considered in adjusting instruction where necessary to meet these needs, which is the underlying tenet of the formative assessment process. However, teachers shared challenges that impeded them from adequately employing strategies that would have aligned with this formative assessment framework.

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Paper number: 13008
Integrating Multicultural Education into the Science Teacher Education Program: Effective Strategies for the Classroom

Principal Author: Mary M Atwater, University of Georgia, atwater@uga.edu
Co-Authors: Melody L. Russell, Auburn University
Abstract:
The overall purpose of this one half-hour experiential session is to enhance the participants understanding on the infusion of multicultural education into science teacher education programs. Moreover, this session will allow participants to experience activities that have been successful in K-12 science teacher education programs. There are different perspectives on multiculturalism from the human relations (touchy-feeling) (Sleeter & Grant, 2009) to critical multiculturalism. Critical multicultural education is a research and pedagogical field of study aimed toward achieving equity and social justice of all learners and how injustices and subjugation based on culture, race, ethnicity, language, ability, and/or sexual identity shape the educational experiences of students. The session will include the following segments:

1. Introduction of the session and becoming acquainted with the participants – 2 minutes (Melody)

2. Review of the essential elements of successful multicultural science teacher education program, multicultural science curricula, and other research findings related to beliefs and actions of preservice teachers – 5 minutes (Mary)

3. Elementary multicultural science activities (Inquiry lesson on the Earth in Space and the Earth’s Changing Surface. The lessons will examine Indigenous peoples perspectives relative to the Earth and Moon as well as the Earths changing surface) – 10 minutes (Melody)

4. Secondary multicultural science activities (introductory activity on stereotypes and prejudices – 10 minutes (Mary)

5. Assessment and Evaluation of teachers of science

Curriculum projects as a way for teachers to infuse multicultural science (Bank’s topology for multicultural education, instrument for evaluating curriculum projects for multicultural science) – 5 minutes (Mary)

Handouts from the special issue of the articles written by Atwater and Brown in Science Activities, along with the multicultural activities, will be distributed during the session.

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Paper number: 10198
Impact of Pilot Graduate Certificate Program on Informal Science Educators
Principal Author: Lois A Ball, University of South Florida/ Doctoral candidate, laball@mail.usf.edu
Abstract:
Qualitative emergent design case study examined the impact of four semester pilot graduate certificate program for informal science educators (ISEs). Formal and informal science educators in West Central Florida recognized need for professional development in the informal science education community, then developed and implemented graduate program. Program participants included informal science educators, formal science educators, a university education professor, and the participant researcher. Class members interacted with informal science institution (ISI) professionals, research scientists, educators, community representatives, and each other to learn and model holistic education philosophy, understand functions in ISIs and their diversity, and network with fellow members in their community of practice.

Face to face interviews were conducted and audio taped after completion of the program to document participants’ experiences during and after completion of four semesters of classes. Transcribed interviews, class notes and materials, and researcher reflections and observations were examined iteratively to seek emerging patterns and themes in each member’s experiences until a saturation point was reached. Data were triangulated among sources across the board with all respondents to confirm emergent key points that were dominant and obvious until all categories became saturated. Member checking throughout data collection and analysis was employed to enhance credibility and dependability of research.

Emergent themes resulting from the research included participants experiencing increased growth in self-efficacy, career advancement, enhanced professional standing, and recognition of contribution to the ISI community. Researcher concluded the ISI pilot certificate program provided members with a stimulating nurturing environment which enabled many of them to assimilate and model holistic education philosophy in their work. Exploration of educational, financial, research, and administrative aspects of ISIs promoted some participants’ career advancements. Recognition and use of networking by members also led to stronger professional and personal relationships within the ISI community of practice.

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Paper number: 10015
Student scientific self-efficacy: What factors matter in predicting positive attitudes toward science?
Principal Author: Deborah S Barry, Syracuse University, debarry@syr.edu
Co-Authors: John W. Tillotson, Syracuse University; Janet Wilmoth, Syracuse University
Abstract:
The purpose of this study is to investigate how student attitude toward science, specifically their self-efficacy, is related to reformed instructional practices. As student attitudes have been shown to vary by gender, ethnicity, and parent attitudes, we control for these factors in order to elucidate the effects of instructional practice on student attitudes. Our primary aim was to examine the effects of reformed teaching as measured using the RTOP on student efficacy towards science. The hierarchical nature of this research aim, testing the effects of a classroom level variable (RTOP scores) on students attitudes, a student level variable, necessitated the use of multilevel modeling, specifically Hierarchical Linear Modeling (HLM) (Raudenbush & Byrk, 2002). This technique allowed us to account for the nested or hierarchical nature of the multilevel data utilized for this study. We conducted two stages of models to observe the effects of different independent variables on our dependent variable, student efficacy in science. Contrary to our hypothesis that the RTOP rating of teachers would have a positive influence on student efficacy in science, the final model revealed that this variable did not have a significant effect after controlling for all the student- level variables. However, several student- level independent variables do have a significant effect on student efficacy in science. Perceived parent attitudes toward science had a positive effect on student efficacy in science class, meaning that students who perceived their parents to value their efforts in science had more efficacious attitudes towards science. Contrary to our hypothesis, the RTOP measure of teaching practice did not have an effect on the student measure of self-efficacy in science in this study. However, this study does reveal significant findings in relation to the effects of parental support and interaction between gender and self-reported grades to students’ scientific self-efficacy.
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Paper number: 10038
Students, They Inquire but Do They Know? Teaching Students About Knowledge of Inquiry
Principal Author: Selina L Bartels, Illinois Institute of Technology, sbartels@iit.edu
Co-Authors: Norman G Lederman, Illinois Institute of Technology; Judith S Lederman, Illinois Institute of Technology
Abstract:
Scientific inquiry is an important focus in both the Illinois State Standards and the National Science Education Standards. Both teachers and researchers know that inquiry is an important aspect to teach about in science classrooms. Within the content standards for science as inquiry it is stated that; students grades K-12 should develop: 1) Abilities necessary to do inquiry and 2) Understandings about scientific inquiry. The objective most often implemented in the classroom and researched is doing inquiry, leaving objective two unexplored and implemented in most classrooms.

Inquiry is viewed as both a teaching approach and a learning objective. Many teachers focus on teaching and evaluating students on the actions of carrying out inquiry labs in their classroom. Inquiry as a learning objective involves the teacher explicitly asking students to be reflective during their lessons about the various aspects of inquiry. Most research related to inquiry has been focused on the approach to teaching and students standardized test scores resulting from inquiry teaching. Knowledge about inquiry as a learning objective is not thoroughly explored.

Although the learning of inquiry is both an Illinois State standard and emphasized in NSES it is often not taught in science classes. If it is taught, the students’ knowledge about inquiry is not explicitly measured. Inquiry is most often measured by students conducting labs or students writing about labs. Students’ actual knowledge and understanding about inquiry is not often measured or addressed in the classroom. This study focuses on students and their understanding about inquiry, not just their actions while engaged in inquiry activities.
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Paper number: 11050
The Praxis of Differentiated Instruction in Science and Math: Integrating research-based course content with internship experiences to develop a professional year course.
Principal Author: Anthony W Bartley, Lakehead University, abartley@lakeheadu.ca
Co-Authors: Ann Kajander, Lakehead University; Jennifer Holm, Lakehead University
Abstract:
Differentiated instruction “involves modifying the content, process, product or learning environment to effectively address the variety of student interests, learning preferences, affective needs and readiness levels in today’s classrooms” (Tomlinson, 2003). A laudable goal, but for novice teachers, one that requires careful support (Gould, 2004) both by modeling in course work and internship experiences. This course has been designed to meet those needs as part of the professional year of a teacher education program. The innovative structure of the course sees students spend 72 hours in class and at least 50 hours in local schools for an internship to focus upon strategies promoting differentiated instruction. Class membership is broad-based both in terms of bachelors degrees, e.g. math, biology, French, music & history, and also in division of preparation from elementary to secondary grades. Both the math and the science components have been set in a constructivist perspective towards teaching and learning (Cobb, 1994), with a strong orientation towards inquiry (Jarrett, 1997). Current views towards assessment (“Assessment for Learning”, “Assessment as Learning” and “Assessment of Learning”) also feature significantly, as do a broad range of activities supporting student learning through inquiry in math and science. Effective strategies for engaging non-western students, particularly those of native ancestry, are a significant component and are set in a social justice perspective. As the major part of the internship runs before the regular practicum session, students gain experience of current school practices in less formal settings; this is evaluated by journal-writing and in-class presentations.
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Paper number: 10186
Where the Boys Are – Issues in Single Sex Classes for Science and Mathematics
Principal Author: Anthony W Bartley, Lakehead University, abartley@lakeheadu.ca
Co-Authors: Wayne S Melville, Lakehead University; Doug Jones, Sir Winston Churchill CVI School; Molly Weinburgh, Texas Christian University; Andrea Lampo, Sir Winston Churchill CVI School; Heather Campbell, Sir Winston Churchill CVI School; Jane Lower, Sir Winston Churchill CVI School
Abstract:
This is a multi-faceted intervention aimed at raising at-risk boys’ achievement in science and math classes. Now in its third year, school-level indicators show considerable successes for the project in terms of: i) improvements in student achievement not only in terms of student course success, but also in provincial standardized testing; ii) increased levels of student attendance; iii) a reduction in referrals to the office for poor behavior (compared with non-participating males), both in focus classes and other courses; iv) greater uptake in 11th grade math and science courses. Successful structures were embedded in a constructivist view of teaching and learning, with extensive emphasis upon student learning through inquiry. The breadth of student interests, learning preferences, affective needs and readiness levels of these students led to use of differentiated instruction (see for example Tomlinson, 2003), particularly in the science classes. We shall discuss the structures and strategies, and provide short video exemplars to demonstrate successes and tensions.
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Paper number: 10047
An Examination of an Explicit-Reflective Approach to Influencing the Translation of Teachers’ Subject Matter Structures into Classroom Practice
Principal Author: Stephen A Bartos, Illinois Institute of Technology, sbartos@iit.edu
Co-Authors: Norman G Lederman, Illinois Institute of Technology; Judith S Lederman, Illinois Institute of Technology
Abstract:
Shulman hypothesized that the nature of teachers’ subject matter structures (SMS), not simply the amount of subject matter knowledge a teacher possesses, may serve to facilitate translation in classroom practice. Research has shown that experts’ SMSs differ from that of novices, in that they contain more cross-linking, interconnections, and overarching thematic elements. Past research into teachers’ SMSs has indicated that teachers’ knowledge and organization of subject matter is neither readily evidenced nor necessarily translated into classroom practices. A means to facilitate the translation of teachers’ SMSs into practice would ensure that those desired characteristics of experts’ SMSs manifested themselves in teachers’ pedagogical repertoire. Four experienced physics teachers were asked to diagram the physics content for an instructional unit. As part of the explicit-reflective treatment, two teachers explicitly reflected on the presence of interconnections and thematic elements in both their SMS-diagrams and their typical teaching of the unit at multiple time points. The researcher then sought to inductively construct teachers’ SMS from observation of all lesson and the subsequent analysis of all related artifacts. The level of congruence between induced and diagrammed SMS was sought to determine the influence of the explicit-reflective treatment on the translation of teachers SMSs into classroom practice. No discernable difference was apparent between control and treatment groups, as teachers from both groups showed a high-degree of congruence between their induced and diagrammed SMSs. Those deemed as possessing a greater degree of PCK evidenced SMSs (both induced and diagrammed) that contained more interconnections and thematic elements, while those with less PCK translated SMS that were fragmented and compartmentalized. Implications highlight the challenges of identifying a means for both developing and facilitating the transmissions of coherent, connected, and dynamic SMSs, further underscoring the need for reconceptualizing how we prepare science educators.
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Paper number: 13017
Across the Sciences: An Online Professional Development Resource
Principal Author: Paul Beardsley, BSCS, pbeardsley@bscs.org
Co-Authors: Susan M Kowalski, BSCS; Pamela Van Scotter, BSCS
Abstract:
This proposal showcases a free professional development resource, Across the Sciences: A Resource for Teachers of Multidisciplinary Science (ATS). The major objective of the ATS project was to develop an online, coherent course of study for teachers of multidisciplinary science—in particular, to support teachers when they find themselves teaching out of their field of endorsement. This project involved collaboration among the Biological Sciences Curriculum Study (BSCS), Oregon Public Broadcasting (OPB), and the National Teachers Enhancement Network (NTEN). RMC Research served as the external reviewer for the project. The goals for teachers participating in the course were to 1) enhance their content knowledge across the disciplines, 2) identify and address common misconceptions of students for major concepts across the disciplines, and 3) improve their understanding of research-based pedagogy. Content for the series is based on BSCS Science: An Inquiry Approach, which is also an NSF-funded project. We will briefly describe the course and present the findings from the field test. Then attendees will have the opportunity to explore the course, including its interactive learning experiences, animations, and classroom videos. Attendees will consider the variety of ways they might use the full course or elements of the course in their own teacher education or professional development settings. For example, attendees will discuss how the classroom videos might be used in a methods course; how the interactive learning experiences might be used to model constructivist learning opportunities; and how the emphasis on student alternate conceptions might help teachers to become more aware of and sensitive to students’ thinking.
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Paper number: 11014
Designing Inquiry/Standards-Based Instruction and Assessment
Principal Author: Marsha Bednarski, Central Connecticut State University, bednarskim@ccsu.edu
Abstract:
Working with elementary pre-service teachers who have limited science content knowledge can be challenging. Most areas of weakness identified by science content pre-tests are in the physical and earth sciences. These content weaknesses were also identified in state standardized science tests from our grade 5 students. The National Research Council (NRC, 1996) gave us Science Teaching Standards. Focusing on these standards: select teaching and assessment strategies to support the development of student understanding; encourage and model the skills of scientific inquiry; use multiple methods of assessment to gather data, analyze data to guide teaching, guide students in self-assessment; design learning environments that provide students time, space, and resources, provide the framework for not only a science methods course but a framework for pre-service teachers to use in developing their own science instruction and assessment. In addition, the NRC (2000) supports activities and instruction using methods of inquiry to construct knowledge for the professional development of teachers. These same methods need to be employed in a pre-service methods class. How do you address Science Teaching Standards and pre-service teachers with limited content knowledge? By combining the content area weaknesses identified by science content pre-tests, the tenants of the Science Teaching Standards, strategies from "Unwrapping the Standards" by Ainsworth (2003), and how to build performance assessments and rubrics from "Assessing Performance Tasks" by Bednarski (2003). I have found that working with pre-service teachers in a science methods class in the same was as on-going professional development with in-service teachers is a way to address misconceptions and construct knowledge and understanding in science standards, instruction, and assessment. Over the course of the semester, students are given a series of experiences working with templates to create a unit of instruction aligned with science content standards that support inquiry and build on science content.
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Paper number: 11051
Assessing Elementary Preservice Teachers Science Content Knowledge to Improve one Science Education Program
Principal Author: Marsha Bednarski, Central Connecticut State University, bednarskim@ccsu.edu
Co-Authors: Jeff D Thomas, Central Connecticut State University
Abstract:
Elementary teachers feel less qualified to teach science than other subjects—this may indicate elementary teachers’ lack of content knowledge and understanding of science. If elementary teachers, however, improve their content knowledge and understanding of science, then they may be more prepared to improve their students’ knowledge and understanding of science too. The Connecticut Department of Education recently revised the PK-8 science standards. Specifically, the state added specificity to content standards in the 2004 Core Science Curriculum Framework in order to assist elementary teacher improve their instruction. To address preservice teachers’ content knowledge as it relates to the new revised curriculum framework, instructors from one university conducted an action research project to strengthen our elementary science program and our relationship with school districts that take our student teachers. The first aim identified our preservice elementary teachers’ science content knowledge and understanding of the Connecticut PK-8 science standards/grade-level expectations. The second aim targeted the standards that these preservice teachers demonstrated as areas of weakness by making programmatic changes to our elementary science education. Three instruments were used to assess preservice teachers’ content knowledge: (a) a Likert-type survey, (b) pre- and post-tests, and (c) the Connecticut Mastery Test science results for grade 5. All data was analyzed using descriptive statistics—trends were analyzed and correlated to identify areas of science content strengths and weakness. This informed programmatic change for Elementary Earth and Physical Science and Elementary Science Methods. For instance, a science unit rubric for content, pedagogy, and resources was developed and used to assess their final project: a standards-based unit of instruction.
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Paper number: 10097
Piloting the SEIS Modules: Implementing and Assessing an Inquiry-Based Integrative Research Approach
Principal Author: Karen M Bengtson, College of St. Benedict/St. John’s University, kbengtson@csbsju.edu
Abstract:
The College of St. Benedict and St. John’s University are in the process of developing an Integrative Science (IS) curriculum to enable science and K-12 education majors alike to think like scientists by increasing student learning and critical thinking skills in the STEM (Science, Technology, Engineering, and Mathematics) disciplines. The curriculum begins with a series of introductory courses that utilize inquiry-based pedagogies to engage students using concepts from seven STEM disciplines (Biology, Chemistry, Geology, Physics, Math, Computer Science, and Nutrition). The courses are taught in the context of an interdisciplinary research theme. The spring of 2011 semester, we piloted and assessed one of our IS research themes, Mass Extinction, and continued in the fall of 2011 with the second theme of Wandering the Watab River. Faculty and student-led discussions along with a series of student-driven research experiments were conducted to introduce a series of concepts from multiple science disciplines. We will present examples of the inquiry-based curriculum, examples of concepts that were covered from the different disciplines, and our assessment results regarding the students’ dispositions towards science, interdisciplinary thinking and problem solving. We anticipate, with some modifications, that we will be able to successfully utilize a series of research theme based modules as an effective program to introduce a selection of disciplinary concepts to undergraduate students using an interdisciplinary and inquiry-based approach.
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Paper number: 13005
Using Case Based Scenarios as a Discussion Tool for Formative Assessment in Pre-Service Teacher Education
Principal Author: Amy E Bentz, Western Michigan University, amy.e.bentz@wmich.edu
Abstract:

How do science teachers really know if their students understand the learning objectives set before them? What evidence is used on a daily basis to identify what students know and when it is appropriate for students to move forward? The process of Assessment for Learning (AfL) allows teachers and students to be regularly informed about student learning by using daily assessments in a formative nature. The information gathered from these formative assessments provides the evidence teachers need to make appropriate instructional decisions on a daily basis. Many teachers struggle to accurately and adequately gather such data. When developing and establishing classroom teaching strategies, many pre-service do not have the effective formative assessment strategies necessary to assess their students’ understanding. Field experience can provide the appropriate venue for pre-service teachers to practice formative assessment modeling and strategies, but a foundation in assessment should start in the pre-service college classroom.

During this experimental session, case-based scenarios will be shared. The scenarios are designed to help identify pre-service science teachers’ use of formative assessment in different teaching situations. The scenarios reflect elementary lessons and are based on both the national science education standards (National Research Council, 1996) and the ten principles of AfL (Assessment Reform Group, 1999). The scenarios are to be used as a discussion tool in science methods courses. The scenarios can help facilitate conversations regarding formative assessment and promote the forethought that is needed by pre-service teachers to prepare them for using such assessment strategies in their own classrooms. In return, methods instructors can use the scenarios as an assessment tool. The scenarios allow pre-service teachers to demonstrate their knowledge regarding formative assessment in the science classroom, and as such the scenarios can be used as a teaching and learning tool.

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Paper number: 10031
Effects of a Science Content Course on Elementary Pre-Service Teachers’ Attitudes and Understandings of Teaching Science
Principal Author: Daniel J Bergman, Wichita State University, daniel.bergman@wichita.edu
Abstract:
A central issue in science education is preparing elementary teachers to successfully (and eagerly) teach science in their classrooms. Recently, Wichita State University’s elementary program was modified to include a new course aimed at this problem. CI 750A—Physical Science in the Elementary Classroom is a four credit-hour course in the Department of Curriculum and Instruction.

This class does not replace the standard Science Methods course for elementary teachers. The methods course focuses on instructional decision-making, classroom management, lesson planning, and other pedagogical elements in teaching science. Meanwhile, the CI 750A class provides opportunities for in-depth exploration and mastery of science concepts and skills, while giving examples for future use in the elementary school classroom.

This session will include a description of the origins and design of WSU’s science content course. It will then feature research results of the effects of this course on participants’ attitudes and understandings of science instruction, determined through use of the Science Teaching Efficacy Belief Instrument for pre-service teachers, or STEBI-B (Enochs & Riggs, 1990).

Preliminary findings between pre- and post-assessments show statistically significant differences in 10 of the 23 items on the STEBI-B instrument (α = .05). All significant differences are an increase in self-efficacy or outcome expectancy and include topics such as the teacher’s role, pedagogical skills and understanding, and science content understanding.

Discussion will include the role of an undergraduate science content specifically designed for elementary teacher candidates, as well as recommendations for improvements and collaboration among faculty in education and natural sciences.

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Paper number: 10064
Comparing the Classroom Interactive Behaviors of Science and Non-Science Pre-Service Teachers
Principal Author: Daniel J Bergman, Wichita State University, daniel.bergman@wichita.edu
Co-Authors: Jason Morphew, Wichita State University
Abstract:
The present study compares the classroom interactive behaviors of science pre-service teachers with those of non-science pre-service teachers. Scientific endeavors are constructed around asking questions, pursuing inquiry, problem solving, and critical thinking. Do future teachers seeking science licensure show a tendency for promoting these behaviors in their classroom? If so, how do they compare with future teachers in other disciplines?

Participants include pre-service teachers enrolled in a general methods course for secondary educators and its school-based fieldwork counterpart. All participants are undergraduate students seeking teaching licensure in grades 6-12, with an endorsement in one of the following disciplines: science, English, history/government, math, Spanish, or speech/theater. For the purposes of this study, participants were categorized into to groups: science pre-service teachers and non-science pre-service teachers.

Data were collected through participants’ self-viewing and coding of behaviors using a modified the Schlitt Abraham Test of Interaction Coefficients (SATIC) coding tool (Abraham & Schlitt, 1973). The SATIC tool assists in the categorization of type and amount of teacher interactions with students (e.g. open-ended questions, closed-ended questions, student-centered responses, teacher-centered responses).

No significant difference occurs between the two groups’ accuracy of self-coding classroom behaviors. The mean accuracy of all participants was 81%, checked with inter-rater reliability of 95%. A preliminary comparison of the science pre-service teachers (Ns = 24) with the non-science pre-service teachers (Nn = 182) finds no significant difference between the two groups with regard to percentages of types of initiatory or responding behaviors (α = .05).

Findings indicate that science pre-service teachers are no different from pre-service teachers in other subjects (history, math, English) with regard to their classroom interactive behaviors. Implications to be discussed include the important role of science teacher preparation programs and faculty in exposing future teachers to pedagogical strategies necessary for effective instruction.

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Paper number: 11086
Teaching evolution: Choices and consequences
Principal Author: Kimberly Bilica, University of Texas at San Antonio, kimberly.bilica@utsa.edu
Abstract:
This poster presents four categories of instructional approaches that secondary level teachers employ when teaching biological evolution: avoidant, corrosive, teach about controversy, and pro-active/pro-social approaches. These approaches are presented within the theoretical frame of J. Schwab’s dynamic curriculum as represented by the Four Commonplaces model: teacher, student, content, and the contexual milieu. The categories were derived from a qualitative analysis of teachers’ responses to a survey on teaching evolution as well as telephone follow up interviews with the same teachers. The instructional categories represent a taxonomy and can be used as reflective device that permits teachers to examine their decision making practices as they relate to the teaching of biological evolution in their own classrooms, schools, and communities.
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Paper number: 10051
What Does the Teacher Performance Assessment Reveal about Science Education Teacher Candidates’ Understanding of Inquiry-based Instruction?
Principal Author: Barbara L Billington, University of Minnesota/ College of Education and Human Development, bill0041@umn.edu
Co-Authors: James Nyachwaya, University of Minnesota/College of Education and Human Development; Mary Hoelscher, University of Minnesota/College of Education and Human Development
Abstract:
The Teacher Performance Assessment (TPA) in secondary science is designed to represent a teacher candidate’s ability to apply their understanding of both their science content knowledge and pedagogical content knowledge, and to allow the candidates to reflect on student learning. Task 2 of the TPA requires that the teacher candidate observe their students in action, and reveal the levels and types of student engagement present in their video. Inquiry-based instruction is a key component of educational reform in science, and while scientific inquiry may be difficult for beginning teachers to accomplish they have within this video clip and commentary the opportunity to focus almost exclusively on an inquiry-based learning environment in their classroom. Preliminary findings during the pilot year of the TPA reveal that teacher candidates’ scores on the TPA were directly related to the quality of the video; both quality of recording and the ability to hear, understand, and evaluate the content of student conversations. Most candidates had accurate views of inquiry-based instruction and revealed strong reflective practice in their written commentary and online blogs. However, the teacher candidates struggled to implement inquiry in meaningful ways, as well as struggled to record good examples of inquiry-based instruction and student engagement for the TPA Task 2. New teacher performance assessments, like the TPA, can improve science education programs and methods courses to better prepare teacher candidates to be reflective practitioners and effective instructors. Teacher educators’ understanding of the TPA and its rigorous requirements can assist in preparing their teacher candidates for success.
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Paper number: 10209
How preservice elementary teachers used award winning science trade books to teach cross curriculum standards
Principal Author: Ian C Binns, University of North Carolina at Charlotte, ian.binns@uncc.edu
Co-Authors: Steven Bickmore, Louisiana State University
Abstract:
In the ever increasing demand to meet state testing mandates under the remnants of No Child Left Behind and the new Race to the Top, elementary teachers find it increasingly difficult to find the time to teach significant amounts of science. In many schools elementary teachers are required to teach a certain number of minutes every day in both English Language Arts (ELA) and in Math. In some cases this mandate also requires teacher to follow scripted lesson plans with little variation. This is especially true in schools that are threatened with take over at the end of the school year if significant increases in test scores are not accomplished. In this research project preservice elementary teachers are introduced to science trade books that have won the Giverny Award which is given to books that teach at least one scientific principle well and accurately. They were then asked to prepare cross-curricular lessons. Through this activity the research team explored how the preservice elementary teachers envisioned these books as a way to teach science, as an opportunity to creating cross-curriculum activities that combined science with at least ELA and, in some cases, other subjects, and as a way to include more science instruction during what was perceived as a classroom with serious time limitations for science instruction. The initial findings indicate that by using these Giverny Award winning books that the preservice teachers demonstrated created innovative ways to include science instruction in a cross-curriculum that allowed students to learn scientific principles and practice essential ELA skills, like vocabulary, comprehension, and the retention of detail.
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Paper number: 10237
Of Course, Earth is Round and Gravity Pulls Us Down: Preservice Teachers’ Understanding of Earth Shape and Gravity
Principal Author: Alice (Jill) A. Black, Missouri State University, ablack@missouristate.edu
Abstract:
Novak and Nussbaum initiated a series of studies of children’s ideas about Earth shape and gravity in the 1970s, and subsequent researchers continued to limit their investigations to children. This two-part six year quantitative study investigated the ideas of adult preservice elementary/middle (e/m) teachers on those topics. Part 1 investigated relationships among 238 preservice teachers’ scores on an abridged version of the What Are Your Ideas About the Earth? (WIE) instrument, which had previously been used only with children, with scores on tests of spatial ability and Earth science conceptual understanding. The WIE was lengthened to include large and small scale (near and far scale) gravity questions and became the Abridged What Are Your Ideas About the Earth? (AWIE). The Purdue Visualization of Rotations (PVOR) was used to test mental rotation, and the Earth Science Concepts test (ESC) was administered to test more general Earth science concept understanding. Results showed significant positive correlations among the three test scores and among most AWIE subtests, individual AWIE items, and the other two test scores. Subjects showed many misconceptions, and appeared to have trouble integrating near and far scale views of the planet in regard to both Earth shape and gravity. Many gave responses that countered everyday experience, suggesting subjects’ bewilderment with thinking simultaneously of the planet at two scales. This was especially evident on items in which near and far scale views were mixed in one drawing, a common practice in science illustrations. In Part 2, scores of 405 preservice e/m teachers on the original WIE were compared with WIE scores of children tested by previous researchers. Adult preservice teachers showed a somewhat better understanding of Earth shape concepts than children, but approximately the same understanding of gravity as middle school students.
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Paper number: 10088
Developing a Knowledge of Global Climate Change Instrument
Principal Author: Robert E Bleicher, California State University Channel Islands, bob.bleicher@csuci.edu
Co-Authors: Julie Lambert, Florida Atlantic University; Joan Lindgren, Florida Atlantic University
Abstract:
Global Climate Change (GCC) has become an important planetary issue, and given that K-12 students have numerous alternative conceptions or lack of prior knowledge, it is critical that teachers have an understanding of the fundamental science underlying GCC. Numerous studies indicate that teachers’ alternative conceptions about GCC are similar to those of K-12 students, and substantiate the importance of increasing teachers’ knowledge about complex climate issues. Hence, the impetus of this study is based on the need for valid and reliable instruments to measure knowledge of GCC so that effective curriculum and instruction can be implemented. This research focuses on developing a reliable and valid instrument, the Knowledge of Global Climate Change (KGCC) instrument, to assess elementary science methods students’ (preservice and practicing teachers’) knowledge about GCC
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Paper number: 10233
Perceived Proficiency of Teachers in Junior High Schools in Kumasi Metropolis(Ghana) in Using some Selected Equipment in Science
Principal Author: Cecilia Boakye, Institute of Education, University of Cape Coast, Ghana., boakye555@yahoo.com
Co-Authors: Godwin Egbenya,
Abstract:
This study investigated JHS science teachers’ perceived knowledge of 21 types of scientific equipment. The equipment comprised simple equipment that any scientist should be skillful in using and some equipment selected from the JHS curriculum. The study was mainly quantitative with a small qualitative aspect for clarification. The sample comprised 168 teachers who were randomly selected from schools in the Kumasi metropolis and one head teacher who was purposively sampled. Questionnaires and interviews were used for the collection of data. The questionnaire had a list of 21 items comprising the equipment and the teachers were to indicate their proficiency in using each type of equipment.

The purpose of the study was to find out how proficient the JHS teachers were in using the selected scientific equipment. The following questions were answered:

1. How proficient are the teachers in using each of the selected equipment?

2. Is there a difference in skillfulness across the age levels of the teachers?

3. Is there a difference in skillfulness across the professional qualifications of the teachers?

4. Is there a difference in skillfulness across the teaching experiences of the teachers?

5. Is there a difference in skillfulness across the areas of specialization of the teachers?

The study revealed that the equipment that the teachers perceived to be most proficient in using were the simple ones, namely: hand lens, metre rule, measuring cylinder etc. Lever balance, solenoid, magnetic compass were some of the equipment that they perceived that they were not skillful in using. A Kruskal Wallis Test revealed differences in the skillfulness of the teachers in using some of the equipment with reference to the selected variables at an alpha level of 0.05. It was recommended that initial training of teachers should equip them with the relevant scientific skills and also in-service training should also equip teachers with relevant practical skills.

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Paper number: 10006
The Effectiveness of Educative Curriculum Materials as a Form of Science Teacher Professional Development for a Geospatial Technologies–Integrated Energy Resources Curriculum
Principal Author: Alec M Bodzin, Lehigh University, amb4@lehigh.edu
Co-Authors: Violet Kulo, Lehigh University; Tamara Peffer, Lehigh University
Abstract:
Teaching and learning about energy resource issues require that science teachers possess environmental science content knowledge and understand effective science pedagogical approaches. Effective teaching of current environmental issues that are spatial in nature, such as energy resource issues, requires specific pedagogical content knowledge to implement geospatial technologies such as virtual globes (for example, Google Earth) or a geographic information system (GIS) into classroom instructional settings. Science teacher professional development can be highly effective when designed to accompany particular curriculum materials that will be adopted and implemented in the classroom. To address the need to provide effective professional development to educate middle school science teachers about important energy resources topics and to support their development of pedagogical content knowledge to teach science that promotes spatial thinking skills that are important for investigating a range of environmental energy resource issues in our society, we have designed and developed educative curriculum materials as a form of science teacher professional development as part of an Energy curriculum. We describe the theoretical framework that is used to guide the design and development of the educative curriculum materials and illustrate how educative curriculum materials are designed to promote and support science teacher learning of important Earth and environmental science subject matter about energy resources and geospatial pedagogical content knowledge. We then examine the effectiveness of these educative curriculum materials as a form of professional development with middle school science teachers in an urban school district. Results from the efficacy study indicate that the educative curriculum materials supported science teachers’ learning of important environmental science topics pertaining to energy resources and supported science teaching with geospatial technologies.
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Paper number: 14001
Effects of Science Teacher Professional Development With Geospatial Technologies on Teacher Learning and Student Achievement
Principal Author: Alec M Bodzin, Lehigh University, amb4@lehigh.edu
Co-Authors: Tamara Peffer, Lehigh University; Violet Kulo, Lehigh University
Abstract:
In 2006, the National Research Council published the report Learning to Think Spatially: GIS as a Support System in the K-12 curriculum that called attention to a lack of teaching and learning of spatial thinking in the K–12 curriculum despite its fundamental importance and despite its prominence in the National Science Education Standards (National Research Council, 2006). Despite the promising nature of geospatial technologies (GT) to support spatial thinking in inquiry-based learning environments, spatial thinking has not commonly been addressed in science education curriculum. Many science teachers have not had professional development experiences that foster sufficient science pedagogical content knowledge to adopt and implement GT in science classrooms that promotes science learning and the development of spatial thinking skills. This paper set includes three research studies that focus on addressing the need to provide effective professional development to support the development of geospatial science pedagogical content knowledge with inservice science teachers. The first paper, Effectiveness of a Geospatial Science-Technological Pedagogical Content Knowledge Model, describes the implementation of the Geospatial Science-Technological Pedagogical Content Knowledge professional development model during two years in an urban school district. The second paper, The Efficacy of Professional Development With a Coherent GT-Supported Energy Curriculum, investigates the energy literacy achievement of urban middle school students as a result of teacher enactment of a GT-integrated curriculum. In the third paper, Fidelity of Implementation with a GT-Supported Science Curriculum on Student Spatial Reasoning, middle school teachers in an urban school district received professional development with a focus on promoting teachers’ geospatial pedagogical content knowledge to support their implementation of an 8-week GT-integrated science curriculum with embedded educative curriculum materials to support the inclusion of spatial thinking skills in their science teaching. The findings of these studies focus both on teacher learning and resulting effects on student learning.
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Paper number: 11035
Using a council of beings to ascertain student understanding of the relationship between sense-of-place and environmental sustainability
Principal Author: Margaret B. Bogan, Florida Gulf Coast University, locvetsk@gte.net
Abstract:
A modified J. Seed, council of beings is used to ascertain participant understanding of their sense of place within the environment. Over the past fifteen years, students in environmental education programs or face-to-face and internet sustainability education courses have been exposed to a particular pedagogy that leads to interdependence and interconnectedness. This reinforces the concepts of ecology. It includes intellectual, affective and attitudinal perceptions of the ecosphere and its inhabitants. Thoughts are expressed from the perspective other creatures who also exist interdependently with the environment. One concluding concept has been, we are one and in relation. Humans must care, work towards healthful practices for Earth’s sake and provide for each other’s space and needs.
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Paper number: 11054
When Theory Meets Practice: Integrating Theories of Learning and Development into a Pre-service Science Teaching Course
Principal Author: Belle B Booker, University of North Carolina at Chapel Hill, bbbooker@email.unc.edu
Co-Authors: Kris A Zorigian, zorigian@email.unc.edu
Abstract:
It is critical to expose pre-service science educators to historical and contemporary theories of learning and development in order to foster positive cognitive and social development of students in science classrooms. Although some pre-service science teachers may get the opportunity to take a formal course in child or adolescent psychology during their science teacher education program, many pre-service science teachers may not. Instead, they may be left to form their own naïve or anecdotal theories of development from their own personal experiences and observations as students. Relying on these commonsense theories can contribute to the use of instructional practices that are inconsistent with the developmental needs of their students. For example, many pre-service teachers teach in the same manner in which they were once taught (Nettle, 1998) and base their beliefs about student learning on their own experiences in the classroom, and believe children predominantly learn through the mode of the “teacher as the teller” (Kagan, 1992; Richardson, 1996). Moreover, many teachers hold beliefs about children they gain from societal depictions, such as the portrayal of adolescents as troubled, rebellious, and hormonal pre-adults. If teachers accept these naïve beliefs, it may affect how they approach their students and which instructional strategies they chose to use in their classrooms. In order to combat this naiveté, pre-service science teachers should have a sound understanding of child and adolescent development and applications of these theories in order to promote positive cognitive, social, and emotional development in their classrooms. My poster presentation exemplifies one way in which instructors can provide pre-service science teachers with an opportunity to (1) reflect on research and theories of child and adolescent development, (2) to synthesize ideas they learned during the course, and (3) to expand their knowledge base with practical, personally meaningful, and research-based practices for science teaching.

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Paper number: 10104
Teachers’ Concerns about Biotechnology Education
Principal Author: Lisa A Borgerding, Kent State University, ldonnell@kent.edu
Co-Authors: Troy D Sadler, University of Missouri
Abstract:
The impacts of the biotechnology are found in nearly all sectors of society from health care and food products to environmental issues and energy sources. Despite the significance of biotechnology within the sciences, it has not become a prominent trend in science education. In this study, we seek to more fully identify biology teachers’ concerns about biotechnology instruction and their reported practices. Consistent with the Stages of Concern framework as modified by Hord et al., we investigated teachers’ awareness, informational, personal, management, consequences, collaboration, and refocusing concerns about biotechnology teaching by employing a qualitative design that allowed for the emergence of teachers’ ideas. Twenty high school life science teachers attending a biotechnology institute were interviewed using an interview protocol specifically designed to target various stages of concern. Although the Stages of Concern framework guided the development of interview questions in order to target a wide range of concerns, data analysis employed a grounded theory approach wherein patterns emerged from teachers’ own words and were constantly compared with each other to generate larger themes. Our results have potential to provide guidance for professional development providers and curriculum developers committed to supporting initial implementation of biotechnology education. Recommendations include supporting teacher development of biotechnology content knowledge; promoting strategies for obtaining, storing and managing biotechnology equipment and materials; providing opportunities for peer teaching as a means of building teacher confidence; and highlighting career opportunities in biotechnology and the intersections of biotechnology and everyday life.
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Paper number: 11038
Student Teachers’ Approaches to Teaching Biological Evolution
Principal Author: Lisa A Borgerding, Kent State University, ldonnell@kent.edu
Co-Authors: Vanessa Klein, Kent State University; Rajlakshmi Ghosh, Kent State University; Al Eibel, Kent State University
Abstract:
Evolution teaching can be very daunting as teachers face student and community opposition to their instruction. The difficulties associated with evolution instruction may be further compounded for student teachers who are already undergoing the socialization process of becoming a teacher and all of the associated concerns. The purpose of this study is to investigate how three student teachers who have been assigned the task of teaching about biological evolution approach their evolution instruction. Furthermore, this project endeavors to apply Schubert’s curriculum traditions to preservice secondary science teachers’ evolution instruction. This study employed a multi-case study approach, and pre- and post- instruction interviews, detailed field notes, and classroom documents served as the data. Data analysis employed a grounded theory approach wherein data were open-coded to develop emergent themes. Although all student teachers employed hands-on activities and nature of science instruction, they primarily differed with respect to their attention to the balance of their cognitive versus affective teaching goals. Suggestions for embedding evolution instruction within science methods courses are discussed.
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Paper number: 10062
Beyond Optimism: Designing and Adapting Science Teacher Video Clubs to Support Teacher Learning
Principal Author: Melissa L Braaten, University of Wisconsin-Madison, mbraaten@uw.edu
Abstract:
Sixteen science educators joined a science teacher video club for one school year to collaboratively inquire into each other’s classroom practice through the use of records of practice including classroom video clips and samples of student work. This group was focused on developing ambitious, equitable science teaching that capitalizes on students’ ways of talking and thinking about important science ideas in order to co-construct, test, refine, and revise explanatory models. By analyzing both the teacher-to-teacher interactions taking place in the context of the video club and the on-going classroom teaching practice, this study fills important gaps in our understanding of teacher learning across settings of professional development and classroom practice. This study pursues answers to two groups of guiding questions:

1. How do teachers learn from each other in the context of collaborative inquiry groups, such as a science teacher video club? How do teachers draw upon classroom teaching experiences, re-interpret those experiences, and challenge each other’s interpretations and choices made when teaching?

2. How are teachers’ professional development experiences connected to and supported by teachers’ on-going classroom practice? When the vision of science teaching developed in one context, such as a professional development setting, is different from the vision or teaching developed in another context, such as a local school, how do teachers wrestle with these differences to make choices about instructional practice?

Using a sociocultural framework, this study traces the development of inquiry-as-stance as seen in teachers’ stance-taking during collegial conversations while also tracing the development of teachers’ repertoires of instructional practice. Analysis of discourse during teacher-to-teacher talk as well as during classroom interactions affords insights into the development of an inquiry stance and the evolution of instructional practice at the level of turn-by-turn talk contextualized in real school settings.

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Paper number: 10081
Integrating Language Arts and Science: Lessons Learned and Future Directions
Principal Author: Leslie U Bradbury, Appalachian State University, upsonlk@appstate.edu
Abstract:
The concept of integration is gaining popularity in the field for both practical and philosophical reasons. While there is a growing emphasis on integration, there is wide variation in methodological approaches that label themselves as “integrated.” This paper provides a review of literature published during the last 20 years that investigates the impact of integrated science/language arts approaches on student learning. The focus of those included is empirical studies investigating actual classroom practice.

What is striking is the wide variation in the types of instruction described as integrated. There are projects which focus specifically on students being exposed to different genres of literature including both fiction and non-fiction that addressed specific science topics (Morrow, Pressley, Smith, & Smith, 1997). In this instance, however; students did not engage in inquiry-based activities, or even those that would be described as hands-on. In other cases, students transition between participating in reform-based science activities and reading, writing, and speaking about those experiences (Patrick, Mantzicopoulos, & Samarapungavan, 2009; Ross & Frey, 2002).

A second key area that will be addressed is the impact of integrated methodologies on student learning. A large and growing body of evidence suggests that students learn more science and language arts content when they are taught using an integrated approach (Patrick et al, 2009; Romance & Vitale, 2001). Though the use of an integrated approach has shown much promise, several cautions are in order including inaccuracies contained in children’s books (Trundle and Troland, 2005) and the danger that teachers may use books instead of inquiry-based science experiences (Akerson & Young, 2008; Cervetti et al., 2006).

The paper concludes with a recommendation for future research and considerations for methods classes for preservice teachers.

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Paper number: 12009
Farm to School: Cultivating the Next Crop of Science Educators
Principal Author: Patricia L Bricker, Western Carolina University, bricker@email.wcu.edu
Abstract:
A two-phase study was conducted to evaluate a pilot project focused on implementing a Farm to School educational component in a pre-service elementary and middle grades education program. Phase one participants were undergraduate students enrolled in Elementary and Middle Grades Science Methods courses. The study focused on the short term impact of an instructional intervention, specifically a three-hour Farm to School workshop. Students were highly engaged throughout the workshop and survey results indicate that workshop participation was associated with increased awareness, sense of the importance, and personal interest in local food and farm-based instructional options. Two themes were identified in participants’ reactions to Farm to School methodology—values and curriculum. .

During phase two, educators from ASAP and the university collaborated with five university students in Elementary and Middle Grades Education and five additional university students majoring in Nutrition. The students met once each month with the project team and also received one-on-one support and in turn implemented Farm to School projects with K-4 students in a rural southeastern public school district. Preliminary results indicate that the Farm to School implementation process has impacted pre-service teachers in numerous ways.

1. Curriculum: Participants used Farm to School activities as a context for science lessons, integrated lessons, and authentic learning experiences.

2. Affect: Many positive contributions to affect were noted.

3. Connections: There were multiple layers of connections between participants, faculty, and community members. The positive impact of connecting in a monthly professional learning community is especially noteworthy.

4. Social Justice: Regular reference was made to helping public school students eat right and to helping the local community.

5. Agency: The project provided a way for students to take risks, reflect on their learning, develop as professionals, grow more confident, conjecture about next steps, and share their work.

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Paper number: 14005
Title: Beginning Teachers’ Tensions in Citizen Science, Ethics in Citizen Science at Tremont Institute and The Future of Citizen Science
Principal Author: Stacey A Britton, University of Mississippi, biolady24@yahoo.com
Co-Authors: Lynda Jenkins, University of Georgia; Michael Mueller, University of Georgia; Deborah Tippins, University of Georgia; Lynn Bryan, Purdue University
Abstract:
There is a popular trend of citizen science emerging in science education. This paper set explores three important areas of this trend: research conducted in a university pre-service teacher preparation course, teacher training and ethics in an environmentally-focused outdoor institute, and evidence-informed guidance for the future development of citizen science projects. Based upon ethnographic research collected during a secondary science pre-service teacher preparation course, ecojustice philosophy and citizen science pedagogy were explored as they guided the course logistics and fostered understanding of learning science ‘in a different way.’ A developing case study of the importance of ethical orientations in citizen science at the Great Smoky Mountain Institute at Tremont (GSMIT) demonstrates how citizen science differs from school science. From these two research studies we begin to extrapolate the larger implications for science education. Finally, we analyzed current trends in science and citizen science to show that citizen science, as it is currently conceptualized, does not go far enough to resolve the concerns of communities and environments when considered holistically as part of the larger educational domain. We will argue that citizen science does not capture many of the most essential aspects of science, such as new developments that create ethical questions, and discuss educational policy.
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Paper number: 13011
Experiencing Communication Barriers: An Experiential Lesson Developed for K-5 Preservice Teachers
Principal Author: Katie L Brkich, Georgia Southern University, ecobeagl@yahoo.com
Abstract:
This experiential session will share a lesson developed for use in a science methods course with K-5 preservice teachers to teach the importance of ELL accommodations through affective experience and empathy development. I noticed that while the majority of students in my course could list the accommodation strategies they were taught to use with ELL learners, they also commonly demonstrated apathy toward putting in the effort to provide these important accommodations. Recent research in bilingual education has shown that teacher attitudes toward students’ home language has direct effects on the efficacy of instruction, and that those teacher attitudes are most influenced by training (Lee & Oxelson, 2006). With this in mind, I designed and taught an experiential lesson in which preservice teachers are put in the position of experiencing communication barriers similar to those experienced by ELL learners in their elementary science classrooms. Through this lesson, learners not only affectively experience and react to the language barriers they are feeling, but also are able to reflect on how the accommodations they wanted to help improve their understanding are parallel to those needed by ELL learners. After teaching this lesson for three semesters and collecting student data on their experience and reflections regarding the lesson, I would like to share the lesson with my ASTE peers both to pass on the idea of the lesson and to receive feedback on how it could be improved.
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Paper number: 12005
Urban STEM students: The cognitive ecologies of urban STEM graduate teacher candidates
Principal Author: Francis S Broadway, The University of Akron, fsb@uakron.edu
Co-Authors: Sheri L Leafgren, Miami University; Nidaa Makki, The University of Akron
Abstract:
The preparation of urban science teachers, who are soldiers on the front lines of urban schools success wars, is one means to address the national concern for the increase of STEM workers if and only if these teacher candidates are prepared critically, including disrupting the popular culture notion that secondary science teachers teach content and not children, and see that urban science teaching involves teachers changing themselves to changing the (urban) students. In the University of Akron’s Woodrow Wilson Ohio Teaching Fellowship program, the course: Curriculum of Urban Teacher Candidates unearths teacher candidates’ curriculum and conceptual and operational understanding of the problematic term urban through scholarly and popular culture experiences, autobiography, and play, asks graduate STEM teacher candidates to ascertain within themselves and to expose and to display to themselves their conceptualization of urban whereby “concepts operates to include the entirety of a learner’s cognitive ecology or worldview…a non rational foundation for thought, emotion, and behavior” (Cobern, 1996, p. ). The primary vehicle for the articulation of the teacher candidates’ cognitive ecology is a fictional short story text that describes an urban student. Secondary artifacts are poems written by the teacher candidates, and reflective journal writings. These artifacts were analyzed first through the lens of urban being very high population densities, poverty rates and typically a very high percentage of minority students. Secondarily, the analysis focused on urban as ecology of difference. Preliminary results show a disconnection between learning about urban and learning to teach science. Science is not part of the setting or the vocabulary of the urban student created by the teacher candidates. Thus, these STEM teacher candidates separate science, which is their identity, from the context and concept urban. Urban does not reside in science, especially school science preformed within the school classroom.
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Paper number: 10019
Outcomes of Four Environmental Science Institutes on Urban Middle School Students
Principal Author: Sherri L Brown, University of Louisville, s.brown@louisville.edu
Abstract:
This study provides an overview of a summer science institute which offers 7th grade urban, low-SES middle school students a substantial amount of direct experiences with applications of science in their everyday lives as well as an exploration of the underlying environmental science principles and concepts. Students participate in learning experiences from on-site visits to community-based venues, which include a water treatment facility, a power plant, a forest and arboretum, and zoo. Analysis of the pre-post content assessment show significant gains in students’ content knowledge for Year I [t(df=30) = 0.00, p<.001], Year II [t(df=29) = 0.004, p<.05] and Year III [t(df=27) = 0.045, p<.05]. Analysis of the pre-post environmental science attitudinal survey show Year II students’ significant [t(df=32)=0.006, p<0.05] positive change for items measuring beliefs such as “conserved water by taking short showers” and “conserved energy by turning off lights or computer when not in use.” Based upon open-coding techniques supported by qualitative analysis (Strauss & Corbin, 1998), students’ questionnaire responses, letters to self, and notebook entries revealed three initial emergent themes: (a) expanded experience with science, (b) factual content knowledge, and (c) societal level impacts of conservation. The initial qualitative analysis indicates that students make substantial gains in understanding the importance of environmental science issues and move along the environmental education continuum from “awareness and sensitivity to the total environment” to “knowledge gained via experiences”. If data continue to show the institute as effective in enhancing the students’ environmental science content knowledge and attitudes, then reporting details of the institute’s implementation would be useful for anyone wanting to conduct similar experiences for achieving or underachieving youth. This study directly addressed the need for community-based organization (i.e., summer institute) research, which was reported “clearly lacking” by an Informal Science Education Ad Hoc Committee (Dierking et al., 2003, p. 109).
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Paper number: 10224
Post Baccalaureate Programs – Should they seek NCATE IL/PB Recognition?
Principal Author: Erica M. Brownstein, Capital University, ebrownst@capital.edu
Abstract:
Post Baccalaureate programs are offered in many places throughout the US states and territories. Some are offered at institutions of higher education and others are stand-alone programs. Most include the preparation of science teachers. These specialized programs may be required or desire to have NCATE Specialty Program Association (SPA) Recognition. Previously, this meant all post baccalaureate programs in this position must be recognized as having met the National Science Teachers Association Standards for Science Teacher Preparation (as well as the other applicable secondary content areas). These programs found the standards to be daunting and difficult to manage and expressed a need for an alternative (Gilbert 2009). NCATE and the five secondary SPA’s developed standards, Initial Licensure – Post Baccalaureate (IL/PB) (see standards at www.ncate.org ).

These standards have been implemented for two review cycles. There have been 17 programs submit for NCATE IL/PB recognition. Of those programs, only two have earned full recognition. Three have earned conditional recognition and the remaining 12 have not been recognized. This paper describes the standards and elements where those submissions are aligned and not aligned. A Discussion about the IL/PB Standards from attendees will be conducted.
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Paper number: 10020
Confusion Regarding the Natures of Science and Engineering: A Study of Middle School Students’ Conceptions
Principal Author: Crystal N. Bruxvoort, Calvin College, cb29@calvin.edu
Co-Authors: James Jadrich, Calvin College
Abstract:
While philosophers, historians, sociologists, cognitive scientists, and practitioners of science and engineering have laboured to explicate differences between the natures of science and engineering, those distinctions are not readily appreciated by students. This confusion poses unique challenges for science teachers whose goal is to have students understand and utilize science and engineering in ways that are consistent with their particular natures and purposes. In this presentation, we describe evidence to support the claim that middle school students do indeed confuse the natures of engineering and science and, in particular, do not act as if they clearly understand the distinct purposes of these separate but related disciplines. Further, we outline some of the probable causes of this confusion (e.g., tangibility of engineering pursuits, popular media portrayals, science teaching methods), explore the undesirable effects (e.g., undervaluing of basic science), and discuss pedagogical implications for science teachers (e.g., introduce model testing).
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Paper number: 10085
Women Scientists’ Scientific and Spiritual Ways of Knowing
Principal Author: Angela C. Buffington, Texas Christian University, a.buffington@tcu.edu
Co-Authors: Molly Weinburgh, Texas Christian University
Abstract:
While the goal of science education is to develop scientific literacy, the continued separation of science from other ways of knowing may misrepresent the integrated knowing of students, Americans in general, and scientists. As scientific knowledge becomes increasingly influenced by ethnic, religious, and cultural groups, school science may no longer accurately represent today’s scientists. Science educators may be surprised to find that a majority of scientists are spiritual, and many integrate their spiritual and scientific ways of knowing. Also, the role of women in science and science education has never been greater with women with science degrees making up a majority of science educators. Using interview data analyzed and constant comparative method, this study explores the scientific and spiritual ways of knowing of five women in science. Over the age of 40 years, with experience in research or applied sciences, each woman maintains a spiritual commitment and communicates science to non-scientists. These women came to science from varied paths very early or later in life. Each uniquely describes the inter-relatedness of nature and spiritual knowing, scientific and spiritual knowing as distinctly separate, or scientific and spiritual knowing as overlapping. Scientific and spiritual knowing were to these women ways to understand the world at different levels through distinct yet compatible lenses. A variety of consequences that may arise from a perceived incompatibility of scientific and spiritual knowing are discussed, as are experiences believed to hinder or facilitate compatibility. By exploring and understanding the scientific and spiritual ways of knowing communicated by female scientists, science educators may more effectively link academic science to the life-worlds of diverse science students.
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Paper number: 10149
The Impact of Socioscientific Issues Based Curriculum Involving Environmental Outdoor Education for Fourth Grade Students
Principal Author: Karey J Burek, University of South Florida, beanwriting@aol.com
Co-Authors: Dana Zeidler, University of South Florida; Bryan Nichols, University of South Florida; Dean Pinzino, University of South Florida; Mitchel Ruzek, University of South Florida
Abstract:
The overall goal of this study was to design, implement and evaluate a socioscientific issues-based environmentally focused program used to enhance learning and critical thinking of elementary school students during outdoor environmental science experiences. The curricular content was taught using socioscientific issues focusing on environmental and conservation based content within an informal learning context. Issues dealing with speed reduction for the safety of local wildlife, beach and farmland erosion as well as seal culling and plastic pollution were chosen as topics of discussion due to the growing concern over these environmental catastrophes within the local and national community. A pre-test was administered to measure the students’ knowledge and understanding of environmental and conservation issues before participating in outdoor hikes and the socioscientific modules, followed up with a post-test after the semester long experience. Along with the pre- and post-test instrument, students were asked to participate in a series of classroom debates designed to compliment their informal environmental experiences, while written and oral interviews that focus on argumentation and critical thinking skills were conducted.

Each of the outcome variables were evaluated using a mixed methods approach. Environmental content knowledge and environmental attitudes were examined through the use of the CHEAKS, a quantitative instrument named Children’s Environmental Attitude and Knowledge Scale. Contextualized argumentation and critical thinking will be evaluated through an interview protocol and written argumentation.

The written instruments provided information about changes in the treatment and comparison groups as a whole, while the qualitative interviews provided information regarding individual’s changes in thinking over the course of the semester.

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Paper number: 13009
Which Qualities Matter Most in Creating (STEM) Methods Videos?
Principal Author: Andrea C. Burrows, University of Wyoming, Andrea.C.Burrows@gmail.com
Co-Authors: Mike Borowczak, University of Cincinnati
Abstract:
Video assessments can be used successfully in STEM for K-20 students. For example, students can explain a concept, showcase a solution to a problem, or explore multiple means of topic representation. However, the qualities of these videos can, and often do, vary widely. Since we are allowing students to use videos as a means of assessment for various assignments, we need to further understand what works and what does not work in relation to these videos. We asked this question: What are the qualities of final student videos that allow the student creators, teachers, and audiences to understand and connect with the material presented? We found several factors that contribute to how the audience receives any given video. These factors are divided into pedagogical aspects and technical aspects.
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Paper number: 10032
Digging into Children’s Understandings of Rocks and Soils
Principal Author: Kathy Cabe Trundle, The Ohio State University, trundle.1@osu.edu
Co-Authors: Sally M. Hobson, Hillard City Schools; Heather L. Miller, The Ohio State University; Mandy M. Smith, The Ohio State University; Margilee P. Hilson, Columbus City Schools; Lawrence A. Krissek, The Ohio State University
Abstract:
This study describes children’s understandings of earth materials, including the properties and uses of rocks and soils. Children, with ages ranging from 7 years, 10 months to 10 years, 6 months, participated in the research study (n=73). Data were collected using the Earth Materials Questionnaire and analyzed through the constant comparative method. Results indicated the children included a large number of nonscientific responses in their description of properties of rocks and soil. Most children identified some scientific characteristics of rocks and soils, but no child held a complete scientific understanding of either concept. Specifically, two children (3%) included no scientific properties of rocks and six children (8%) included no scientific properties of soils in their descriptions. Ninety-seven percent of the students identified at least one scientific characteristic of rocks, and 92% included at least one scientific characteristic of soil in their descriptions. While most students included color (73%) and texture (66%) as properties of rocks, which are scientifically accurate or useful to scientists, many also mentioned size (54%), shape (38%), and weight (26%), which are not useful to scientists in describing hand samples of rocks. Some children also confused properties of rocks with properties of minerals, with 26% including hardness and 3% citing luster as properties of rocks. The results for properties of soils were similar to those for rocks. While the children included some scientifically useful properties like texture (77%), color (52%), and composition (14%), they also included properties that were not useful to scientists in describing soil (e.g., wet/dryness and smell of sample). Students had a more robust understanding of the uses of rocks than soils. Many students (56%) knew that rocks are used for building materials and other purposes. However, children’s understanding (89%) of the uses of soils was mostly limited to the support of plant life.
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Paper number: 10120
The use of Backwards Design principles to develop literacy and technology skills through socioscientific instruction.
Principal Author: Brendan E Callahan, Ferris State University , callahb1@ferris.edu
Abstract:
This paper will present the theoretical basis for a curriculum design process that incorporates backwards design principles to pay attention to the disparate standards of science content, technology, and literacy through the use of socioscientific issues. Scientific literacy has yielded a variety of views (AAAS, 1989; Hodson, 2003; OECD, 1998; Pella, O’Hearn & Gale, 1966). Norris and Phillips (2003) argued that the reading and writing of science should be included as a core theme of scientific literacy, while Zeidler (2007) argued that moral and ethical considerations should be a part of scientific literacy. Researchers have investigated various aspects of scientific literacy with disheartening results. Iding and Klemm (2005) found that preservice teachers do not evaluate information from the World Wide Web in a reliable manner, while Sadler, Chambers and Zeidler (2004) found that forty percent of students were not able to identify and describe data. This research forms the theoretical basis for an attempt to connect socioscientific issues with effective curriculum design principles. The “backwards design” approach by McTighe and Wiggins (2004) promotes curriculum planning that begins with the desired results of curriculum, then the creation of evidence to support those results, and finally the learning plan for instruction. It is within the desired results that one can develop scientific conceptual knowledge, while including goals to support literacy and technology usage, however, the incorporation of these standards are often not included due to the traditional curriculum design process that begins with the lessons and then fits standards that meet the lessons previously designed. As teachers become responsible for more and more of their students’ learning, it will be crucial to think about possible standards at the beginning of curriculum design, rather than at the end of the process.
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Paper number: 10056
Discursive Modes in Model-Based Science Inquiry Classrooms
Principal Author: Todd Campbell, Utah State University, todd.campbell@usu.edu
Co-Authors: Phil S. Oh, Gyeongin National University of Education, Republic of Korea; Drew Neilson, Logan High School, Logan UT
Abstract:
This research presentation describes the emergent discourse modes found within the Model-Based Inquiry classrooms examined. A sample of four (4) forty-minute classrooms was video recorded and analyzed using a valid and reliable discourse mode analysis framework. Qualitative methods were employed to describe the discourses of teachers and students with respect to which types and patterns of discourse modes were found most frequently and to be most important. Results indicated that exploring, a discourse mode where participants’ ideas are probed or where participants are found articulating their ideas about some aspect of a phenomena, was found most frequently. Sometimes two different types of exploring discourses were connected sequentially so that the pattern of exploring (scientific phenomena) - exploring (student ideas) appeared. Additionally, and perhaps more important, patterns of discourse described as exploring and retrieving emerged. In these episodes, the teacher first explored student ideas and then presented scientific knowledge relevant to the explored topic. Exploring (student ideas) - negotiating (scientific knowledge), and exploring (student ideas) - negotiating (scientific knowledge)- elaborating (the scientific knowledge) emerged as important patterns of discourse. When the latter pattern took place, the negotiated knowledge was strengthened by new examples and explanations presented by the teacher. These findings demonstrate that even in a MBI classroom, which emphasizes students’ active roles in creating and testing scientific models, the teacher is concerned with making scientific knowledge available to students so that the students could come up with scientifically appropriate and aligned models. These findings will be described in greater detail during this presentation with additional transcription examples shared, as well as video exemplars taken from the classrooms examined.
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Paper number: 10127
Technology Use in Science Classrooms and Reformed Teaching
Principal Author: Todd Campbell, Utah State University, todd.campbell@usu.edu
Co-Authors: Max Longhurst, Utah State University, Logan UT, U.S.; Aaron M Duffy, Utah State University, Logan UT, U.S.; Paul G Wold, Utah State University, Logan UT, U.S.
Abstract:
This research presentation leverages a framework originally developed by Flick and Bell (2000) as a guide for pre-service science teachers for integrating technology into science instruction. This framework was adopted and used in the development of the Technology Use in Science Instruction (TUSI) instrument. Validity and reliability of the instrument have been established with expert panel review and acceptable estimates from inter-rater intraclass correlation reliability coefficient at the p< ¬¬¬¬¬0.01 level over eleven classrooms completed by three raters. Additionally, concurrent validity of the TUSI was established with the Reformed Teaching Observation Protocol (RTOP). In this current research, the reformed teaching practices of sixteen 8th grade science teachers was assessed as baseline data for teachers entering a National Science Foundation (NSF) funded professional development project focused on applying cyber-enabled technologies to teach science as inquiry. Additionally, the level of technology integration of these teachers was also measured using the TUSI. The findings emerging from these measures suggest that there are minimal levels of reformed teaching practices occurring, while little to no technologies are being leveraged in ways aligned with reformed teaching. More specifics of these findings will be parsed during the presentation so that better understanding of current practices of our teaching sample is understood, both as it relates to reformed teaching and technology integration and how these emergent findings can also be understood in a larger context beyond our sample of teachers.
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Paper number: 10058
Investigating essential features for successful implementation of an elementary science methods course on engineering design
Principal Author: Brenda M. Capobianco, Purdue University, bcapo@purdue.edu
Abstract:
This paper investigates the introduction of a new elementary science methods course designed to prepare the next generation of elementary science educators to teach science through engineering design. The study draws on a number of data sources including a concerns-based inventory, interviews, classroom observations, and supporting documents. Analyses of this data included the use of descriptive statistics, grounded theory, and content analysis. It was evident that very specific personal and practiced-based issues (e.g., content and pedagogy), and broader issues related to the school-oriented support (e.g., resources and networking), impacted the preservice teachers’ acceptance and successful implementation of design in the classroom. The findings indicate that essential elements of the methods course, and the larger project, have proven successful and productive at ensuring high-quality performance among the preservice teachers. Ways of making this knowledge, resources, and expertise more meaningful and useful for science teachers and teacher educators are explored.
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Paper number: 10172
Exploring Elementary MAT Candidates’ Initial Perceptions on Science Teaching
Principal Author: Nate Carnes, University of South Carolina, ncarnes@mailbox.sc.edu
Abstract:
Even for experienced and informed teachers of science, teaching at any level is complex and multidimensional. Science instruction involves much more than transmitting information to students as though they were empty receptacles waiting to be filled. Effective teachers of science must give careful attention to candidates’ prior knowledge to assess the need to challenge or built upon existing perceptions. This perspective is certainly applicable to teacher education. Preservice teachers seem generally naïve to the social and cultural complexities of elementary schooling. At the same time, they may hold views of viable science instruction approaches to an extent that is greater than initially thought.

A time honored adage states that teachers teach in the manner in which they were taught. Therefore, it is incumbent upon science teacher educators to use diagnostic tools that unveil images and conceptions that preservice teachers bring to a science methods course. Efforts that are given to understand teacher candidates’ initial perceptions of elementary science teaching can lead to meaningful methods course activities. Use of the Draw-a-Science-Teacher- Checklist (DASTT-C) appears to be one way to access what teacher candidates know with regard to how they should teach and how their students should learn science.

The intent of this preliminary research seeks to provide insight into teacher candidates’ images of science teaching through the use of the DASTT-C instrument. The findings indicate that most elementary teacher candidates bring images of science teaching that parallel scholarly views on best teaching practices. Therefore, science teacher educators must guard against deficit perspectives on preservice teachers’ images of science teaching. The presentation also provides suggestions for using the DASTT-C instrument of pedagogical tool throughout a methods course.
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Paper number: 10100
Moving beyond the Periphery: The Role of Communities of Practice for Increasing Representation in Science Fields
Principal Author: Robert J Ceglie, Mercer University, ceglie_rj@mercer.edu
Abstract:
The current work explores how a group of sixteen African American and Latina women worked toward success during their time while majoring in science disciplines during college. This study explores their attempts to become included in the activities, culture, discourse, and community of practice typically experienced by successful college science students. The frameworks of legitimate peripheral participation and communities of practice as described by Lave and Wenger (1991) was used as the lens to examine their attempts to become full members of the scientific community through their participation in the actions and practices of the science community.

Research suggests that students of color, especially females, have a more difficult time negotiating the multilayered challenges of navigating science at the collegiate level (Johnson, 2007, Russell, & Atwater, 2005). Evidence of this can be found in the disproportionate number of individuals of color who leave science majors for other fields of study (NSF, 2009). For many women of color who pursue college science degrees they lack the types of experiences and social capital which has proven to be beneficial for their White male peers. Without these important background experiences, knowledge and capital, these women may enter college science programs without the understandings of the subtle and important nuances that make the transition into these majors smoother path.

This study analyzed common themes which emerged regarding the creation of communities of practice within this population of students. It was found that most of the individuals created smaller communities of practice which served as support and helped move them toward legitimatization by the science community. These communities, which usually emerged with other women of color, allowed them to engage in scientific endeavors and gain confidence that they could achieve success in science despite odds that seem to place them on the periphery of science.

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Paper number: 10091
Examining the Discourse Pattern and Teacher’s Pedagogy in Promoting Reasoning in Science Writing Heuristic Classroom
Principal Author: Niphon Chanlen, University of Iowa, niphon-chanlen@uiowa.edu
Co-Authors: Brian Hand, University of Iowa
Abstract:
This qualitative study aimed to explore the discourse pattern and teacher’s pedagogy that promote students reasoning and critical thinking skills within claim and evidence presentation and discussion. Three participants were purposefully selected based on the results of their students the Cornell Critical Thinking Testes and teachers’ fidelity of implementing the approach. Each teacher represents high, medium and low students’ critical thinking gain score and high, medium and low level of fidelity. The results showed that teacher who allowed students to lead a discussion then strategically step in and out from the conversation could control the direction of the conversation and create non-threatening classroom environment in the same time. More importantly, in order to promote students reasoning and critical thinking skills, teachers played important role during classroom discussion by using questions and strategies that push students to make a position of an argument.
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Paper number: 10108
The Taxonomy of Characteristics of Hybrid Teacher Professional Development
Principal Author: YA-WEN CHENG, University of Missouri, yck86@mizzou.edu
Co-Authors: Deborah L Hanuscin, University of Missouri
Abstract:
Professional development is essential for teachers to develop the content knowledge and skills they need to succeed in the classroom (Vrasidas & Zembylas, 2004). The best professional development experiences for science and mathematics educators should provide opportunities for teachers to develop knowledge and skills and build or strengthen a learning community of teachers (Loucks-Horsley, Stiles & Hewson, 1996). Quality professional development should encourage and support teachers in efforts to collaborate with peers and provide the opportunity for teachers to reflect and receive feedback (National Research Council,1996). However, the design of professional development historically has often been comprised of one-time learning opportunities with limited impact on teaching and learning (Loucks-Horsley, Stiles & Hewson, 1996). Moreover, participants have limited opportunities to interact and reflect on what they learn from TPD.

Network technology enhances PD by providing 24/7 access. Information, resources, and discussion postings are always online, and teachers can retrieve them when as many times as they would like to. Therefore, teachers may have more times to think, to read, to write, to reflect, and to reformulate their own understanding (Roddy, 1999; Shotsberger, 1999; Treacy, Kleiman and Peterson, 2002). Nonetheless, network technology has its limitations, and a hybrid professional development design, including both face-to-face and online components may become a new solution for solving the problems. Yet, there currently exists no common language for describing and articulating the diverse ways in which professional developers may design such ‘hybrids’. In this paper, we propose a taxonomy for classifying hybrid professional development that is aligned with both the criteria of effective PD and features of network technology. The purpose of the taxonomy is to provide the guideline for professional development designer and teacher educator for better utilizing network technology and face to face venues.

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Paper number: 10138
Practicing what we preach. Using inquiry to help pre-service teachers discover the importance of science education reform.
Principal Author: Jennifer S Coble, University of North Carolina at Chapel Hill, jcoble@bio.unc.edu
Abstract:
Since most prospective science teachers experienced success in their science classes, teacher educators face a formidable challenge when they attempt to convince pre-service teachers of the importance of science education reform. To help pre-service teachers acquire an appreciation for the need for reform, many programs attempt to model best practice while engaging pre-service teachers in inquiry and reflection upon that practice. Most of the teacher education programs described in the literature that engage pre-service teachers in reform-based lessons focused on science content. There is a lack of papers addressing how per-service teachers can engage in inquiry on science education topics. This paper outlines a series of inquiry-based and student-centered learning activities utilized in a high school science teaching methods course that focus on critical questions and topics related to science education. These activities, which include role playing, an interview study, classroom observations and curriculum card sorting have been successful in prompting pre-service teachers to critically reflect on the traditional science curriculum and science teaching practices. This paper outlines these activities and provides data from two different methods courses (n=30). The strategies offer new ideas for how to increase the experiences pre-service teachers have with reform based learning, specifically how to engage preservice teachers in reform-based activities focused on science education topics. While the paper addressed strategies used and data collected from a high school science methods course, the strategies are relevant to science methods courses designed for all grade levels.
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Paper number: 11021
High School Students’ Interpretations of Cellular Transport Graphics
Principal Author: Michelle Cook, Clemson University, mcook@clemson.edu
Abstract:
The purpose of this study was to examine how prior knowledge of cellular transport influenced how high school students viewed and interpreted graphic representations of this topic. The participants were Advanced Placement Biology students (n=65). After assessing prior knowledge using the Diffusion and Osmosis Diagnostic Test (Odom & Barrow, 1995), eight graphical representations of cellular transport processes were selected by the teacher and used during classroom instruction on this topic. Questionnaires were used to investigate differences in perceived salient features of the graphics, interpretations of the graphics, and processing difficulty experienced while interpreting the graphics. The results revealed differences in how high and low prior knowledge students interpreted the graphics. Without adequate domain knowledge, low prior knowledge students focused on the surface features of the graphics (ex. differences in particle color) to build an understanding of the concepts represented. On the other hand, with more abundant and better-organized domain knowledge, high prior knowledge students were more likely to attend to the thematically relevant content in the graphics and construct deeper understandings.
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Paper number: 10043
Investigating the Effects of a Master’s Program on Teachers’ Instruction: Perspectives of External Observers, Teachers, and Students
Principal Author: Yasemin Copur-Gencturk, University of Illinois at Urbana-Champaign, ycopur2@illinois.edu
Co-Authors: Barbara Hug, University of Illinois at Urbana-Champaign
Abstract:
This study examines the impact of a new 2.5 year master’s degree program on the instructional practices of K-8 teachers. The master’s degree program, designed in collaboration with a partnering school district following an intensive needs assessment, included courses that integrated science and mathematics content knowledge with current pedagogy taught with an inquiry-oriented approach designed specifically for K-8 teachers. Teachers’ instructional practices were captured annually through classroom observations, students’ reports, and teachers’ self-reports. Based on the results of the first two years’ implementation of the program, there was a significantly positive change in the extent to which teachers implemented inquiry-based instruction in the classroom. However, these changes were most prominent in the first year of the program. Our results shed light on which instructional practices were more apt or resistant to change. Changes in the quality of the lesson structure and tasks as well as teachers’ attention to design and pace of lessons appeared to be sustained over time while changes in the quality of scientific discourse and student engagement were hard to retain. A comparison of different data sources indicated teachers perceived their progress toward inquiry-oriented instruction as far more steady than indicated by outside observers or student reports. In examining qualitative data, we found that time pressures associated with having a set curriculum that needed to be covered, the pressure of state-mandated tests, and short class periods allotted for science appeared to be main reasons for discrepancy across findings from our different data sets. Implications for current policies, professional development, and further research are discussed.
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Paper number: 10117
Nevada Earth Space Science Initiative (NESSI): A Professional Development Model Demonstrating Teacher and Student Learning.
Principal Author: David T Crowther, University of Nevada, Reno, crowther@unr.edu
Co-Authors: John Cannon, University of Nevada, Reno
Abstract:
The Nevada Earth/Space Science Initiative (NESSI) is a program designed to enhance the content and activity-related Earth and space science understandings of K-12th grade teachers throughout Northern Nevada. Specific goals of the program are to a) to provide a solid understanding of Earth and space science content; b) instill in participants a sense of confidence about their ability to learn and teach basic Earth / space science content through an inquiry-based manner; c) make participants competent users of the National Science Education Standards (NSES), the Nevada Science Education Standards, and have participants achieve mastery of Earth / space science (and related) K-12 content as based upon the standards; d) foster professional growth, including presentation of content and methodology to peers in school, local, state, and national settings; e) make participants aware of the relationship between Earth and space science with related technology and content in the school, university, community, and industry; f) nurture the sense of community and collaboration among participants.

NESSI has completed five years of successful implementation with 209 participants (142 level I and 67 Level II) teaching K-10th grade in both public/charter and private schools in Northern Nevada and more than 8400 students have benefited from science instruction by NESSI participants. Participants have come from seven counties in Nevada.

NESSI has an evaluation plan that measures three areas: 1) content knowledge assessment of participants from the summer workshop, 2) improved teaching of NESSI-related science in participants’ classrooms based upon hours of instruction and inquiry delivery, and 3) improved student learning in participant’s classrooms for NESSI-related science content.

At the end of year 5 NESSI shows statistical improvement in pre / post content exams for classroom teachers taking the workshop, more hours of inquiry instruction within participants classrooms, and improved student learning in Earth science content.

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Paper number: 10157
An extension of school-based learning into summer: What’s STEM got to do with it?

Principal Author: Jennifer T Dames, University of Central Florida, jdames@knights.ucf.edu
Co-Authors: Meera Ravikumar, University of Central Florida
Abstract:
According to the National Science Fourndation, an increased number of female STEM professionals have been observed at both the university level and in the workforce. Still, this number is far less than males who participate in STEM and this number is particularly dire for female minorities. This proposal will focus on how some female students describe their confidence in science, beliefs about science importance and their interest in STEM disciplines and careers during a “camp style” experience. Using a design with pre and post surveys, it was determined that girls increased their interest in STEM following the camp, t(38) = -5.664, p < .001. Girls in general reported no change in regards to their beliefs of the importance of studying science; however 71% of African American girls believed studying science was important initially compared to 86% who shared the belief at the close of the camp. Comparatively, no changes were observed in regards to girls’ confidence in learning science; however 57% of African American girls reported confidence in learning science pre camp compared to 71% post camp. Overall, girls in the study identified 11 STEM majors of interest before the camp compared to reporting interest in 19 STEM majors post camp. These findings suggest that opportunities outside of the classroom to include STEM camps may be viable options for introducing females to STEM disciplines and careers and also increasing their interest in STEM. These findings also suggest that experiences with STEM may not be the same for all girls. Therefore, although more research is required in regards to female participation in STEM in general, various minority female subgroups may require even further investigation.
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Paper number: 10073
Understanding the role of science teacher relationships in promoting adolescents’ motivation to engage in science: Examining Four Class Cases.
Principal Author: Heather A Davis, North Carolina State University, Heather_Davis@ncsu.edu
Co-Authors: Margaret R. Blanchard, North Carolina State University; M. Gail Jones, North Carolina State University
Abstract:
The scientific community emphasizes the need for students to gain deeper conceptual knowledge of the subjects they are learning in school. Few studies dig deeper into the social-motivational and contextual factors that influence students’ day-to-day decisions to engage or not in science-related activities both in and out of school. The primary goal of this research was to explore the critical role science teachers play in promoting engagement in science as well as the pursuit of science careers among low income, minority populations. The study investigates 400 students’ perceptions of and motivation for science in the classrooms of 12 middle and high school science teachers in the southeast who were enrolled in a graduate methods course. We asked, what is the role of science teacher relationships in promoting adolescents’ to engage in science education? Student participants completed a brief survey of their perceptions of their science teacher, science classroom, and their science motivation – including their aspirations to pursue a career in science. Findings indicate that all of the correlations were significant and positive. Students’ reports of intrinsic motivation for science increased as their perceptions of cognitive autonomy, teacher press for understanding, teacher closeness and teacher influence increased. These findings suggest that students’ intrinsic motivation for science increases when they perceive they have autonomy to think about science problems, they feel close to their teacher, and they are pressed to understand by their teacher. Across the sample, we found African American students generally reported some of the highest levels of engagement and motivation to pursue science. Hispanic American and Multi-Ethnic students reported some of the lowest levels of engagement and motivation to pursue science. Additionally, there appeared to be some differences in the engagement of ethnic minority students by teacher, suggesting science teachers’ classroom practices may differentially affect minority student engagement.
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Paper number: 11079
Culturally Responsive Teaching of Secondary Mathematics and Science Teachers
Principal Author: Kathleen S Davis, University of Massachusetts Amherst, kdavis@educ.umass.edu
Co-Authors: Sandy Madden, University of Massachusetts Amherst; Barbara Madeloni, University of Massachusetts Amherst; Amy Daniels, University of Massachusetts Amherst; Thomas Owen, University of Massachusetts Amherst; Hongqin Zhang, University of Massachusetts Amherst
Abstract:
Researchers examined teachers’ instruction and cultural responsiveness in 38 secondary mathematics/science classrooms across four high-needs school districts to aid in their planning of a preservice teacher education program. Using a purposive sampling method to select teachers, lessons were observed using the SAMPI Lesson Observation System (2003). Quantitative indicators for planning, organization, instruction, classroom culture, and content were recorded using a Likert scale and qualitative evidence for ratings documented. A database was created; descriptive statistics and multiple analyses were conducted.

Findings: 1) The SAMPI instrument provided standards-based inquiry-focused criteria to clearly identify characteristics of lessons. 2) Six classrooms were observed where teacher-student interactions reflected teacher knowledge and appreciation of students’ lives outside of the classroom (family, culture and community). These provide a window into how some teachers view students’ everyday lives and the ways cultural connections can be made within science/mathematics classrooms. Yet, we wonder, “What do teachers know and believe about the school communities where they teach; what don’t they know about these settings?” 3) Few classrooms were observed where language and behavior were indicative of teachers’ sensitivity to issues of gender, race, ethnicity, special needs, and/or socio-economic status. We ask, “What are teachers’ underlying beliefs and understandings of issues of race, ethnicity, class, gender and special needs and how do we get to the heart of this?” 4) In 8-out-of-10 classrooms, students were not intellectually engaged in seeking answers to important questions or problems; gathering appropriate information; or discussing findings. This was true even when teachers demonstrated confidence in their subject matter. “What do teachers know about practices that might actively engage students in their learning?” “What obstacles impede teachers from engaging in such practices?”5) Only five classrooms used technology to advance the lessons implemented. Thus, there appears to be a technological opportunity to enhance teaching and engage students.

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Paper number: 11037
SCIENCE TALK: STUDENTS’ PATTERNS OF INTERACTION

IN A CHEMISTRY CLASSROOM

Principal Author: Xeng de los Santos, CSU Long Beach, mrsdelossantos@gmail.com
Co-Authors: Susan Gomez Zwiep, CSU Long Beach; William J Straits, CSU Long Beach
Abstract:
A qualitative instrumental case study was conducted to explore the nature of science talk in a high school chemistry classroom. Students’ verbal discourse was analyzed for patterns of interaction and for similarities and differences between a pair of Redesignated Fluent-English-Proficient students and a pair of native English-speaking students. Patterns of interaction were determined by analyzing the sequence of individual utterances.

Results showed that the dominant pattern of interaction was an open chain pattern, which lacked a final evaluating utterance. Secondary patterns were closed chains, which were indicated by the presence of an evaluation, and triadic dialogue. A comparison between the verbal interactions of the two pairs of students indicated similarities in type and frequency of pattern but differences in the amount of time spent in the interactions. Emergent issues of authority and identity helped to explain the complexity of the discourse.

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Paper number: 11018
Children’s Engineering Summer Institute of Rowan University
Principal Author: Nancy K DeJarnette, Rowan University, dejarnette@rowan.edu
Co-Authors: Issam H Abi-El-Mona, Rowan Univeristy
Abstract:
The presentation aims to share with attendees a first year STEM based initiative targeting science learners in elementary grades 3-5 in both urban and rural southern New Jersey. The Children’s Engineering Summer Institute is an initiative encompassing a week long summer camp covering STEM subject matter. Participants in the camp experience the different STEM fields within a real world context where participants learn STEM content through project based inquiry activities. Camp participants will have the opportunity to meet every summer for 4 years. Additional attendees will also be added to the camp in each of the consecutive years. The institute is a launching pad to observe students’ progress and interest in STEM fields over a period of 4 years in their respective schools. Camp participants are monitored throughout their school year in light of the current legislative push towards enhancing STEM content within schools. This is then used to assess and reevaluate STEM initiatives presented at the institute. Attendees will be exposed to the planning phases required to start such an initiative as well as assessment strategies demonstrating evidence of student learning along with the evaluation of student impact. These are done with a focus on criteria to be considered given attendees’ specific contexts. Further, successes, challenges of strategies used and findings in implementing the initiative will be shared. Attendees will discuss possible implications for developing such a STEM institute model within their own contexts.
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Paper number: 10220
The iRISE Project: a New Model for Educating Both Science and Engineering Researchers and In-Service Teachers
Principal Author: Sharlene Denos, University of Illinois at Urbana - Champaign, denos@illinois.edu
Co-Authors: Barbara Hug, University of Illinois at Urbana-Champaign
Abstract:
This paper describes the Illinois Researchers In partnership with K-12 Science Educators Project (iRISE, see www.irise.illinois.edu), a new model for nurturing education outreach partnerships between science and engineering researchers and the K-12 community. We describe the development and implementation of a course to train science and engineering graduate students to participate effectively in K-12 outreach. We also describe the development of a teacher professional development workshop as a natural outgrowth of this course and discuss the impact of this workshop on both graduate education and teacher practice.
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Paper number: 12007
Sciberspace 2.0: Using Web 2.0 Tools in 4th and 5th Grade Inquiry-Based Science Curriculum

Principal Author: Michael Dias, Kennesaw State University, mdias@kennesaw.edu
Co-Authors: Laurie Brantley-Dias, Georgia State University; Erin Davis, Georgia State University
Abstract:
Although guiding children in the observation of nature is foundational to science education, children today have fewer opportunities to explore nature, either on their own or as a guided experience (e.g. Louv, 2005). When teachers facilitate children’s exploration of natural environments using their innate curiosity and sense of wonder, children gain a sense of ownership toward natural areas and an enhanced desire to protect ecosystems (Carson, 1965; Leslie & Roth, 1998). We know that technology motivates children to learn (Mistler-Jackson & Songer, 2000) and this is promising given that learners today must be able to use technology to access, interpret, organize and create information in order to function productively in the 21st century. This project supports the efforts of urban 4th and 5th grade teachers to capitalize on their students’ interest in nature and technology.

This session offers (1) a paper detailing our professional development process with teachers, (2) examples of teacher-developed lessons directing students to conduct scientific inquiries supported by Web 2.0 tools, (3) discussion of successes, challenges and future directions for this type of professional development. We expect participants to gain practical insights for supporting K-8 teachers in the design of inquiry-based science lessons that integrate websites, Web 2.0 tools and web-based activities into the curriculum.

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Paper number: 10005
How the expressed epistemologies of secondary science teachers relate to their classroom practice: Implications for teacher education programs
Principal Author: Glenn R Dolphin, Syracuse University, grdolphi@syr.edu
Co-Authors: John W Tillotson, Syracuse University
Abstract:
We interviewed secondary science teachers, each coming from one of three different university teacher education programs (TEPs), and also videotaped them during multiple classroom lessons. We analyzed the transcribed interviews for descriptions of the teachers’ personal, student, and scientific epistemologies. Looking for the use of metaphor in the teachers’ expressions of their epistemologies, we designated statements like, “I stole ideas from my mentor teacher,” as pertaining to the acquisition metaphor of learning – an understanding of knowledge as being a thing to be transferred from one person to another. Statements like, “they are learning the methodology because they are actually doing it,” we designated as a more sophisticated epistemology described by the participation metaphor of learning. Here knowledge results from the actions of a group of practitioners. When looking at teachers’ statements about the process/products of science, we considered descriptions where the answers of science as derived through rigidly controlled experiments to be the truth of nature to be scientism and more sophisticated understandings based on descriptions of science as being the best possible explanation to date but always subject to new and better observations as being realism.

What we found was that teachers coming from TEPs with greater amounts of field experiences emphasized participation in their own learning to a greater extent. Compared to their classroom practice, however, their practice paralleled a model of knowledge acquisition. Based on these results, we conjecture that practice might actually determine beliefs where teachers have more field experiences are more likely to talk about learning through doing (participation) and those whose practice emphasizes knowledge transfer, adhere to the acquisition metaphor for student learning.

Incorporating both field experiences and learning theory throughout the entire program may be a better model than frontloading students with theory and sending them out to enact their new beliefs.

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Paper number: 10202
Science Teacher Research Experiences = Increased Student Achievement
Principal Author: Jay Dubner, Columbia University, jd109@columbia.edu
Abstract:
U.S. high school students perform markedly less well in science than students in other economically advanced countries. The President’s Council of Advisors in Science and Technology’s 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers.

Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is confirmed by evidence from Columbia University’s Summer Research Program for Science Teachers (SRP) that highly motivated science teachers require professional development to enable them and their students to perform up to their potential.

SRP is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. While most secondary school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional development.

Columbia University’s teacher research program is a very effective form of professional development for science teachers and has a direct correlation to increased student motivation and achievement in science. SRP is premised on the beliefs that hands-on experience in the practice of science improves the quality and authenticity of science teaching, and that improved science teaching is correlated with increased student interest and achievement in science. The author will present the methodology of the program’s evaluation citing statistically significant findings. The author will also show the economic benefits of teacher participation in a well-designed research program.
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Paper number: 10192
The design Culturally Based Inquiry Units for young Children
Principal Author: Mia Dubosarsky, University of Minnesota, dubo0053@umn.edu
Co-Authors: Gillian Roehrig, University of Minnesota; Barb Murphy, University of Minnesota; Stephan Carlson, University of Minnesota; Jennifer Jones, University of Minnesota; Linda Frost, University of Minnesota
Abstract:
Science education contributes to the development of critical thinking and problem solving skills. Unfortunately, research shows that there is an achievement gap between poor minority students and other students in science and mathematics. The problem is even greater when dealing with American Indian students. Gaps between disadvantaged and other children open early in life; hence science intervention programs should focus on early childhood education. Culturally based education, tailoring each unit plan to students’ cultural background, is recommended by the National Association for Education of Young Children as well as by science educators. These methods were found to increase students’ accessibility and engagement with science. The process of developing culturally based inquiry units was not well defined.

As part of Ah neen dush, a professional development program for Head Start teachers on an American Indian reservation, the authors developed a model for designing culturally based activities. The presentation introduce the model, as well as two culturally based inquiry units – ice fishing and animal tracks – to demonstrate two examples of such units, as developed and taught by the Head Start teams.

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Paper number: 11026
The Evidence Game for Supporting Middle School Teachers in Introducing Scientific Argumentation to Middle School Science Students
Principal Author: James D Ellis, The University of Kansas, jdellis@ku.edu
Co-Authors: Janis A Bulgren, University of Kansas; Marilyn M Ault, University of Kansas; Bruce Frey, University of Kansas; Jana C Hare, University of Kansas
Abstract:
This poster session will share information about the first year of a three-year NSF-supported research project, the Evidence Game, to investigate the feasibility of a developing an on-line game to support middle-level science teachers in motivating and engaging students in developing the knowledge and abilities of scientific argumentation. This research project will be of interest to science teacher educators who are seeking instructional resources to introduce pre-service and in-service teachers to approaches to teaching scientific argumentation to science students. In addition, curriculum developers and researchers will be interested in the iterative, design study approach used in this project to investigate an innovative approach to motivating middle-school students to engage in learning the complex knowledge and skills of scientific argumentation. This proof of concept project builds upon a recently completed NSF-supported project that developed a graphic organizer, the Argumentation and Evaluation Guide (AEG), which serves as scaffolding for middle school teachers and students in learning about scientific argumentation (Bulgren and Ellis, 2010).

Since an August 2010 start date, the Evidence Game team has been engaged in an iterative design and development process for a game to provide middle school students and their teachers with practice in Toulmin’s (1984) model of argumentation as applied to science. The goal of the Evidence Game project is to develop and research the effect of a series of sub-games that together will increase middle school science students’ and teachers’ knowledge of and thinking related to scientific argumentation. The areas of argumentation addressed by the games include: understanding a claim, judging the evidence about a claim based on type (fact, opinion, theory, or data) and quality (bias, reliability, or validity), determining the reasoning applied to the claim (authority, analogy, correlation, causation, theory, principle, or generalization, considering rebuttals, and making judgments.

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Paper number: 10098
The Importance of Using Multiple Measures to Assess Science Proficiency
Principal Author: Patrick J Enderle, The Florida State University, patrick.enderleadi@gmail.com
Co-Authors: Victor D Sampson, The Florida State University; Jonathon A Grooms, The Florida State University
Abstract:
The new focus on developing science proficiency, as described in recent national reform texts, involve a complex set of skills and knowledge. Multifaceted constructs such as science proficiency require a variety of tools to assess students’ knowledge and abilities related to science. The science proficiency framework continues to shape important efforts in science education, such as the Common Core Standards. Prominent standardized assessments will not be able to capture the complexity of science proficiency. Different types of assessments more aligned with the science proficiency framework are described. Results from several student cases are discussed and compared to standardized assessment. The cases support the development of a “Performance Profile” to better measure and describe the development of a student’s science proficiency.
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Paper number: 10203
Socialization Patterns Along the Science Career Trajectory: An Exploration of High School Girls’ Nature of Experiences in a High School – University Science Partnership Program
Principal Author: Megan E Faurot, Illinois Institute of Technology, mfaurot@iit.edu
Co-Authors: Stephen A Bartos, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Teresa K Woodruff, Northwestern University; Cathryn Smeyers, Northwestern University; Nadia Reynolds, Northwestern University
Abstract:
Despite many efforts, women and minorities remain underrepresented in the U.S. science workforce. The influence of gender, race/ethnicity, and socioeconomic status on the socialization patterns and science identity formation along the science career trajectory remain to be underresearched and undertheorized. In the context of the science community, socialization refers to the ongoing process whereby an individual develops a science identity and learns the norms, values, and behaviors of scientists. This study explored the socialization patterns of high school girls’ who participated in a high school–university science partnership program, developed between a public high school and private university.

The high school-university science partnership program exposed and enabled high school girls, considering careers in science, to share experiences with their parents/guardians and individuals/groups from various stages of the science career trajectory: other high school students, alumnae, parents/guardians, university science and medical students, and science professionals. Thirty high school students participated in the program, with the majority being African American. An online survey and in-person interview were administered post-program to collect data on the high school girls’ nature of experiences.

Three main categories of high school girls’ nature of experiences were identified using the constant comparative analysis method: learning, relationship-building, and personal awareness and development. High school girls’ shared distinct patterns of experiences with the individual/groups involved in program. Students’ were found to have substantial experiences in the three main categories with parents/guardians, university students, and university science professionals. For example, high school girls’ expressed a sense empowerment, belonging, and shared their passion for science when they described experiences shared with their parents/guardians. Further longitudinal research in this area, has the potential to measure the anticipatory shift in the socialization patterns along the science career trajectory that will, ultimately, influence an increase in the diversity of U.S. science workforce.

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Paper number: 10028
Curricular and teaching perspectives of environmental education in schools
Principal Author: Xavier Fazio, Brock University, xavier.fazio@brocku.ca
Co-Authors: Douglas D Karrow, Brock University
Abstract:
Research findings from many studies have revealed confusions and deficiencies in the rhetoric and practices surrounding environmental education (EE) in schools given the constraining nature of these settings. Building from our past research, the focus of this presentation will present details regarding elementary and secondary schools’ EE curriculum and teaching practices, and the identification of factors that support and inhibit these practices. Our study incorporated a mixed-methods approach to address our research questions (Teddlie & Tashakkori, 2009). Using both survey and focus group methods revealed knowledge claims illustrating detailed school-based determinants of EE practices. Overall, our study revealed important findings with respect to elementary and secondary schools capability to implement integrated approaches to EE, teaching experience as key to supporting EE, curriculum standards as a constraint to implementing successful EE in schools, and school administration support. Of particular importance was the issue surrounding the implementation of EE curricula within a specific subject area such as science, given its interdisciplinary nature, and teachers’ lack of experience with EE pedagogies. Clearly, effective science teacher education is required in order to successfully prioritize and address EE interdisciplinary and pedagogical character. We believe our research will support recent calls to better incorporate EE into science teacher education, and identify salient ways of how schools can better support EE, particularly due to the fact that its learning goals are coherent with the goals of scientific literacy.

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Paper number: 10080
The effects of middle school students’ participation in a stormwater retention pond research activity on their understandings of science and environment, attitudes toward science, and use of technology.
Principal Author: Allan Feldman, University of South Florida, afeldman@usf.edu
Co-Authors: Angela Chapman, University of South Florida; Dilek Özalp, University of South Florida; Vanessa Vernaza-Hernández, University of South Florida; Fayez Alshehri, University of South Florida
Abstract:
The National Science Education Standards (NRC, 1996) call for students to engage in scientific inquiry. One avenue is for students to engage in authentic science activities (Lee & Songer, 2003). Novak and Krajick (2006) argued technology use can improve learning science.

We examined the effects of urban middle school students’ participation in a storm water retention pond study, working with an environmental engineering professor. We sought to uncover students’ knowledge of retention ponds, students’ beliefs about their relationship with the environment, how technology use affected their learning and motivation toward science, and how students’ participation affected their attitude toward science.

Data were collected from pre- and post- technology and science surveys, and an open-ended pre- and post-assessment of students’ knowledge of stormwater retention ponds. The technology survey addressed scientific content, motivation, empowerment, and authentic science. The science survey addressed attitudes, and motivations toward science. The assessment addressed human purposes of the pond, how the pond helps the environment, ways to determine a ponds’ health, and what happens to water during storms.

Student responses on the pre- and post-assessment suggest they believe people are not part of the environment. Students also learned the pond was not suitable for personal human use, and is part of storm water management, Last, students use visual data rather than scientific tests to determine a ponds’ health.

The technology pre- and post-survey showed little change in beliefs that technology use would help to understand scientific concepts and increase their motivation to learn about stormwater ponds. Data from the technology pre- and post-survey showed a statistically different decrease in empowerment and self-perception as scientists. The science pre- and post-survey showed a slight decrease in attitude toward science, self-perception toward science, and learning science. These effects may be due to the possible lack of authenticity of the experience.
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Paper number: 10010
A Collaborative Partnership to Increase Elementary Students’ Experiences with the Outdoors
Principal Author: Maria M Ferreira, Wayne State University, m.ferreira@wayne.edu
Abstract:
Today’s children spend less and less time in the outdoors, leading Richard Louv in 2008 to coin the term “nature deficit disorder.” Louv pointed out that experiences with nature are essential to a child’s physical and emotional development and that the lack of these types of experiences has led to the increase in child obesity, attention disorders, and depression. Poor urban students in particular, have little access to experiences with nature and outdoor classrooms are increasingly being used to extend the classroom into the schoolyard and provide students with learning opportunities related to nature. Although environmental education is often ignored in schools, researchers have found a correlation between environmental education and student outcomes, including achievement, motivation and environmental literacy (Bartosh, Ferguson, & Taylor, 2006; Engels & Jacobson, 2007; Stepath, 2005). This presentation described a partnership between a local university, a school district, and a community organization in order to develop and implement outdoor classrooms and curriculum in seven local elementary schools.

Pre and post program comparisons indicated the program had a significant impact in participating teachers’ perception of their level of preparedness to teach concepts related to life and environmental science, such as organization of living things and ecosystems. Participating teachers also felt better prepared to facilitate problem solving among their students; help their students make connections within and between science topics; make connections from science to real-world situations; and engage their students in hands-on/project-based activities. Further analysis of the data from teacher reflections recorded in their electronic portfolios led to the identification of four major themes: (1) usefulness of the curriculum resources they received, (2) their immediate impact on their practice at the classroom level, (3) sense of community that evolved in schools, and (4) shift in perception about the use of the schoolyard as an educational setting.

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Paper number: 11067
SUPPORTS AND BARRIERS TO TEACHING A BLENDED SCIENCE AND

ENGLISH LANGUAGE DEVELOPMENT ELEMENTARY PROGRAM

Principal Author: Gianna Filice, California State University Long Beach, giannafilice@gmail.com
Co-Authors: Susan Gomez Zwiep, California State University Long Beach; William J Straits, California State University Long Beach
Abstract:
The Blended Project is a professional development program developed to support teachers as they fuse their science and English Language Development (ELD) instruction. This research study explores the perspectives of teachers, principals, and professional development providers regarding the Blended Project over a two-year period, emphasizing participants’ perceptions of the supports and barriers associated with teaching science and ELD as a blend. The findings suggest that perceived supports occur at four levels: the teacher level, the school level, the project level, and the student level, whereas barriers were technical, political, and cultural in nature. These perceived supports and barriers have great implications for those involved in the Blended Project as well as those who provide science professional development to teachers of English language learners.
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Paper number: 10001
Images of Scientists Viewed Through the Lens of Vosniadou’s Conceptual Change Model
Principal Author: Kevin D. Finson, Bradley University, finson@bradley.edu
Co-Authors: Donna Farland-Smith, The Ohio State University - Mansfield
Abstract:
The issue that this presentation addresses is the application of a conceptual change model, specifically that proposed by Stella Vosniadou, to learners’ development of “conceptions of scientists.” Over the past two decades, Draw-a-Scientist types of research has been conducted without substantive grounding in a clearly articulated foundational or theoretical model. One consequence is that DAST studies have tended to revisit relatively superficial aspects of this line of research rather than delving more deeply into how and what children are conceiving with respect to perceptions of scientists as well as the ways they organize their schema. Vosniadou’s model lends itself well to this line of research, and those persons interested in it should find utility in the application of her model to DAST investigation.

Vosniadou’s theory on conceptual change can be viewed as readily identifiable components in an interrelated or interconnected three-dimensional networked arrangement (not exclusively hierarchical). Reduced to an oversimplified sequential form for purposes of discussion, the theory components would look like the following: Framework Theory : Presuppositions : Conceptual Domains : Concepts : Specific Theories.

When applied to conceptions of scientists, Vosniadou’s theory components can be equated as follows:

Framework theory = personal science identity, Presuppositions = images of scientists as conveyed via media are accurate portrayals, Conceptual Domains = science as a human endeavor, Concepts = scientist appearances or what scientists do, and Specific Theories = scientists are nerdy-looking men in lab coats or scientists are like regular people. Vosniadou notes that specific theories are influenced by epistemological and motivational beliefs and attitudes, and are influenced by social contexts. Further, when designing interventions, she argues that the level at which interventions must occur are at the presupposition level rather than at the more specific theory level as other conceptual change models suggest.

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Paper number: 10185
STEM integration: Critical perspectives from teachers and from examples of teaching practice
Principal Author: Lawrence Flick, Oregon State University, flickl@science.oregonstate.edu
Co-Authors: Teresa Wolfe, Oregon State University; Sue Ellen DeChenne, University of Nebraska
Abstract:
Science and Engineering in the Lives of Students (SELS) crates materials for presenting science as an element in our everyday, built environments. Science and career technical education teachers volunteered to engage in professional development from the perspective of science that can be used everyday by students. Teachers also considered the larger framework of how science is presented to students in an engineering and technology rich society. The study presents evaluation results from six teachers expressing views on changes in teaching practice and teacher knowledge associated with presenting science from the perspective of everyday use in an engineering context. At this stage of the NSF project, two modules have been developed for teacher use (a) the thermodynamics of residential home construction and (b) electrical principles applied to a building on a university campus. Video components of these materials are being produced by the Smithsonian Astrophysical Observatory, (2009), producers of the Private Universe series. These construction-engineering case studies seed teaching content, practice, and reflection on teaching of science through consideration of engineering and technological issues. This report focuses on teacher discussion, teaching practice, and selected student outcomes in an integrated science, technology, and engineering context. Results highlight not only the disconnected nature of STEM elements in secondary education but also the lack of appropriate knowledge among science and technology teachers for engaging in a more integrated STEM education program. The SELS model of materials development offers one example of how to support teachers in integrating science, technology, and engineering across subject areas.
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Paper number: 11009
Elementary Science Methods at the University of Delaware
Principal Author: Danielle J Ford, University of Delaware, djford@udel.edu
Abstract:
At our institution, we have offered two versions of our elementary science methods course: one which requires students to enroll in co-requisites of science courses in life, earth, and physical sciences (our “reformed” course) and one which requires co-requisites of education methods courses (our “traditional” course). Both versions incorporate a three week field placement, and assignments that include an assessment of children’s prior science understandings, a two day lesson plan and enactment, a reflective analysis of teaching, and a critical curriculum evaluation. Both courses are designed using an inquiry-based, sociocultural framework, and require students to collaborate on projects in pairs or groups. The reform course utilizes problem-based learning (PBL) to frame integrated science and science education content in socioscientific-themed learning experiences. Students enroll in an 11-credit course block that is taught collaboratively by faculty from two science and one science education department. The successes and challenges of each version of the course are discussed, using data from surveys of student conceptions of science and science teaching; interviews of students and faculty; and artifacts of instruction such as lesson plan assignments and teaching reflections.
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Paper number: 10194
Science Teacher Identity Formation: Possible-Selves and Non-Formal Teaching Experiences
Principal Author: Jennifer H Forrester, The University of Wyoming, jforres5@uwyo.edu
Co-Authors: Jason M Katzmann, The University of Wyoming; Joel Pontius, The University of Wyoming
Abstract:
There is an increasing shortage of science teachers in the United States. According to the U.S. Department of Education (2000) 20% of math, science, and technology undergraduates considered teaching, with only 5% completing their teacher preparation programs and accepting teaching jobs. Current data reveals that 33% of those students, who accept teaching positions, leave the profession within their first three years (National Center for Education Statistics, 2009). Despite these dismal statistics, researchers have documented avenues for increasing the number of science teachers in our nation’s schools. Moin, Dorfield, and Schunn (2005) found that undergraduates majoring in science, engineering, and mathematics during their junior years are promising recruits for K-12 teacher preparation programs. They also found that career intent may be influenced through undergraduate education experiences (Moin et, al., 2005).

For students to alter their academic major choices and career trajectories, they must be able to “see” themselves as science educators. In order for this to occur, these students must develop a science teacher identity. The current study documented the impact of teaching in a place-based residential science school, on a non-education major’s identity formation as a science teacher.

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Paper number: 13015
Connective Technology & Online Resources in the School Science Curriculum: Uti;ization with pre-service and in-service teachers
Principal Author: Pamela Fraser-Abder, New York University, pa1@nyu.edu
Co-Authors: Paul Jablon, Lesley University
Abstract:
Good science teaching is a result of meaningful preparation and collaboration among teachers, children, parents and the community. During this session participants will explore these three questions:

1. What resources are available for teaching science?

2. Where can you find information on these resources?

3. How can you use technology to bring these resources into your classroom?

Participants will speak with pre-service and in-service teachers and their students via connective technology to hear how their introduction to the use of this technology at the university has enriched their teaching and their students learning of science and other subjects, We will explore the use of media, industry, out of school education programs, non-forrmal science institutions, museums and other science learning outlets as valuable segments of our nations science education infrastructure. Strategies for using technology to expose your students to institutional resources in your immediate neighborhood, the entire country and around the world will be discussed. At the end of the session attendees will have web resources and instructional strategies that they can adapt and integrate into their own science curriculum/course.

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Paper number: 11043
Developing Science Teacher Inquiry Skills in an Online Teacher Education Program
Principal Author: Frederick W Freking, University of Southern California, freking@usc.edu
Abstract:
This poster will share successes and challenges as an online teacher education program develops curriculum that promotes inquiry based teaching practices. A year ago, findings from a curriculum review and student teaching lesson plans and videos suggested that candidates needed more explicit instruction in how to implement inquiry in their classrooms. After major structural changes in the program, the syllabi demonstrate that candidates are prompted to think about how they design and facilitate science learning experiences for their students. Preliminary findings also suggest that candidates are implementing these ideas in their student teaching placements. These findings provide insight that can inform how teacher education programs scaffold inquiry-based teaching in an online environment.
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Paper number: 10191
Science Notebooks as Tools for Developing Scientific Understandings
Principal Author: Lori A Fulton, University of Nevada, Las Vegas, lfulton3@cox.net
Abstract:
Science education reform calls for learners to be engaged in hand-on, minds-on activities related to science. As part of this reform, learners are encouraged to using writing as a means of documenting their work and developing their understandings. Science notebooks have been incorporated into many elementary classrooms for this purpose, but use tends to focus more on documentation. This is not surprising though as professional development and resources on notebooks tend to focus on the elements and types of writing rather than the development of conceptual understandings.

This study examines student outcomes in terms of notebook use, language development, and scientific understandings when teachers are engaged in a professional study group, which focuses on the development of students’ scientific concepts through writing in the notebook. A multiple-case study was conducted of three second grade teachers and their classrooms from an urban school in the Southwest United States. This school is in a low socio-economic area, with 92% of the students receiving free and reduced lunch. The majority of the students at the school are Hispanic (90.4%) and language development is a concern with 68.2% of the students classified as having Limited English Proficiency.

Data were collected in the form of interviews with teachers and students, study group video observations, classroom video observations, pre/post tests, and student work during the spring of 2011. Interviews and videos were transcribed and coded according to themes and detailed descriptions. Student work was analyzed using content and domain analysis. Data analysis is still ongoing, but early results seem to demonstrate that students in classes of teachers who have participated in the study group for a longer period of time demonstrate greater use of the notebook for conceptual understanding, rather than just documenting their activities, and had a stronger understanding of the concept in post interviews.
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Paper number: 10232
Investigating the Impact of Field verses University Based Science Methods on Preservice Teachers’ Belief and Abilities to Design Inquiry Based Science Instruction for Diverse Learners
Principal Author: Anne P Gatling, Merrimack College, gatlinga@merrimack.edu
Abstract:
This study investigates and compares the impact of two different elementary science methods courses on four preservice teachers’ confidence, beliefs and perception of inquiry-based science instruction with diverse students. We redesigned our elementary science methods course from a situative, theoretical perspective and building upon Davis’ (2006) work in which our students critiqued, evaluated, and implemented standards-based curriculum with first through third grade students within the supportive context of our elementary science methods course.

This work is part of a larger study in which I compared the impacts of two sections of a science methods course, one experiential, authentic experience focused course based in the field and one taught traditionally on campus had on preservice teachers. This research utilized both qualitative and quantitative research approaches. In this study I investigated the impact that particular aspects of our science education program had on preservice teachers’ confidence, beliefs, and their perception regarding the role of inquiry-based science instruction with diverse students. I investigated whether preservice teachers’ beliefs about science instruction and student learning changed over the semester and whether or not that growth varied depending on their science methods section placement. This presentation will focus on the experiences of four preservice teachers (two in each course) based on pre/post course interviews, and the final student work I reviewed.

These case studies will also provide a contextual frame of the course and illustrate 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. It will also provide insight into a potential model for an elementary science methods course that emphasizes authentic experiences as part of their preparation. I will also discuss how this work connects to the larger literature and provide additional implementation strategies based upon the course.

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Paper number: 14020
Multiple lenses on the development and implementation of teacher content and pedagogical content knowledge resulting from transformative professional development
Principal Author: Julie Gess-Newsome, Willamette University, jgessnew@willamette.edu
Co-Authors: Janet Carlson, BSCS
Abstract:
In this paper set, we examine the theoretical framework that shaped a 5 year study designed to improve the teaching of HS biology by focusing on PCK. Despite the prevalence of PCK in the literature, few studies have operationally defined it or designed tools to measure it in specific content areas. We will discuss this challenge, as well as the intervention that included educative curriculum materials and transformative professional development and the development of tools designed to measure PCK for specific biology topics. We will discuss the results of both qualitative and quantitative data and share how the results caused us to reconsider aspects of the theoretical framework and to challenge current conceptions of PCK as well as how to measure this construct.

We conceptualized teacher professional knowledge as three separate yet interacting domains: Academic Content Knowledge (ACK), General Pedagogical Knowledge (GenPK), and Pedagogical Content Knowledge (PCK). While teacher gains existed for all variables, only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Over 90% of the time in the PD experience was focused on learning the curriculum and discussing teaching. Despite this focus, we found the most significant increases in teacher ACK across both years of the program, not PCK. This result caused us to hypothesize a combined effect of PD and using the curriculum. Teacher knowledge and practice varied by topic, supporting a topic-specific conception of PCK. When interviewed, teachers predicted greater changes than the data showed. Three factors may contribute to this difference: PD that emphasized practices that were distinctly different from those used in schools, constraints imposed by schools/districts, and teachers�f conceptions of teaching and learning. These factors contributed to limited fidelity and low motivation to provide high quality data for the project.

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Paper number: 10213
Science Competencies That Go Unassessed
Principal Author: Penny J Gilmer, Florida State University, gilmer@chem.fsu.edu
Co-Authors: Danielle Sherdan, Florida State University; Aaron Rouby, Florida State University
Abstract:
Our research has identified science competencies for benchmarks that go unassessed in typical statewide summative tests, based on a subset of the Òbig ideasÓ across four bodies of knowledge listed for seventh grade science. Competencies represent the set of mental abilities and skills that students must acquire to meet the curriculum standards set within a particular domain at a particular grade level. Since competencies refer to studentsÕ thought processes, we cannot directly observe the processes but can observe evidence of the degree to which students have developed those competencies on tasks devised for those competencies. A task is the specific test item or performance assessment through which we determine the studentsÕ competencies.

We are examining the feasibility of a strategy that may help expand the range of skills evaluated by statewide assessments, and add a formative aspect to these assessments. The strategy includes three components. The first involves using a series of performance assessments administered to carefully selected samples of students. This estimates student proficiency at the group level, and like the National Assessment of Education Progress, and is not designed to determine individual student proficiency. The second component focuses on the proficiency with complex skills of each individual student. Performance assessment specifications drive the development of performance assessments administered to samples of students by teachers to summatively assess their students. StudentsÕ performance on the teachersÕ summative assessments are then compared to performance on assessments administered to larger samples of students. TeachersÕ and statewide assessments are used to cross-validate each other. The third component of the strategy involves using teachersÕ performance assessments formatively, during instruction, guiding teachers in the use of what research has established are best practices for providing students formative feedback.

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Paper number: 10173
Pre-service Elementary Teachers’ Uses of Science Notebooks While Teaching Science
Principal Author: Nicole J Glen, Bridgewater State University, nglen@bridgew.edu
Co-Authors: Deborah S Barry, Syracuse University
Abstract:
This qualitative study analyzed how preservice elementary teachers used science notebooks to support elementary students with writing scientific explanations during 5E lessons taught as part of their teaching practicum experience. Participants included 71 preservice elementary and early childhood teachers from a large state university and two preservice elementary teachers serving as case studies from a large private university. This study took place during the 2010-2011 academic year. Data collected included daily lesson plans from a week-long science unit, daily reflections of teaching, science notebook entries from elementary students, and science notebook reflection surveys developed for the purpose of this study. All of the participants had one semester or more of practice writing in science notebooks to formulate their own scientific explanations (claims, evidence, and reasons). Findings show that when preservice teachers asked elementary students to write in science notebooks, the writing was most often observation records and claims. The preservice teachers rarely asked students to write evidence, reasons, or a guiding question. This study suggests that preservice teachers who have used science notebooks in previous methods courses will often use science notebooks with elementary students during a practicum experience and have their students record some components of scientific explanations. However, it seems that the preservice teachers may not fully understand the importance of having their students record all components of a scientific explanation despite seeing that modeled for them in their methods courses and utilizing science notebooks in this way for themselves. Although there were some differences between the circumstances faced by the case study teachers and those of the state university teachers, the findings were similar across participants. Implications include more explicit connections made during pedagogical courses between what learning looks like in science and how that can be accomplished with writing in science notebooks.
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Paper number: 10193
“iPad”ing the Field: Using iPads to enhance science and mathematics teaching and learning
Principal Author: Dion Gnanakkan, Illinois Institute of Technology, dgnanakk@iit.edu
Co-Authors: Megan E Faurot, Illinois Institute of Technolgoy; Judith S Lederman, Illinois Institute of Technology
Abstract:
The release of the iPad, in 2010, has sparked substantial interest in numerous fields including education. Integration of technology in education has usually been approached in teacher-centered and mundane fashions. Access to computer technology does not translate to creative and innovative integration into classroom teaching and learning. A major obstacle to the integration of technology into classrooms, reported by teachers, was inadequate planning time. This study focused on providing 14 science and math teachers’ access to iPads and applications, professional development support, and personal and collaborative planning time. Teachers received 6.5 hours of access time over a seven-week period to explore ways to use a personal iPad and a classroom set of iPads. Data collected included a survey, journal entries and app request form.

Four major categories were identified through constant comparative data analysis: technology connections, iPad access, uses, and perceptions. Teachers’ connections to technology shifted from comparison to compatibility to substitution to innovation throughout the iPad workshop. iPad access involved teachers describing their exploration and time with the iPads. Teachers’ described using the iPad for classroom management, teacher professional development, instructional strategies, and content resource. Teachers’ perceptions of the iPad transformed from confusion and frustration to enthusiasm.

Study findings support that iPads have the potential to creatively enhance science and mathematics teaching and learning. Teachers’ exploration ranged from traditional to innovative ways to integrate the iPad into the classroom. An obstacle unique to the iPad was the lack of effective mechanisms to buy and download apps in a classroom setting. As the workshop progressed, teacher buy-in and desire for more time with the iPad increased. The U.S. educational system should prioritize effective technology professional development workshops for K-12 teachers to bridge the digital gap and seamlessly blend technology into the classroom and enhance science and mathematics teaching and learning.

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Paper number: 10061
Planning 5E Inquiry Lessons: A Psychometric Analysis of a Revised 5E Inquiry Lesson Plan Rubric
Principal Author: M. Jenice "Dee" Goldston, The University of Alabama, dgoldsto@bamaed.ua.edu
Co-Authors: Jeanelle Day, Eastern Connecticut University; John Dantzler, University of Alabama-Birmingham; Brenda Webb, University of North Alabama
Abstract:
Abstract:

This work describes the second stage in the development and psychometric analysis of the 5E inquiry lesson plan version two rubric (ILPv2). One hundred thirty-five preservice teachers enrolled in elementary science methods courses in three universities prepared 5E inquiry lesson plans that were scored using the 5E ILPv2 rubric. The initial 5E ILP rubric, revised after statistical analysis, resulted in a new instrument that is comprised of twenty one items with a scoring range of zero to four points per item. Content validity was determined through the expertise of a panel of five science educators. The preservice teachers’ inquiry lesson plans completed during methods courses were scored by three instructors teaching the courses. Descriptive statistics of the 5E ILPv2 reveal the means and standard deviations of each of the five phases that include: Engage, Explore, Explain, Elaborate, and Evaluate. An exploratory factor analysis provided evidence of construct validity with all five factors. The simple solution indicated that the theoretical factors of engage, explore, explain, elaborate and evaluate did fall out as expected with the items developed for these factors loading well within them. Last, the instrument items clustered in each phase of the 5E inquiry model were analyzed using descriptive statistics revealing preservice teachers’ performance level on each phase.

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Paper number: 10221
SCIENCE EDUCATION AND THE USE OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DIFFERENCES
Principal Author: Clement V Gomes, Teachers College, Columbia University, cvg2101@columbia.edu
Co-Authors: Felicia Mensah, Teachers College, Columbia University
Abstract:
The learning disabilities that affect many students can cause them to have difficulty with language-based communication in the form of reading and writing. This study addresses how the use of assistive technologies can help a learning disabled student ease the burdens of understanding science language. The research is supported with scholarly references and qualitative field data in the form of interviews, observations, artifacts, and a reading assessment. An explanation on how technology can be effective in achieving educational goals for learning disabled students is presented as a narrative case study. The study is done through the lenses of disability theory and the importance of technology for educational advancement and can be useful to educators as an alternative method to teaching.
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Paper number: 10188
Title Impact of a Targeted Laboratory Intervention on Introductory Biology Majors’ Learning of Evolution
Principal Author: Jill Grace, Palos Verde Intermediate School, gracejill@mac.com
Co-Authors: Laura Henriques, California State University, Long Beach; Alan Colburn, California State University, Long Beach; Kelly Young, California State University, Long Beach; Elizabeth Eldon, California State University, Long Beach; Susan Platt, California State University, Long Beach
Abstract:
Students learning biological evolution are challenged by conceptual understanding of the theory and by overcoming personal perceptions. This study evaluates the factors affecting understanding in a new introductory majors biology course (Biology 211) at a large, urban, comprehensive university. The study includes 425 BIOL 211 students in the Fall of 2010 and Spring of 2011. Data were collected through a content test given during the first two weeks of the semester and again at the end of the semester. Training on evolution misconceptions was provided to the graduate assistant laboratory instructors of the course in the Spring semester. In addition, all of the laboratory sections in the Spring experienced one laboratory that was rewritten to target the observed conceptual difficulties observed in the Fall semester. The findings of the study shed light on the specific roadblocks this student population faces with respect to understanding evolution and reflect the effectiveness of the course interventions on improving student understanding of evolution.
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Paper number: 10094
Multicultural Science and Preservice Teachers: An Action Research Study
Principal Author: M. Katheryn Grimes, University of Nevada, Las Vegas, grimesm@unlv.edu
Co-Authors: Janelle M. Bailey, University of Nevada, Las Vegas
Abstract:
Facing a decline in science education throughout the United States, methods instructors in colleges and universities, as well as preservice teachers in them, are faced with changing instructional strategies to fit the culturally diverse population of students in our public schools. Building on the concept of Multicultural Science, this action research explores elementary science methods students’ understandings of Multicultural Science, their incorporation of its strategies into the classroom, and the tasks necessary for methods instructors in addressing these strategies.

Questions addressed in this research include the following:

1) What perceptions do preservice teachers possess and sustain concerning teaching

science in the elementary classroom?

2) What are the perceptions of these preservice teachers about what multicultural science looks like in the classroom?

3) What tools do methods instructors need to effectively incorporate the Multicultural Science dimension into their classes?

Twenty-two graduate students participated in this action research. Furthermore, the instructor engaged in a self-evaluation concerning the critical urgency of all methods classes to incorporate a Multicultural dimension to their discipline. Using constructivist (and social constructivist) frameworks, the class experienced science activities and explorations, essential feedback, and open discussions. Data were collected throughout the semester, which included student science autobiographies, a “pre-lesson” of a multicultural science unit, research literature discussions, a multicultural science lesson modeled by the instructor, and a final assignment from the students.

After review of the data collected from a) printed material from the students and b) notes from the instructor, progressive outcomes were identified which addressed the initial questions. This action research encourages a new awareness of the multicultural issues in our science classrooms and may help university instructors understand the importance of addressing these issues. It is a vital topic for methods instructors, classroom educators, curriculum writers, and those in the research arena.

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Paper number: 10141
Get OUT! Preparing Preservice Candidates for Teaching Outdoors

Principal Author: Lisa A Gross, Appalachian State University, grossla@appstate.edu
Co-Authors: Jenni C Geib, Appalachian State University; Joy James, Appalachian State University
Abstract:
Thirty-eight teaching candidates participated in this study during the 2010-2011 academic term. Elementary education majors were asked to develop a 5E’s lesson (Bybee, 1996) in one of three curricular areas: weather/climate, interdependence, and landforms. All topics were correlated to the fifth-grade state content standards and were taught to fifth graders outdoors at a local recreation area. Items from the Riggs & Knoch Science Teaching Efficacy Belief Scale (1990) and Environmental Socialization measures (Bixler and Morris, 2000) were selected to examine whether formative childhood experiences influenced candidates’ interests and attitudes toward science content or impacted their confidence in teaching science outdoors. Qualitative data sources include open-ended survey items, teaching reflections and transcriptions of audiotapes recorded during the teaching episodes. Final data sets were collected (May 2011) and have been organized for analysis. Descriptive statistics and inferential tests are presently being conducted. Results and implications for future studies will be discussed during the presentation.

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Paper number: 13016
Exploring New Technology Tools to Enhance Astronomy Teaching & Learning in Grades 3 – 8 Classrooms: Year One Implementation
Principal Author: Mark Guy, University of North Dakota, mark.guy@email.und.edu
Co-Authors: Bruce Farnsworth, University of North Dakota; Timothy Young, University of North Dakota; Cindy Grabe, University of North Dakota
Abstract:
This paper reports on an innovative technology-supported project to enhance astronomy learning in elementary and middle level classrooms called SITE: Simulation Immersion in Teacher Education. The SITE Project was implemented across 13 classrooms (grades 3-8) during the 2010-2011 academic year with the unique feature of the integration of two innovative technologies: a portable, inflatable digital dome planetarium (GeoDome) and Apple iPad tablet devices for student use. The primary purpose of the dome was to serve as a powerful instructional tool to support and enhance science learning rather than being merely an entertainment center. The project revolved on the collaboration of the teachers and the project leadership team composed of an astrophysicist, a science educator, a technology educator, software technician, and research assistant. In addition, teacher candidates from the local university also participated by developing a dome show, assisting with classroom activities, and providing classroom technology support. Teachers reported that the simulation environment (and selected iPad apps) excelled in describing these two properties of astronomical cycles and patterns that are critical to the development of conceptual understanding:

* Motion – objects/systems could be put into motion with adjustable scales.

* Perspective – objects/systems could be viewed from different positions and distances.

Teachers also reported very favorable learning benefits for the students after being in the dome – astronomy objects and concepts became more concrete through stunning visualizations; as well as from the iPads – motivation to keep learning, research on topics, and creativity in expression. Discussion includes the impact of the project on how teachers taught astronomy and “lessons learned” for improving the project in the future - including pedagogical models for teaching in simulation environments.

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Paper number: 10092
A High-Quality Professional Development for Implementing Engineering into Your Classroom for Teachers of Grades 3-6
Principal Author: S Selcen Guzey, STEM Education Center, University of Minnesota, kendi003@umn.edu
Co-Authors: Kristie Tank, STEM Education Center, University of Minnesota; Hui-Hui Wang, STEM Education Center, University of Minnesota; Gillian Roehrig, STEM Education Center, University of Minnesota; Tamara Moore, STEM Education Center, University of Minnesota
Abstract:
This past year, over 300 teachers participated in a series of professional development for 6-8 Math and 3-6 Science. A national grant has provided the opportunity for the Region 11 Math and Science Teacher Academies Partnership between the STEM Education Center at the University of Minnesota and Math and Science teachers in the Minneapolis/St. Paul metro area. This presentation will focus on the science trainings, which were designed to help over 200 teachers in grades 3-6 integrate the new state science standards, with a focus on Engineering and Nature of Science, into their teaching. Teachers participated in five full day trainings during the academic year of 2010-2011 and continued their learning between trainings with work in Professional Learning Communities (PLC). We will share the structure and format of the trainings that contributed to the success of the trainings, sample activities from the trainings, and the research data that we collected for evaluative purposes.
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Paper number: 10171
Robert Noyce Scholarships for Teaching Miners: A Continuous Support Model
Principal Author: Eric A Hagedorn, University of Texas at El Paso, ehagedorn@utep.edu
Co-Authors: Olga Kosheleva, University of Texas at El Paso; Laura F Serpa, University of Texas at El Paso; Amy E Wagler, University of Texas at El Paso; Ronald R Wagler, University of Texas at El Paso
Abstract:
The "Robert Noyce Scholarships for Teaching Miners" program at the University of Texas at El Paso is based upon a "continuous support model." From the time of their selection as Noyce Scholars (junior year), till having completed their first four years of teaching, participants in this program will have continuous support of differing types. (Texas students interested in becoming high school teachers must major in the discipline they intend to teach, while minoring in secondary education. We accept all mathematics & science majors but are especially encouraging physics majors.) Financial support consists of a $10,000 per year scholarship during participants’ last two years in college. Programmatic support during these two years consists of four academic year, half-day workshops emphasizing: 1) inquiry-based teaching, 2) mathematics & science integration, and 3) actual inquiry in the form of a senior research project. The workshops are developed and facilitated by a team of university faculty (physics, geosciences, mathematics, and teacher education) and school district partners (science and mathematics teacher mentors/coaches from the El Paso and Ysleta Independent School Districts). These district partners work with our Noyce Scholars first during the workshops, but also when they are placed at their classroom observation and student teacher sites. Once the Noyce Scholars graduate and receive certification, they will experience unique induction year support: being hired in pairs or small groups and placed together in the same school. This placement with classmates is inherently supportive, but combined with the mentoring of the same district personnel with whom they became familiar over two years of teacher preparation, it is hypothesized to be uniquely effective. While primary focus of this presentation is the model, we will also share formative evaluative data and qualitative findings regarding why mathematics & science majors pursue a teaching career but hesitate to apply for scholarships.
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Paper number: 11075
Science Education Studies in Natural Environments
Principal Author: Rita A. Hagevik, The University of North Carolina at Pembroke, rhagevik@utk.edu
Co-Authors: Jessica Horton, The University of Tennessee
Abstract:
The National Science Education Standards (NSES) suggest the systematic study of nature as appropriate inquiry-based instruction for K-12 students. The Science Education Studies in Natural Environments situates teachers in an isolated natural setting, thereby stimulating their own study of nature. During the course, the students make extensive collections of specimens, use field guides, engage in nature journaling, and plan environmentally-based lessons for their future K-12 students. Experiments are designed on site. It should be noted that most of the students who enroll in this course have never conducted an extended scientific study outdoors or even thought about how the components of the environment relate to one another. However, preservice students quickly adapt to the course requirements and most report a positive experience that influences their life and their potential teaching careers.

The course consists of three pre-trip meetngs, four days of camping on Ossabaw Island off the coast of Georgia, and one post trip meeting. The pre and post trip meetings occur on campus. Unique to the course is the incorporation of geospatial technologies to enhance the nature study. Students use global positioning system (GPS) recievers, create podcasts, and add to a google earth tour of Ossabaw Island. The preservice teachers analyze relationships between the different environments on the island. GIS maps are used to visualize the physical features of the island and surrounding landscapes. All students submit a final project called a “nature improvement” unit. These units focus on wetlands and include students’ nature photographs, nature collections, and at least one mapping activity. Results from data collected on the course show that students not only gain a deeper appreciation for nature but they learn how to use the out of doors in their teaching as well as the same technology tools they used in the course.
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Paper number: 10219
The Teaching of Science for Deaf and Hard of Hearing Students: A Case Study Approach

Principal Author: Rita A. Hagevik, The University of North Carolina at Pembroke, rhagevik@utk.edu
Co-Authors: M. Lynn Woolsey, The University of the Cumberlands
Abstract:
Science and scientific literacy have become important in our society and hence in our schools. Yet, very little research has been conducted in science in deaf education. This study investigated the assignment of time for science in seven residential schools and one day-school. We used an ecobehavioral assessment instrument and analysis of videotapes of science teaching to observe ten teachers who taught science in grades 3 - 5 for 60 school days. The three questions that guided this study were; 1) How much time was used for the teaching of science in the third, forth, and fifth grades, 2) what types of teacher-planned activities were more prevalent, and 3) how did the way science was taught compare to standards-based science instruction? The purpose of this research was to explore in depth these elementary teachers approach to teaching science. We used a multiple case method and cross-case comparison design to determine the commonalities and differences in how the ten teachers taught science (Creswell, 1998; Merriam, 1988). 965 minutes of video recorded from the ten teachers while teaching science were viewed, transcribed, and coded for the elements of teaching science. We paid specific attention to how and what the teacher did when teaching science and in the ways in which language was used by the teacher and students. We then created summary cases of each of the teachers to describe what science content they taught, ways they taught it, and how these instructional behaviors compared to reform-based science teaching. Results showed that more science was taught when a science laboratory was present. The D/HH teachers did ask many questions, especially those of prediction. Lacking from science instruction though was the use of experimentation as well as the integration of mathematics which included data tables and graphs.
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Paper number: 10189
Changing the culture of science teaching-one teacher at a time
Principal Author: Deborah L Hanson, Hanover College, hanson@hanover.edu
Abstract:
With the newly revised national science standards and common core standards soon to be released, one must ask what impact the existing set of standards (NRC, 1996) had in influencing classroom practices. Some areas have successfully implemented the model, while other areas have not. Traditional teaching practices of didactic textbook teaching and worksheets still describe what occurs in many elementary classroom today (Lee, 1995). Additional pressures stemming from No Child Left Behind Legislation (2001) compound and influence any efforts to change current practices. These teaching practices were illustrated by self-reported data of the ten elementary teachers participating in this professional development program. At the beginning of this PD program, the participants described their teaching as reading and discussing the text followed by a hands-on activity. Lack of time, materials and the demands of standardized testing and assessment were the most common factors mentioned by the participants that guide or limit their science teaching. This presentation outlines the journey of this year-long PD program as the participants try to navigate these boundaries and change their science teaching practices. By surveying the participants of scientific inquiry, NOS and connections between language arts and science, at various times through the PD program, researchers were able to see changes in both the content knowledge and classroom practice of the participants. All participants increased their content knowledge, but the key factor seems to be the connection between language arts and scientific inquiry. By explicitly focusing on the basic processes between the two disciplines, the elementary teachers were able to improve their science instruction. Although research between these two disciplines is not new, this study serves as a reminder of the importance of helping teachers see science as more than a body of knowledge and explicit instruction in the connections between disciplines.
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Paper number: 10076
Educating Prospective Science Teacher Educators: An Innovate Doctoral Seminar
Principal Author: Deborah L Hanuscin, University of Missouri, hanuscind@missouri.edu
Co-Authors: Tiffany Hill, University of Missouri; Kemal Izci, University of Missouri; Ya-Wen Cheng, University of Missouri; Somnath Sinha, University of Missouri; Nilay Muslu, University of Missouri; Heather Worsham, University of Missouri
Abstract:
Science education doctoral programs help students build a knowledge base and learn to do research in their discipline; however, doctoral preparation often lacks an explicit emphasis on learning about science teacher education. Researchers have argued that science education doctoral programs are missing a critical piece (Abell 1997; Abell et al., 2009)—the explicit attention to the preparation of future science teacher educators. In addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to instruct prospective science teachers. Abell and colleagues (2009) recommend that science education graduate programs should attend explicitly to the individual components of PCK as well as provide opportunities for doctoral students to draw upon their PCK to make instructional decisions. Nonetheless, little is known about the process through which teacher educators develop their PCK, and more specifically, how graduate programs can support prospective teacher educators in this regard. In this paper, we share the design of an innovative doctoral seminar course intended to help make the development of knowledge for teaching teachers an explicit part of the PhD program at our institution. The course and associated learning experiences were organized within the framework of PCK, and PCK for teaching teachers more specifically. Four major course experiences provided opportunities for students to develop their knowledge of curriculum, instruction, assessment, and learners while clarifying their orientations toward teaching prospective teachers. These included 1) seminar discussions via skype with award-winning teacher educators; 2) a student-designed ‘field experience’ in the teacher education setting; 3) design of a syllabus for a methods course; and 4) development of a research concept paper related to the design of their methods course that had implications for teacher education more broadly.
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Paper number: 11020
Uses and Perceptions of Formative Assessment: Three Case Studies of African American Males in Introductory Chemistry
Principal Author: Rachelle A Haroldson, University of Minnesota, haro0032@umn.edu
Abstract:
Urban schools contain a diverse population that requires diverse teaching methods in order to combat systemic underachievement, particularly in science. This study focused on three African American males that emerged as unique cases from a larger study about how students used and perceived formative assessment as it related to their learning of chemistry. The emphasis shifted away from understanding how teachers used formative assessment and aimed to understand how these specific students incorporated formative assessment, specifically in ways that allowed them to be successful in chemistry.
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Paper number: 11055
Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers
Principal Author: Nancy Hauck, Utah State University, hauck@dixie.edu
Co-Authors: Kimberly Lott, Utah State University
Abstract:
The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a three-year time period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas.

Science reform has led to more content-specific science standards that are difficult for most elementary teachers to address without professional development. Recent studies on improving elementary science instruction suggest the need for professional development to be long term, embedded in teaching practice in the classroom, and rooted in research on how children learn science (NRC, 2007; NRC, 2005; Schneider & Krajcik, 2002; Thorson, 2002). The researcher examined changes in classroom instruction over a three-year time period of teachers who participated in a professional development program designed to meet the elementary science education reform based on recommendations from the National Research Council’s report, Taking Science to School: Learning and Teaching Science in Grades K-8 (NRC, 2007).

The data that were analyzed to determine the effects of the professional development came from classroom observations of two sets of teachers, one of which was the control set (n = 56). The other was the experimental set (n =33). Classroom observations were administered during the first and third year of treatment to determine whether sustained professional development in science impacted teacher practices in the classroom.

This study suggested that classroom science instruction did significantly change through sustain professional development intervention. It also suggested that teaching practices improved in the areas of talk and argument, investigation and inquiry, modeling and representations, and science content literacy. Furthermore, findings indicated that teachers who received sustained professional development were more likely to have higher overall effective science instruction scores.

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Paper number: 10227
Modeling TPACK Integration in the Science Methods Classroom
Principal Author: Richard P Hechter, University of Manitoba, hechter@cc.umanitoba.ca
Co-Authors: Lynette D Phyfe, University of Manitoba
Abstract:
The purpose of this position paper is to highlight each of the three dual overlapping areas of the TPACK framework between technological knowledge, pedagogical knowledge and science content knowledge, as in TPK, TSCK, and PSCK. We discuss the incorporation of this overlap into deliberately designed lessons within a science methods course. The aim of which is to encourage preservice teachers to conceptually move along the continuum from novice integration of these three framework elements towards an expert level of full TPACK integration. We believe that the experiences created in teacher education programs, specifically in the science methods course, are crucial to laying the groundwork to continue technology integration into their future classrooms. The theoretical framework guiding this position paper is Vygotsky’s model of scaffolding, and the TPACK model of technology integration. This position paper stems from an action-research study that evaluated the efficiency and challenges of specially designed lessons that explicitly highlight the TPK, TSCK, and PSCK aspects of the TPACK model. Implications of this study include pragmatic applications for TPACK integration in science methods courses.
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Paper number: 11056
Modeling the Learning Cycle: Integrated Science Content Courses for Elementary Preservice Teachers
Principal Author: Deb Hemler, Fairmont State University, deb.hemler@fairmontstate.edu
Abstract:
Science methods instructors at Fairmont State University, frustrated by failed attempts to de-program students taught science using traditional lecture/lab formats, designed a series of science content courses dedicated to elementary education majors. While constructivists believe that students construct their own knowledge of science, it is not obvious that they do this with pedagogical content knowledge. “Teaching as we are taught” has been cited throughout the years in research papers on constructivism and inquiry as the reason for the perpetuation of traditional teaching. Science methods instructors vocalize frustrations about attempts at teaching inquiry and constructivism in one semester, while science content professors, year after year, model science instruction as a series of classes with disconnected lecture and cookbook lab formats. This poster presents Fairmont State’s Elementary Education science curricula for a course known as Geosphere, in which science education methodology instructors worked collaboratively with the College of Science to design and implement the third course of the constructivist-based science course for elementary education majors. Geosphere integrates the science content (geology, physics, chemistry, and earth science), models a three stage learning cycle lesson format, provides a project-based learning opportunity, instructs using science trade books, and explicitly directs students to the pedagogical content modeled during the lesson. The Learning Cycle Test (Hampton et al, 1995) was administered pre-post course to determine if explicit modeling improved preservice teachers’ understanding of the learning cycle prior to entering the elementary science methods course. Results will be used to inform the instruction of the science methods instructors the subsequent semesters.
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Paper number: 14004
Teachers’ NOS Implementation Practices Two to Five Years after Having Completed an Intensive Science Education Program
Principal Author: Benjamin C Herman, University of South Florida, bcherman@usf.edu
Co-Authors: Michael P Clough, Iowa State University; Joanne K Olson, Iowa State University
Abstract:
This themed paper set addresses: 1) the development and use of a systematic nature of science (NOS) teaching observation protocol (NOS-COP) to determine the NOS implementation practices of experienced science teachers; 2) interrelated factors associated with these teachers’ NOS implementation; and 3) characteristics of these teachers’ preservice program that facilitates NOS implementation.

The study to be presented examined teachers’ practices 2-5 years after completing an intensive secondary science teacher education program that included a NOS course as well as NOS pedagogy seamlessly incorporated throughout all other science education course work. Eleven of the thirteen study participants explicitly taught NOS, and nine of the thirteen did so at moderate to high levels. In this presentation we also put forward the NOS-COP that we designed to make clearly evident many facets of teachers’ NOS implementation practices that have not always been clear in prior research.

Based on this study’s findings, a model will be proposed that links NOS implementation to many interrelated factors including teachers’: 1) implementation of reform-based practices; 2) self reflection abilities; 3) considerations of how people learn; 4) NOS pedagogy understanding; 5) perceived utility value for NOS teaching; 6) responsibility to implement reform-based and NOS teaching practices; 7) coping strategies in response to constraints; and 8) participation in support networks with others from their preservice program.

We will present characteristics of the participants’ preservice program that facilitate NOS instruction including: (1) ensuring sufficient opportunities to understand and reflect upon the NOS and effective NOS pedagogy through focused and carefully sequenced coursework (e.g. required NOS in Science Education course) and practical experiences; (2) facilitating the internalization of the importance and utility value of NOS instruction; (3) explicitly addressing how to effectively cope with teaching constraints; and (4) facilitating the development of support networks and co-generated responsibility to teach the NOS.

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Paper number: 14008
Facilitating Coastal Climate Change Education, Mitigation, and Adaptation in the Natural and Built Environments: Progress of the Coastal Areas Climate Change Education (CACCE) Partnership
Principal Author: Benjamin C Herman, University of South Florida, bcherman@usf.edu
Co-Authors: Allan Feldman, University of South Florida; C.J. Reynolds, Sunshine State Strategies; Larry Plank, Hillsborough County Public Schools; Vanessa Vernaza, University of South Florida; Angela Chapman, University of South Florida
Abstract:
Reported here are the activities and findings of the Coastal Areas Climate Change Education (CACCE) Partnership. CACCE focuses on helping partners, educators, students, and the general public gain a fundamental and working understanding of the interrelation among the natural environment, built environment, and social aspects in the context of climate change in coastal regions. To this end, CACCE’s objectives reported here include: 1) defining the current state of awareness, perceptions, and literacy about the impacts of climate change; 2) testing a model of transdisciplinary research and learning as a means of training a new generation of climate professionals; and 3) fostering partnerships with businesses and government entities to more effectively facilitate coastal climate change education, mitigation, and adaptation in the natural and built environments. Objective one is met in part by CACCE survey efforts that reveal Florida (N=145) and Puerto Rico (N=480) secondary science teachers hold many naïve views about climate change and climate change science and provide inadequate instruction about climate change. Associated with objective two are five Multiple Outcome Interdisciplinary Research and Learning (MOIRL) pilot projects underway in schools in Florida and Puerto Rico. These MOIRL projects facilitate stakeholders (e.g. secondary science teachers and students, scientists, and community members) to engage in varied transdisciplinary and climate change related research and learning activities that result in multiple outcomes. To achieve objective three, CACCE has developed and implemented a comprehensive partnership development strategy that engages key planning organizations and businesses to address climate change education. Critical considerations for partnership development include knowing: 1) how to strategically define high potential prospective partners and check the fit, 2) effective techniques for recruiting 3) what skills and resources are needed to develop and maintain partnerships, and 4) how to define practical, achievable, measurable programs that create maximum value and impact for both partners.
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Paper number: 10050
Elementary level evolution instruction: Are elementary education majors willing and able to teach evolution?
Principal Author: Ronald S Hermann, Towson University, rhermann@towson.edu
Abstract:
This study seeks to better understand the extent to which elementary level teachers are willing and able to teach evolutionary concepts or concepts foundational to understanding of evolution. College students participated in both pre- and post-test surveys which included demographic information, measures of religiosity, eight questions from the Conceptual Inventory of Natural Selection (Anderson, Fisher & Norman, 2002), and the twenty item Measure of Acceptance of the Theory of Evolution (Rutledge & Warden, 1999). It was hypothesized that elementary education majors understand and accept evolution at the same level as non-science majors, but below the level of science and engineering majors. This hypothesis was not supported. The elementary education majors were statistically more religious (p=.01), less understanding (p=.01) and less accepting of evolution (p=.00) than arts, humanities or social science majors. The same trend was apparent when comparing elementary education majors to students in other majors surveyed. The preliminary results from year one of this study suggest that there is a relationship between understanding and acceptance of evolution among the entire sample (r=.51, p=.00) and among elementary education majors specifically (r=.47, p=.00). Among the entire sample, religiosity was negatively correlated with understanding of evolution (r=-.32, p=.00) and acceptance of evolution (r=-.46, p=-.00). In contrast, among elementary education majors religiosity was not correlated with understanding of evolution (r=--.13, p=-.40) or acceptance of evolution (r=-.24, p=.13) suggesting that elementary education majors may be less accepting of evolution for reasons other than religious reasons. Educating elementary students about evolutionary concepts and concepts foundational to understanding evolution can only be done if elementary teachers possess the knowledge to teach evolution and are accepting of evolutionary theory. Thus, in order to break the cycle, science educators must work diligently to better prepare pre-service elementary teachers to teach science in general and evolution specifically.
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Paper number: 10075
Using Reflective Inquiry to Facilitate Conversations about Instructional Practice
Principal Author: Robbie L Higdon, Clemson University, rhigdon@clemson.edu
Abstract:
There exists lack of professional development opportunities for tenured science teachers, especially those in their first 3-5 years, to examine, reflect, and advance their instructional practice pertaining to improved student outcomes. The implementation of a continued cycle of self-reflection and professional growth can impact the instructional decisions being made by teachers in leading students to achieve rigorous academic measures. In this project, six middle school science teachers were involved in a professional development opportunity that engaged them in reflective inquiry about their instructional practices and enabled them to question their practice within a current, established comfort zone to make meaning of their experiences with inquiry-based methods (Downey, et al., 2004). Each teacher participated one on one in a series of reflective dialogues regarding the decisions they made about inquiry-based instruction and to list the criteria they used in making those decisions about when and how to use those inquiry-based practices. One main goal of these reflective dialogue sessions was to stimulate cognitive dissonance in advancing the teacher’s frame of reference about her practice. A preliminary analysis of the transcripts from each reflective dialogue uncovered a wide range of perceptions about one’s instructional practices and indicated that these teachers varied greatly in their understandings about how to implement inquiry-based methods within their practice. However, the use of this model did not appear to influence changes in teacher practice. Additional research is needed to investigate how engaging teachers in being reflective about their practice can ultimately increase teacher proficiency in implementing inquiry-based instruction to impact student achievement.
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Paper number: 10090
Concept-Focused Instruction (CFI): Using a Theory of Instruction to Enhance

Middle Level Science Teachers’ Understanding and Use of Constructivist Teaching Approaches

Principal Author: Austin M Hitt, Coastal Carolina University , amhitt@coastal.edu
Co-Authors: Denise B Forrest , Coastal Carolina University
Abstract:
In science education constructivism has become the central learning theory and the impetus behind student-centered instruction. However, science teacher educators commonly express concerns about teachers’ reluctance to plan and teach constructivist-based lessons. Science education research indicates that teachers’ commonly maintain epistemological beliefs that are incompatible with the implementation of constructivist approaches to teaching. In addition, external factors in the school environment such as student behavior, the expectations of parents and the views of administrators and colleagues can influence science teachers’ instructional practices.

One possible approach for bridging the gap between educational theory and practice is to train science teachers to apply an explicit theory of instruction as outlined by Jerome Bruner in The Process of Education (1966). According to Bruner a theory of instruction “sets forth rules concerning the most effective way of achieving knowledge or skill.” In this presentation, we propose a general theory of science instruction called Concept-Focused Instruction (CFI) which is designed to inform and guide the everyday educational practices of science teachers. First, the presentation will summarize the core principles of CFI. Second, the role of CFI in the development and implementation of professional development sessions will be discussed. Third, the effect of CFI on middle level science teachers’ perceptions of science and science teaching and their ability to plan and teach constructivist-based lessons will be presented. Finally, effective approaches for changing science teachers’ perspectives and potential barriers to perceptual changes will be addressed.

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Paper number: 10148
A Culturally Relevant Case Study Alternative for Developing Science Teachers
Principal Author: Mary H Hoelscher, University of Minnesota, greendreamer@gmail.com
Abstract:
Design-based research is used to explore the effectiveness of using a culturally relevant alternative to the traditional, static case study in developing science teacher overall reflectiveness and inquiry practice in a fully on-line science teacher induction course. Novice science teachers enrolled in an on-line induction course engaged in a learning task which required that they analyze and share the context of their teaching environment, state a goal relevant to their practice, explain their previous efforts to achieve their goals, dialogue with their peers, construct an plan for action, and share progress about their actions around their goal in their own classroom. The assignment, analysis, and opportunities for future work in the area of applying culturally relevant, or culturally responsive, teaching to the education of science teachers and its impact on science classrooms are discussed.
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Paper number: 10159
An Argument for Training Teachers to Interrupt Heteronormativity in Life Science
Principal Author: Mary H Hoelscher, University of Minnesota, hoel0039@umn.edu
Abstract:
This paper will clarify how life science curriculum is heteronormative and the harm this does emotionally and academically to gay, lesbian, bisexual, transgender, and queer students, their friends, families, and the school community at large. It will explore opportunities for the life science instructor to interrupt that heteronormativity and the gender binaries it relies on directly in the curriculum. This work sets out to propose how life science curriculum may be made queer in both content and context as it challenges binary structures of normalcy to improve learning outcomes for students. Methods instructors must understand theimportance and relevance of this work to prepare teachers appropriately to queer their curriculum and respond effectively to heteronormative bias in their classroom.
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Paper number: 10016
“Wow! Look at That!”: The Impact of Professional Development in Informal Science Contexts on Teachers’ Discourse
Principal Author: Gary M. Holliday, University of Akron, g.holliday@mac.com
Co-Authors: Judith S. Lederman, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology
Abstract:
Currently, it is not clear whether professional development staffs at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the Contextual Model of Learning (Falk & Dierking, 1992, 2000) recommended in the reform documents (see Cox-Peterson, A.M., Marsh, D.D., Kisiel, J., & Melber, L.M., 2003). In order to move beyond only preparing science teachers for field trips, while necessary, it is also important to understand the role exhibits play in influencing teachers’ content related social interactions while engaged in ISI professional development. This study looked at two life science courses that were offered at and taught by education staff of a large science and technology museum located in the Midwest. Each course was offered to two sections of teachers throughout the school year and met six times for a full day. The courses met approximately once a month from September through the beginning of June and provided 42 contact hours overall. Elementary and middle school teachers (n = 124) were audio and videotaped while participating in the content courses and interacting with the museum’s exhibits. When considering the two factors within the sociocultural context of CML: within-group sociocultural mediation and facilitated mediation by others, the use of exhibits during both courses generally did not fully take into account these elements. In this study, it seemed that teachers’ talk always had a purpose but it is argued that it didn’t always have a direction or connection to the desired content or exhibit. When freely exploring the museum, teachers often purely reacted to the display itself or the novelty of it. However, when PD staff made explicit connections between exhibits, content, and activities, participants were more likely to be involved in in-depth, content related and pedagogical conversations while engaged in the course.
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Paper number: 11068
What role does discourse play in the elementary science classroom?
Principal Author: Jessica L Horton, University of Tennessee, jhorto22@utk.edu
Abstract:
Research has shown that classroom discourse plays an integral role in the conceptual development of elementary students. Through my experience working as, and working with, elementary science teachers, I have wondered how elementary teachers perceive the role that discourse has played in their science instruction. In the spring of 2011, I administered a Likert scale survey to elementary science teachers to discover how elementary teachers use discourse during science instruction, and to see how these practices align with current NSTA philosophies about the way elementary students best learn science. Results indicate that elementary science teachers use methods that are commonly found in literacy instruction such as accessing prior knowledge, introducing new vocabulary, using picture books, and summarizing what was learned. However, these teachers are less likely to use open-ended classroom investigations or participate in peer to peer discussions, even though cooperative learning was frequently used. This presentation will discuss other patterns of instructional discourse among elementary science teachers and address ideas for future discourse studies in the elementary classroom.
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Paper number: 12010
The STEM Summer Institute: Opening the STEM teaching pipeline for community college students
Principal Author: Larry Horvath, San Francisco State University, lhorvath@sfsu.edu
Abstract:
Through participation in the STEM Summer Institute, 25 urban Community College students were engaged in inquiry based learning and teaching. Each student’s initial self identified goal is to become a STEM Teacher. A description of the program, students’ perspectives on the SSI experience, and our own lessons learned are presented.
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Paper number: 11082
Elementary preservice teachers developing understandings of scientific modeling: Linking scientific modeling with inquiry
Principal Author: Barbara Hug, University of Illinois, bhug@illinois.edu
Abstract:
Science methods instructors struggle, as do all teachers, with deciding what to include in their course due to a number constraints. However, while some related to general concerns facing all of teacher education (complexity of teaching in a changing environment), others are specific to science education (i.e. lack of time devoted to science methods courses due to external pressures; national testing in other disciplines, lack of content knowledge). Because there is often not enough time in the over-all teacher education program devoted to science and science methods courses, elementary science methods instructors need to identify ways to provide a deep understanding of key ideas in their course time that they do have. In these courses, the preservice teachers are expected to learn both pedagogical knowledge and pedagogical content knowledge as it relates to all of science, and at times, to learn science content and scientific practices as well. The choice of topics addressed in these courses has to be meaningful, ensuring that the preservice teachers’ experiences are appropriate and effective in preparing them to be classroom teachers comfortable with teaching science. In this poster, we share our syllabus that we developed collaboratively across multiple institutions as a result of participating in a project focused on integrating scientific modeling and models into the preservice curriculum. We report on data collected during the 2009-10 and 2010-11 school years. We present how we have revised our course based on this data and our current thinking about our course.
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Paper number: 11088
What Makes Something Professional Development: Is it an institute, a course, a web-resource or something else?
Principal Author: Barbara Hug, University of Illinois, bhug@illinois.edu
Co-Authors: James Planey, University of Illinois
Abstract:
A key challenge facing science teacher educators is how to provide meaningful teacher professional development. As more and more emphasis is placed on having highly qualified teachers and schools making adequate yearly progress, more and more professional development opportunities are created for teachers. However, not all of professional development opportunities are equal in quality.

We present our experiences in designing a range of professional development experiences for high school biology teachers. In our current work, we build on previous work as teacher educators involved in developing and facilitating professional development. In doing so, we have become interested in the question of what makes something “professional development”, be it a face-to-face institute, an on-line course, or website with a range of different resources. Using these different venues, we are interested in understanding the changing characteristics of teacher professional development. We want to understand which elements can stay constant across the different settings and which need to change. By examining professional development in these different contexts, we hope to identify design challenges behind designing a variety of effective professional development opportunities/experiences. In addition, we hope to identify key affordances and constraints of these different professional development opportunities.

Using an NIH Science Education Partnership Award (SEPA) curriculum development and teacher professional development program as the context, we have designed and carried out face-to-face professional development activities. As part of this work, we have moved some of this face-to-face professional development to an on-line setting as a 4-week course module. Subsequent to developing this course, we have moved to posting resources for a just-in-time professional development approach on our project website. It is the opportunity to have these different settings using similar content that allows us to begin to ask questions of what makes for effective professional development in these different contexts.

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Paper number: 10003
Trajectories of Science Identity Formation
Principal Author: Roxanne Hughes, National High Magnetic Field Laboratory, hughes@magnet.fsu.edu
Co-Authors: Kristen Molyneaux, National High Magnetic Field Laboratory
Abstract:
This study focuses on middle school students’ science identity formations before and after their participation in summer science camps. The participants were part of either a co-ed science/engineering camp (CESC) or an all-girls science/engineering camp (AGSC). Both camps were similar in that they exposed students to scientists and engineers and the work that they do. We utilized Wortham’s concept of social identification (2004; 2006) within community of practice (Lave & Wenger, 1991) to frame the concept of identity in our mixed methods study. The paper focuses on three students who had positive changes in their science identity and yet each had a unique identity that highlights the intricacies of science identity trajectories for students, particularly those who lack support from socializers (Darren and Sarah), do not have parents in STEM fields (Alice, Darren, and Sarah), or struggle with merging their identity with their perception of scientists (Alice, Darren) and their work (Darren and Sarah). We acknowledge that this is just a small snapshot of a much larger trajectory but it still adds to the research on science identity formation for middle school students. Our research indicates that exposing students to scientists and their work in a social setting can have a positive impact on students’ science identities. Overall, the change in means from pre to post test for science identity were significant and positive. However, this study highlights the individuals that compose these quantitative numbers and uncovers the struggles individuals still encounter despite positive improvements on survey measurements. This research can help educators, informal education agencies particularly, to identify the intricacies of identity formation for students participating briefly in a community of practice. Future studies could build on this work and improve the conceptual framework regarding science identity formation in middle school students.
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Paper number: 10004
Liberatory Science Education in a Single Sex and a Coeducational Setting
Principal Author: Roxanne Hughes, National High Magnetic Field Laboratory, hughes@magnet.fsu.edu
Co-Authors: Kristen Molyneaux, National High Magnetic Field Laboratory
Abstract:
There is a current policy debate regarding the efficacy and legality of single sex formal and informal education programs. This debate is particularly poignant in science education because of the historical and cultural marginalization of women in these fields resulting in their positioning as stigmatized groups within many science, technology, engineering, and mathematics (STEM) related fields. Research points to adolescence as the age where this sense of marginalization begins to develop. And policy responses have utilized various frameworks including simply opening access to women, changing pedagogy to address women’s learning styles, changing the language and culture of science to prevent marginalization of stigmatized groups, and finally the role that individual identity plays in the marginalization of women. This study focuses on two informal science education programs that utilize strategies shown in the literature as helpful to improving science identity, including providing students with role models and hands on activities that make STEM relevant to their own lives. This study also adds to the policy debate regarding single sex education by comparing two informal science learning environments (a single gender all girls’ science and engineering camp to a co-educational one) on middle school participants’ science identity formation. The results indicate that both camps had a significant positive effect on the girls who participated in them. This finding indicates that both single sex and co-educational informal science education programs can improve girls’ science identity, adding to the debate regarding the efficacy of alternatives for students who might benefit from one setting over another.
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Paper number: 10183
How Understandings of the Nature of Science and Broader Epistemological Beliefs Effect Reasoning Ability
Principal Author: Milton D Huling, University of South Florida, mkhfloridaze2@juno.com
Co-Authors: Wardell Powell, University of South Florida
Abstract:
The purpose of this study was to compare the reasoning abilities of 12 (5 boys, 7 girls) high school physics students with their understandings of the nature of science (NOS) and personal epistemological beliefs. For decades, the nature of science has held a prominent position and a vehicle in which to develop a scientifically literate citizenry. It has been a basic assumption of the science education community and promoted within reform movements that having sophisticated understandings of NOS will enhance decision-making skills. While there is much commentary to support such beliefs, there is scant evidence to support such claims. This research supports the claims that more affective, emotional, and personal domain of knowledge are the dominant figure in the decision-making process. By comparing student scores of NOS understandings and epistemological beliefs to their reasoning abilities, it was those students who possessed higher epistemological beliefs scores that showed increased reasoning abilities. This research suggests that NOS may play a smaller role in reasoning abilities than science educators would like to suggest.
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Paper number: 10225
Comparing students’ understandings of evolution in an inquiry based and traditional class.
Principal Author: Robert J Humphrey, Cayuga Community College, robert.humphrey@cayuga-cc.edu
Abstract:
An introductory biology course at a small upstate New York community college served as the site for a research study comparing instructional strategies when teaching about evolution. Two intact classes with the same instructor were utilized for the study. Students in the inquiry based class were engaged in inquiry based activities at the start of the evolution unit, while the traditional class began by participating in a lecture on the topic. Time on task for both classes was kept approximately equal and the laboratory experiences were kept equivalent. The unit lasted approximately three weeks and students were assessed prior to the start of the evolution unit and one month after the unit had ended. Despite the fact that the inquiry based class participated in fewer direct lectures on the topic (six versus two), they had a statistically significant post test gain on one measure of natural selection and also demonstrated a more complete understanding of the components of natural selection on another post assessment. The instructor, who self identified as having a "traditional" style, saw numerous benefits of the study and has continued to incorporate inquiry based activities into her instructional sequence.
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Paper number: 10150
The Reconstruction of Pedagogical Content Knowledge in the Context of International and Cross-Cultural Teaching
Principal Author: Charles B. Hutchison, Univ/ of North Carolina at Charlotte, chutchis@uncc.edu
Abstract:
Pedagogical content knowledge (PCK) has been useful in explaining how content knowledge and pedogical knowledge are combined in broad and specific ways in science teaching. However, PCK cannot account for the changes in teachers’ pedagogical practices that occur when teachers engage in international or cross-cultural teaching. During international or cross-cultural teaching, differing educational cultures and philosophies come into contact with each other, resulting in pedagogical clashes. Subjected to local pedagogical forces, international or cross-cultural teachers are forced to reconstruct their PCKs. This paper employs the results of research on international teachers to propose the concept of reconstructed PCK (Re-PCK), which explains the reconstruction of teachers’ pedagogical content knowledge in the context of international or cross-cultural teaching.
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Paper number: 11071
It Takes a Village to Develop a Scientist: A HHMI Funded Project Working Across Multiple Science Disciplines to Teach and Inspire Students about Science and Research
Principal Author: Lori M Ihrig, Iowa State University, lori.m.ihrig@gmail.com
Co-Authors: Craig Ogilvie, Iowa Sate University
Abstract:
This project aims to develop students as scientists by simultaneously creating (1) inquiry lab experiences and broader educational goals in introductory university lab courses, (2) multi-week research experiences in multiple upper-level courses, (3) an interdisciplinary science and sustainability course for undeclared freshman science majors, and (4) a summer learning community for Hispanic community college students. Transforming postsecondary science by inspiring young scientists with sustained, coherent messages about using science to solve complex and socially important problems as they move from one class to the next, strongly impacting their understanding of what science is, and how they can participate. Low appeal and retention rates have contributed to national shortages of scientists, medical researchers, and engineers. Many students approach their introductory science courses as a place to learn a series of isolated facts. Tobias (1990) reported that bright postsecondary students opt out of science in part because they have been asked to passively repeat facts in exams and were not engaged in intellectually compelling work. Seymour and Hewitt (1997), studying why undergraduates leave science, wrote “One serious cause of loss of interest was disappointment with the perceived narrowness of their [science, math and engineering] majors as an educational experience…” (p. 180). Eccles (2005) noted that the scientific community does a very bad job of accurately conveying to students what scientists do, arguing that we need to "[make] them aware that science is a social endeavor that involves working with and helping people.” The goals of this project are to attract, retain, and help students succeed in science by conveying the intellectual excitement of science, making science more relevant, and allowing students to engage in actual science. It is hoped the initiative will assist students in succeeding in scientific careers.
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Paper number: 11064
Exploring the Hudson River to Learn Science and Science Pedagogy
Principal Author: Jenny D Ingber, Bank Street College of Education, jingber@bankstreet.edu
Abstract:
This syllabus highlights the experience of future/current middle school teachers in a science education course that connects scientific phenomena to their local environment. Students in the course examine the Hudson River through scientific modeling and scientific investigations. They consider how the local environment can be used to provide concrete examples of natural phenomena and design investigations for use with middle-school aged students.
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Paper number: 11041
Inquiry and Safety in an Introductory Science Methods Class: Introducing a Safety Wiki Wall
Principal Author: Karen E. Irving, Ohio State University, irving.8@osu.edu
Co-Authors: Cathryn S. Chellis, Ohio State University
Abstract:
The syllabus is designed for an introductory science methods course taught in the first quarter of a five quarter program at an NCATE accredited mid-western university. A variety of quarter-long science methods courses address the ten NCATE SPA standards established by NSTA. This course provides data for Standard 3, Inquiry and Standard 9, Safety and Welfare (NSTA, 2003).

The blended course design includes two important elements: A face-to-face element that focuses on inquiry learning and teaching and an online wiki element that focuses on safe investigation. The face-to-face portion introduces preservice teachers to inquiry and provides opportunities for them to both engage in inquiry lessons and to lead inquiry lessons in a microteaching experience. The safety portion of the course includes a Wiki Wall that students use to document and reflect on their learning about issues related to safe science inquiry. Each student has his/her individual wiki page within a secure wiki site and can access for editing his/her own page as well as the pages of all other students within the class. Individuals outside the class do not have access to the wiki pages. Students are asked to perform the following functions on their wiki: upload documents and images; create links to web sites and documents; write reflections on readings; write comments on other student’s sites; create lists; and embed videos. A survey at the beginning of the course when the Wiki was initially introduced revealed that only three students of the 24 enrolled had prior experience with a Wiki.

This course incorporates important elements for science teacher education methods classes: inquiry teaching and learning; safe investigating, and 21st century Web 2.0 tools. The inclusion of a wiki as an important element in the course is innovative and should be of interest to ASTE members.

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Paper number: 10176
Designing a course to develop pedagogical content knowledge among pre- and in service biology teachers.
Principal Author: Karel A. Jacobs, Chicago State University, kareljacobs@comcast.net
Co-Authors: Norm G. Lederman, Illinois Institute of Technology
Abstract:
Biology Pedagogical Content Knowledge (PCK) is the third is a series of science PCK courses developed to educate pre-service and in-service secondary science teachers in the inner city. It was offered as a summer course worth 4 credit hours with 2 additional credits possible upon completion of a field-based action research project. Participants included in-service high school science teachers and pre-service undergraduate, non-degree, and alternative certification students. Despite their classroom experience ranging from 0-10 years, all participants held some misconceptions of biology content; for example, confusing dissolution and diffusion phenomena. Most participants were unfamiliar with the concept of PCK prior to the course. After reviewing historical perspectives and current research on PCK, participants were led through the following sequence: each unit was introduced using a pre-test of PCK and (sometimes) subject matter knowledge; participants experienced a common, albeit confusing or misleading activity; an analysis of research on student misconceptions was done; alternative and amended activities were experienced; and participants prepared a ‘content representation’ table for the topic. Ultimately, each participant prepared their own redesigned, guided inquiry lesson that would foster correct conceptions and student learning. Biology topics addressed included diffusion/osmosis; nature of science and skills of investigation including data analysis; photosynthesis, cellular respiration and nutrition; ecology; evolution; and genetics/inheritance. Skills exchanged between pre- and in-service teachers was recognized early as a positive outcome of the course, and reflections showed that participants viewed the course as high quality professional development and appreciated the practice in delivering numerous laboratory-based activities and online resources to address misconceptions. Improvement in data analysis skills was mentioned by in-service teachers as major benefit of the course. Preliminary analysis of PCK pre and post tests show all participants made substantial gains in PCK. Further assessment results and student work samples will be presented.
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Paper number: 10146
The impact of using a scaffolded written framework prompting reading on students’ conceptual understanding
Principal Author: Jeong-yoon Jang, University of Iowa, jeongyoon-jang@uiowa.edu
Abstract:
This study was designed to investigate the impact of the using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing task. A quasi-experimental design with sixth and seventh grade students taught by two teachers in the middle school was used. Each teacher had four classes with two classes using the Structured Reading Framework (treatment) and the other two classes used the original reading framework (control). A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH student templates to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task at the end of each unit. All student writing samples collected were scored using an analytical framework and scoring matrices developed for the study. A total of 588 writing samples were used for analysis. Results indicated that the treatment group who used the Structured Reading Framework performed significantly better on the Summary Writing task than the control group. The results suggest that the using of the Structured Reading Framework in prompting and guiding the reading activities within the SWH approach have an impact on the development of conceptual understanding.
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Paper number: 10037
Science Teacher Practice in the Classroom: Predicting Reform Based Pedagogy
Principal Author: Lauren E Jetty, Syracuse University, lejetty@syr.edu
Co-Authors: Deborah S Barry, Syracuse University; John W Tillotson, Syracuse University
Abstract:
Though the research base has produced some evidence of the effects of teacher preparation programs on teacher beliefs and feelings of preparedness to implement reform based teaching practices taking into account various teacher and environmental factors, few studies have examined the combination of these variables in explaining practice of beginning science teachers (as opposed to intent to practice). The purpose of this study is to understand how a model that combines these variables in conjunction with teacher education program variables will aid in our understanding of the actual use of effective reform based teaching practices of beginning science teachers in their classrooms. Multivariate hierarchical OLS regression was used to investigate what factors are influential in teachers’ Reformed Teaching Observation Protocol (RTOP) scores. The dependent variable in this analysis is teachers’ mean adjusted RTOP score from 2006-2009. Independent variables include preservice program attended, highest degree level, number of years teaching, three scales related to teachers attitudes about their ability, knowledge, and preparedness, and teachers’ beliefs about reformed teaching and learning (BARSTL) score. The teacher attitude scales were created from two scales of the National Survey of Teacher Education Program Graduates (NSTEPG) and one scale from the Survey of Enacted Curriculum (SEC). The fully specified model is significant (p<0.001) and accounts for 60% of the variance in RTOP scores. The preservice program attended is the strongest predictor of teachers’ practice as measured by their RTOP scores measured in this study. These findings are very relevant in the midst of the current policy debate over how to prepare quality teachers and the factors that are associated with quality teachers. Science teaching as outlined by research on best practices and national standards asserts that science teachers who use reform based pedagogical practices can best increase the scientific literacy of their students.
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Paper number: 10206
Increasing secondary science preservice teacher self-efficacy and pedagogical content knowledge; a place-based approach.
Principal Author: Jason M Katzmann, University of Wyoming, jkatzma1@uwyo.edu
Co-Authors: Jennifer H. Forrester, University of Wyoming; Joel Pontius, University of Wyoming
Abstract:
This empirical research study sought to understand the impact of participating in a place-based education experience on preservice science teachers. Each preservice teacher served as a Professor in Training (PiT) at a week-long, eighth grade science residency program. PiTs were actively engaged with students from dawn till dusk for the week long program. Researchers utilized a grounded theory framework and mixed methods approach to document preservice teachers’ pedagogical content knowledge and science self-efficacy. The following themes are emerging from the research which include: increased science self-efficacy, better understanding of pedagogical content knowledge, flexibility, better implementation of questioning strategies, a shift from a teacher-centered approach to a student-centered approach, the need for place-based learning opportunities in the regular science methods classroom and an increased desire to become a science teacher. It is widely accepted that residency and practicum experiences should play a significant role in the training and development of preservice teachers. This study takes these accepted practices one step further by immersing preservice teachers in a week long science residency program. The experience had considerable impact on preservice teachers’ perceptions of who a science teacher is and what they do. By providing preservice teachers with such an opportunity they may make connections between their science methods and content courses. This place-based approach enabled preservice teachers to interact with students and content in unique ways that are typically not afforded to them during their training.
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Paper number: 10125
EXPOLORING ATTITUDES, BELIEFS, AND SELF EFFICACY OF PRE-SERVICE ELEMENTARY TEACHERS ENROLLED IN A SCIENCE METHODS COURSE AND FACTORS RESPONSIBLE FOR POSSIBLE CHANGES
Principal Author: Mahsa Kazempour, Penn State Berks, muk30@psu.edu
Abstract:
Despite the significance of early science experience, science remains a lower priority in elementary grades. Many elementary teachers express negative attitudes toward and little confidence in science and science teaching and possess beliefs often not aligned with science education reforms (Weiss, 1994). Changing teaching practices requires changes in these domains. Prior studies highlight the importance of education programs, specifically science methods courses, in leading to such changes (e.g. Clark & Peterson, 1986); however, noteworthy gaps remain. Many studies: 1) focus on in-service teachers or secondary PST’s, 2) focus on one or two constructs without considering the interrelationship between all three, 3) are descriptive, ignoring changes in the domains, and 4) are quantitative, focusing on groups, not individual candidates.

This presentation will focus on a qualitative cross case analysis study examining the impact of a science methods course on three groups of elementary pre-service teachers’ (PST) beliefs, attitude, and self-efficacy with regard to science and science teaching and factors shaping possible changes. The three cases (two PST’s each) represented a spectrum of self-efficacy (low, medium, or high) and attitude (negative, neutral, or positive). Data collection consisted of two quantitative surveys and qualitative data including interviews and student artifacts.

Changes in beliefs were similar for all cases, but PSTs from the low and medium categories experienced the greatest changes in attitude and self-efficacy, implying these PSTs may require greater attention in our teaching and research rather than being clumped into one group. The findings highlight the importance of focusing research and practice concurrently on all three domains, which are interrelated, and will together influence teaching practices. The analysis also revealed that possessing positive attitude and self-efficacy is not always a direct and sole indicator of increased or effective science teaching. Potential audience includes ASTE members involved in teacher education or related research.

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Paper number: 11072
Developing a Reform-based Environmental Science Course for Elementary Pre-service Teachers and Non-Science Majors: components, challenges, and impact on the students
Principal Author: Mahsa Kazempour, Penn State Berks, muk30@psu.edu
Abstract:
Science education reforms have suggested providing K-16 students with rich science experiences, which will ultimately lead to enhanced learning, attitude, and self-confidence in science, crucial in achieving a scientific literate population. Introductory undergraduate science courses are especially instrumental in this process, because they serve as the main medium for an array of students to gain an understanding of scientific concepts, appreciation for the nature and process of science, and cognitive skills such as problem solving, argumentation, and decision-making. In the case of teacher candidates the impact of such courses is even more profound because it will impact subsequent generations of students they will be teaching.

Traditional undergraduate science teaching is inconsistent with recent research on cognition and science education reform initiatives. Reformed-based undergraduate science courses share the following characteristics (Sunal, Sunal, Sundberg, Mason, & Lardy, 2008): 1) are inquiry-based, 2) include collaborative and student-centered learning, 3) reflect the national science education standards, 4) require reflective practice, 5) consist of a variety of instructional and assessment strategies, 6) learning is relevant and contextualized, 7) utilize interdisciplinary approaches, and 8) focus on in-depth understanding.

I intend to share the syllabus of a reformed-based environmental science course I developed this past fall. I will discuss 1) the components of the course and my rationale for each, 2) challenges, lessons learned, and possible modifications, 3) students’ perceptions of the course, and 4) the impact on the students including: a) their views of and attitude toward science and science teaching, b) their views and attitude toward environmental science and sustainability, c) their understanding of the environmental science content and environmental issues, and d) their willingness to continue learning about and take action on environmental issues. This study will be of interest to ASTE members involved in teacher education, reformed-based undergraduate science teaching, and environmental education.

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Paper number: 10113
The One-Two Punch: Implementing Discrepant Events And Shared Discussions into A Middle School Science Classroom

Principal Author: Lauren Kendra, Rowan University, abi-el-mona@rowan.edu
Co-Authors: Issam H Abi-El-Mona, Rowan University
Abstract:
The purpose of this action research study was to examine the impact that a strategically designed combination of discrepant events and shared discussions would have on student achievement, conceptual understanding and on-task behaviors for two 8th grade science classes located in a public middle school in the Northeast United States. A total of 41 middle school students (50% female) participated in the study. Participants performed and observed five discrepant events followed by shared discussions that emphasized the concepts of air pressure and Bernoulli’s principle across a period of three weeks. Data collected included measuring students’ explanations of the discrepant events on exit cards the day of the discrepant event and a week later, after experiencing shared discussions, through short answer questions on a formal assessment. Findings show that a mean of 59.8% of students who reported an inaccurate explanation of the discrepant event on the day it was observed, gave an accurate explanation one week later implicating correct conceptual understanding of the concepts portrayed in the events. To measure on-task behavior three students, previously designated as ‘behaviorally problematic’, were evaluated using an on-task behavior rubric during one of the discrepant event and shared discussions. It was found that the implementation of discrepant events and shared discussions increased the on-task behavior of two of the three students. Implications of this study suggest support for the combined use of discrepant events and shared discussions as a teaching strategy to enhance student conceptual understanding and on-task behavior.
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Paper number: 14007
Teacher Professional Development for Climate Change Education in Native Communities
Principal Author: Anne L Kern, University of Idaho, akern@uidaho.edu
Co-Authors: Gillian H Roehrig, University of Minnesota; Devarati Bhattacharya, University of Minnesota; Jeremy Wang, University of Minnesota; Younkyeong Nam, University of Minnesota; Bree Reynolds, University of Idaho; Justin Hougham, University of Idaho
Abstract:
All Americans face a number of environmental, economic, and social challenges related to global climate change (GCC). Native American communities are especially concerned about these challenges since any change in climate presents serious impacts to land and water management, adversely affecting native communities whose ties to the land are both economic and cultural. In this paper set we present the theoretical framework and structure of two recently funded NASA GCCE proposals: the Intermountain Climate Education Network (ICE-Net) and CYCLES. The over-arching goal of both programs is to develop culturally-sensitive approaches for Climate Change Education (CCE) professional development to enhance understanding and teaching of CC among Native American populations. The PD programs were developed to deepen secondary science teachers’ understanding of the science of CC through a focus on (1) Understanding core concepts of CC, (2) Place-based education, (3) Inquiry-based learning, and (4) Culturally-responsive teaching. The first paper, Developing Teachers’ Climate Literacy: Focusing on Core Concepts, provides background information about ICE-Net and CYCLES and describes their alignment with core concepts in climate literacy. The second paper, Developing Teachers’ Climate Literacy: A Place-based Approach, describes how we used the framework of place-based education to enhance teacher learning. The third paper, Developing Teachers’ Climate Literacy: A Culturally-relevant Approach, describes how we draw on cultural relevance and native ways of knowing to enhance CCE.
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Paper number: 10121
Exploring Scientific Reasoning with Computer Simulation of "Gas Properties"
Principal Author: Tugba Keser, Trakya University, tkeser2001@yahoo.com
Abstract:
The purpose of this case study was to provide benefit to preservice and inservice science teachers, who have an interest in applying computer simulations in their instructions, by examining how the use of a computer simulation facilitated student thinking and scientific reasoning in inquiry-based activities. In particular, this study investigated scientific reasoning of 8th grade students who used a “Gas Properties” computer simulation in a collaborative learning context being very similar to teacher-guided and student-centered activities. For this purpose, purposive sampling procedure was employed at New Leadership Charter School in Springfield, Massachusetts and two 8th grade female students who had experience interacting with computers were selected as volunteer focus group participants. The students discussed the behavior of gas molecules represented in “Gas Properties” computer simulation without the use of an inquiry-based worksheet in the first activity period of the research and with the use of an inquiry-based worksheet in the second activity period of the research. I transcribed the focus group interactions from the videotape recordings and identified meaningful discourses between the researcher and focus group members. The research results were presented with providing examples from the transcripts and providing the percentages of utterances coded as scientific reasoning, researcher questioning and student questioning in the focus group discussions from the first activity period (FAP) and second activity period (SAP). The results depicted that although scientific reasoning had higher percentage together with higher percentage of researcher questioning code in FAP discussion, the percentage of student questioning code increased with students’ use of an inquiry-based worksheet, which supported students’ posing their own questions in the SAP discussion.
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Paper number: 10195
Indirect audience: Professional development and student achievement
Principal Author: Claudia Khourey-Bowers, Kent State University at Stark, cmkhoure@kent.edu
Abstract:
Principles of good research design, just like principles of good teaching, can be overturned by the demands of accountability and policy. Researchers and funders share an interest in documenting the effectiveness of research studies, but when funders require data that is inconsistent with the goals of the researcher or must be collected beyond the boundaries of acceptable research design, how should the research community respond?

A chemistry professional development program (PD) for teachers of grades 4 - 9 has been designed to enhance content and pedagogical content knowledge and self-efficacy. The funding agency recently required documentation of achievement gains of students of the teacher-participants. Given the many variables which exist among the self-selected participants (e.g. curriculum, demographics, and resources), two questions arise. Can PD designed for teachers produce content achievement in students? What value should be given to gains made by this indirect student audience?

Instruments to document teachers’ professional growth include the Chemistry Concept Inventory and the STEBI-A. To monitor student achievement in grades 4 – 8, unique grade-level assessments, based on State standards, were prepared. A shortened Chemistry Concept Inventory was used for high school students. Institutional Review Board guidelines required researchers to have teacher-participants administer students’ tests. Tests were administered at teachers’ discretion, at the beginning of the school year and before the end of PD. Results indicated significant gain by all students (N = 2239 pre/, N = 1962 post/). Significant gains in individual grades were made at grades 4, 6, 7, 8, 9, and 11. Reliability tests indicated strong reliability for pre/post tests at grades 4, 5, 8, and 9 – 12, with strong reliability at grade 6 post/test, and moderate reliability at grade 6 pre/test and grade 7 pre/post tests.

How can these results be interpreted? What aspects of PD helped influence student achievement?

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Paper number: 14010
Supporting the Forgotten Teachers: Creating Professional Development for Informal Science Educators
Principal Author: James Kisiel, California State University, Long Beach, jkisiel@csulb.edu
Co-Authors: Celeste Barthel, Wilson College; Amy Cox-Petersen, California State University, Fullerton; Debbie DeRoma, Reuben H. Fleet Science Center; Maria Grant, California State University, Fullerton; Donna L Ross, San Diego State University
Abstract:
Not all teachers work in schools. Museums, aquariums, nature centers and other similar organizations support large staffs of part-time and full-time educators who are tasked with developing, refining, implementing and sometimes assessing a wide variety of educational programs. Some of these educator responsibilities closely resemble the activities of a classroom teacher while others represent the unique context and challenges inherent in a ‘free-choice’ learning setting. This related paper set documents three separate efforts to provide professional development for science educators working in informal science environments. These projects, conducted in southern California and Maryland, aimed to introduce instructional strategies derived from our understanding of effective K-12 teaching and research-based rationales, that would be applicable to the variety of instructional situations where informal educators work. In all cases, the professional development involved more than one-time workshops. Data collected from participants across these different efforts revealed several key impacts. Participants reported changes in teaching methods and educators’ beliefs regarding their practices as well as overall improvement of programming (i.e. services to the public). One of the projects documented significant changes using the Science Teacher Efficacy and Beliefs Instrument (STEBI). Participating educators also described the development of a greater sense of community within and between participating informal science institutions. This took the form of increased collaboration between departments within some of the institutions, as well as a growing awareness of informal science education as a discipline in itself.
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Paper number: 10099
Examining factors that influence teacher utilization of informal science education institutions: Defining the avid-user.
Principal Author: James Kisiel, California State University, Long Beach, jkisiel@csulb.edu
Abstract:
Many science educators espouse the importance of using informal learning contexts (such as museums, aquaria and the like) to support science instruction in formal (school) settings. The National Research Council (2009) suggests that ‘learning experiences across informal environments may positively influence children’s science learning in school, their attitudes toward science, and the likelihood that they will consider science-related occupations or engage in lifelong science learning through hobbies and other everyday pursuits’ (2009, p.304.) Despite such endorsements, the pairing of the formal and informal learning contexts has proven to be challenging. This investigation attempts to identify those factors that distinguish ‘avid-users’—those who report using informal science education institution (ISEI) resources more frequently—from other teachers as a way to better understand how we might help teachers make better use of such community resources. Findings reveal that frequent use of ISEIs for student field trips is not correlated with use of other ISEI resources (e.g. outreach programs, website resources, professional development), suggesting different kinds of avid-users. In addition, the investigation revealed the importance of previous exposure (via visits as a student or family member) as well as self-efficacy and school organization. Factors that didn’t distinguish avid- and average-users included lack of funding, years of teaching experience, and a school’s NCLB status. Qualitative data (via teacher interviews) further strengthen these findings. Results point to a need to help teachers understand the variety of resources made available by ISEIs as well as the need for explicit exposure to these community resources as a way to facilitate collaborative efforts at improving STEM learning across formal and informal contexts.
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Paper number: 11084
Investigating Issues in Earth Science through Informal Settings
Principal Author: Michelle L Klosterman, Wake Forest University, klosteml@wfu.edu
Abstract:
This presentation reports on an informal science learning course that was developed for pre-service teachers around concepts in Earth Science. The objectives of this course were: 1) to engage PST in discussions of research related to informal science learning and informal learning environments, 2) to provide opportunities for PST to explore local informal learning environments in light of discussions of research, and 3) to provide a basic introduction to earth science concepts - specifically geology, meteorology, and oceanography - through a blend of formal and informal science learning.

In this presentation, the course syllabus will be shared as well as samples of PST work from the course. Multiple course outcomes were used to assess the three course objectives previously presented. Pre and post course surveys were administered to evaluate PST prior experiences with informal learning environments and educational research. Student-led discussions were qualitatively analyzed to assess PST comprehension of recent research on informal science learning. An informal learning environment profile (ILEP) created by each PST was evaluated using a rubric to measure PST ability to apply their knowledge of research on informal learning to local informal learning environments. A pre and post exam was administered to evaluate PST earth science conceptual knowledge as a result of the course, site visits, and hands-on activities. Student-led presentations of issues in earth science were qualitatively analyzed to evaluate PST ability to access and analyze news media and its relatedness to earth science concepts.

Preliminary results of post-course surveys reveal that PST find it extremely difficult to read and interpret educational research, and are unfamiliar with how to lead effective discussions. Despite these challenges, PST demonstrated gains (although not statistically significant) in earth science content knowledge as a result of the course.
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Paper number: 10030
The Impact of Gender and Ethnicity on Eighth Grade Science Performance Outcomes
Principal Author: Kay A Kohlhaas, University of Houston - Victoria, kohlhaask@uhv.edu
Abstract:
This nationwide study examined the relationships between gender and ethnicity with eighth graders’ science achievement outcomes. Extant eighth grade data files, from the Early Child Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), were utilized. The sample size was comprised of 7,024 eighth grade students from the 2008-2009 school year. ANOVA tests were used to analyze different genders and ethnicities, and the interactions between these two variables on science achievement outcomes. Test results were significant on all of these. The test of main effect of ethnicity on science score was statistical significant (df = 4, F = 95752.37, p < .001). The Science IRT Scale Scores, in order of ethnicity from highest to lowest mean scores were White, Asian, Hispanic and African American. Eighth grade male students had a mean score of 86, while female students had mean score of 83 (df = 1, F = 9926.82, p < .001). The interaction between gender and ethnicity had a statistically significant impact on students’ science achievement outcomes (df = 4, F = 1904.17, p < .001). White and Asian male students had the highest mean score (M= 92), while African American female students had the lowest mean score (M= 67).
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Paper number: 10102
A View of the Practice of Science as Varied as the Members of the Science Classroom Community
Principal Author: Michele H Koomen, Gustavus Adolphus College, mkoomen@gac.edu
Abstract:
This paper reports on a qualitative study of five culturally, linguistically and academically diverse students originally part of a study in 2005 of their experiences in learning life science in a seventh grade. This paper will present their perspectives on learning and practicing science as twelve grade students on the cusp of graduation from high school. Semi structured conversational style interviews framed the data collection portion of this study. Constant comparative and microanalysis frameworks for grounded theory were used to systematically analyze the data set resulting in a practice of science that is different for each of the five youth: A practice of science that is fragile and tentative and tied with the language of science; a practice of science that is dutiful and pragmatic although absent in passion or curiosity, and a practice of science that positions one student as dis/abled. Implications of this study to the greater research community and insights for instructional practice and structure of learning opportunities for all students are discussed.
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Paper number: 14017
Using published scientific literature and citizen science research as a tool to embed high level reading and writing into K-12 science classrooms.
Principal Author: Michele H. Koomen, Gustavus Adolphus College, mkoomen@gac.edu
Abstract:
This paper will report on a professional development course using citizen science research for K-12 science teachers where teachers learn to synthesize scientific literature into reading and literacy products for use with their students. Mixed methods research methods were used included pre/post surveys, focus groups, observations of teaching episodes and interviews of teachers. Preliminary findings suggest teachers employ enhanced inquiry teaching, including experimental design into their classrooms. The process of implementing scientific research literature challenges the teachers, however by the end of follow-ups, teachers rave about the value of this particular tool for teaching science with reading and writing. Implications for teacher education and practice will be outlined.
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Paper number: 10215
Educative Instructional Materials for Middle School Science
Principal Author: Susan M Kowalski, BSCS, skowalski@bscs.org
Co-Authors: Janet Carlson, BSCS; Pamela Van Scotter, BSCS; Paul Beardsley, BSCS; Brooke N. Bourdelat-Parks, BSCS; Stephen Getty, BSCS; Betty Stennett, BSCS
Abstract:
Davis and Krajcik (2005) articulated nine heuristics of educative instructional materials—materials designed to promote learning by both teachers and students. BSCS designed coherent, inquiry-based, multidisciplinary instructional materials for middle school as part of a Goal 2 IES development and innovation grant. As part of the development process, we attended to the Davis and Krajcik heuristics, had the materials externally reviewed to assess the extent to which they successfully addressed the heuristics, and tested the materials in two national field tests. The external reviews and data from the field tests were used to revise the instructional materials (which will be distributed widely using a digital delivery model at no cost) . During the field tests we collected data on student learning (pre/posttest), teacher fidelity of implementation, and teacher reform-based practice. External reviewers found that the materials successfully attended to the nine heuristics of educative materials. Fidelity of implementation (FoI) data indicate that teachers were highly successful in implementing the materials as intended. Reform-based teaching data (using the Reform Teacher Observation Protocol, or RTOP [Sawada et al., 2002]) indicate that teacher FoI scores significantly correlate with RTOP scores and that using the instructional materials is consistent with reform-based practices. Lastly, we used two-level hierarchical linear modeling to show that teacher FoI scores are associated with improved student learning.
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Paper number: 10023
Exploring the Relationship Between Formal Assessment Strategies and Nature of Science Learning of Preservice Elementary Teachers
Principal Author: Jerrid W Kruse, Drake University, jerridkruse@gmail.com
Co-Authors: Jesse L Wilcox, Iowa State University
Abstract:
This study sought to qualitatively explore the relationship between course assessment strategies and elementary preservice teachers’ learning of NOS ideas. In one elementary science methods course, students were taught NOS using the explicit/reflective and decontextual to contextual frameworks without NOS understanding being tied to the students’ final grade. In a second course, taught by the same instructor with the same NOS activities, student grades were explicitly tied to the NOS and reflective interviews were the main source of formal assessment. While both groups improved their NOS understanding, the explicit/reflective assessment group had a higher percentage of students moving into the “informed” category for five of six NOS constructs. These findings are interpreted to indicate that elementary preservice teachers’ learning of the NOS is positively affected by explicit and reflective assessment in addition to explicit and reflective instruction. These findings seem to fit well with Abd-El-Khalick and Akerson’s (2004) work with elementary preservice teachers’ learning ecologies. Specifically, the authors suspect the more explicit and reflective assessment strategies impacted two of three mediating factors cited by Abd-El-Khalick and Akerson (2004): students’ motivation to learn about the NOS and students’ deep processing of NOS ideas. The third mediating factor, worldview, is not likely affected by assessment strategies. However, students’ learning about science and religion was the most pronounced difference between the two groups - with the explicit/reflective assessment group far outpacing the “control” group. Other NOS ideas on which the explicit/reflective assessment group achieved greater gains include: the theory-laden nature of scientific observations, the role of creativity in science, scientific methods, and social interaction among scientists. One NOS construct studied, cultural influences on science, showed greater gains by the non-explicit/reflective assessment group. Implications for elementary preservice education and future research will be discussed.
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Paper number: 10024
Preservice Teachers’ Views of the Nature of Technology
Principal Author: Jerrid W Kruse, Drake University, jerridkruse@gmail.com
Abstract:
Despite the phrase “nature of science and technology” appearing often in science education literature, nature of technology (NOT) constructs are rarely the focus of research efforts (DiGironimo, 2011). Most often, any NOT research is limited to defining technology in comparison to science. In large part, a conceptual framework for the nature of technology is still being conceptualized. While DiGinonimo (2011) has developed a robust framework, the framework is limited to “a sophisticated and internally consistent definition of technology” (p. 1341). Yet, understanding technology’s nature goes beyond definitions. While DiGironimo’s framework hints at other aspects, Kruse’s (2009) NOT framework makes other aspects more explicit including: limitations of technology, technological trade-offs, technological bias, the interaction between culture and technology as well as defining technology. This study investigates to what extent preservice teachers understand Kruse’s (2009) and additional NOT constructs and what impact explicit/reflective instruction concerning these constructs has on preservice teachers’ NOT views. Preservice teachers’ views were assessed using qualitative methods in a preservice educational technology course. Results include that the preservice teachers made large gains in their understanding of technological trade-offs, but other constructs remained relatively flat. While some preservice teachers improved their understanding in all but one construct, each construct was plagued by “regression” of some preservice teachers. This finding indicates that teaching and learning about NOT may be especially difficult. Given the deeply engrained, ubiquitous, and oftentimes “invisible” nature of technology in our society, coming to understand deep philosophical issues and critically analyze technology provides unique challenges. Furthermore, the deeply personal nature of technology use may hinder students conceptual change. Lastly, because this research took place within an educational technology course, increased comfort with technology may have mediated students ability to critically analyze technology resulting in lack of improvement in the preservice teachers’ NOT views.
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Paper number: 11069
Links from professional development, to teacher beliefs and classroom practices, to high-stakes student achievement: Elementary and Middle Level Teachers and their Students.
Principal Author: Paul J Kuerbis, Colorado College, pkuerbis@coloradocollege.edu
Co-Authors: Joe Taylor, Biological Sciences Curriculum Study; Steve Getty, Biological Sciences Curriculum Study; Molly Stuhlsatz, Biological Sciences Curriculum Study; Marie Revak, Consultant
Abstract:
The first study, a NSF-funded 8 year project, yielded impressive student achievement results using high stakes Colorado State Assessment Program (CSAP) instruments. We studied students who had 4 years of working with project-impacted teachers. In Reading, Mathematics and Writing assessments, treated teachers, who also evidenced standards-based beliefs and classroom practices, yielded effect sizes of between 1.1-1.3 on fifth grade tests compared to control teachers. In science, the effect size was 1.8. Presented are the findings, the nature of the professional development activities, and the development of a validated (classroom observations) survey instrument used to assess teachers’ implementation of standards-based pedagogies. All districts had adopted kit-based science programs between starting gradually in 1994, although use of kits varied widely. The statistically significant professional development activities were: 1) use of student generated science notebooks (contrasted to note-taking), 2) basic integration of literacy and science, and 3) graphing in science. There was no correlation between total hours of professional development or number of kit-training hours and CSAP scores. Without evidence of implementing reform-based teaching, the impact on student achievement was markedly lower (effect sizes of between 0.3 - 0.5).

The second study implemented professional development, primarily content focused short courses that modeled forms of inquiry, use of science notebooks, questioning, small groups and an instructional model (e.g., 5E). Each course also required teachers to implement some form of the modeled pedagogies. Treated and control teachers were observed using a project-developed classroom observation instrument to determine implementation of new pedagogies. Initial findings found that treated teachers significantly utilized new pedagogies compared to control science teachers. In August 2011, with the release of CSAP science scores for 5th and 8th grades, the project will assess the impact on student achievement in classrooms of treated teachers compared to other science teachers.

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Paper number: 10034
Development of a diagnostic Self-efficacy measure and its implications for teachers.
Principal Author: Richard L Lamb, George Mason University, lambrl9137@gmail.com
Co-Authors: Len Annetta, George Mason University; David Vallet, George Mason University; Rebecca Cheng, George Mason University
Abstract:
Self-efficacy is the internal belief that a student can succeed in learning, and this success can be understood in terms of the student�fs external actions. Evidence suggests that high self-efficacy in the science domain can result in student selection of science in later educational endeavors and later result in STEM based careers. In this study, 651 randomly selected students attended a week-long workshop on science-based videogame design as a learning tool in the classroom. Students were given the opportunity to design science-based video games exemplifying learned, key science concepts. Upon completion of the workshop, all students were given the Self-Efficacy in Technology Science Short Form instrument to aid in instrument development and exploration of potential factors affecting self-efficacy. Results suggest that the short form measure of self-efficacy is a valid and reliable measure and the factors of age and gender impact self-efficacy outcomes. Implications of this measure for teachers and students are also explored.
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Paper number: 11012
Evaluation of technology interventions within a science classroom
Principal Author: Richard Lamb, George Mason University, lambrl9137@gmail.com
Co-Authors: Len Annetta, George Mason University; Dave Vallet , George Mason University; Rebecca Cheng, George Mason University
Abstract:
There is an increasing movement toward more learner-centered models and problem based learning practices in science education community. The movement away from pure lecture as a means to involve student within the science education process is a driving force for the selection of educational modes. However, limited time and resources within the school system makes it difficult for teachers to adequately assess the multiple modes of possible instructions. Data was randomly selected from 479 student tests using three intervention types. The three types of interventions used within this study analysis are a traditional intervention, a web-based intervention and an immersive intervention. Each intervention outcome was measured using gain scores to quantify learning achievements. The ANOVA F-test results show that there is a significant differences for the main effect of intervention type across the factor of learning gain score (F(2,93=13.87, p <0.001,ç2=0.2 large effect size). Further, the results of the Tukey post hoc multiple comparisons indicate that there is a statistically significant difference between the intervention types.
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Paper number: 10136
Preservice Teachers’ Perspectives on Global Climate Change
Principal Author: Julie L Lambert, Florida Atlantic University, jlambert@fau.edu
Co-Authors: Joan Lindgren, Florida Atlantic University; Robert Bleicher, California State University Channel Islands; Anne Henderson, Florida Atlantic University; Alana Edwards, Florida Atlantic University
Abstract:
Despite the scientific consensus about global climate change and the potential risk, the media often portrays the science as controversial and as a debate (Kellstedt, Zahran, & Vedlitz, 2008; Washington & Cook, 2011). Not surprising, according to a recent report, young adults are divided on the issue of global warming (Feldman, Nisbet, Leiserowitz, & Maibach, 2010). Understanding both the science and the nature of this issue is especially important for future teachers. This study examines undergraduate elementary science methods students’ views of global climate change (GCC), the relationship between students’ views and their knowledge of GCC, and the impact of the course instructional approach.

The 150 students (preservice teachers) were surveyed on their perspectives on Global Climate Change (GCC) using a 43-item survey. The survey was developed to specifically measure students’ views on 1) their knowledge of GCC, 2) causes of GCC, 3) evidence (or indicators) of GCC, 4) impacts of GCC, 5) actions or solutions, 6) influence of politics on the issue of GCC, 7) scientific consensus, 8) trust of sources of information, and 9) concern about GCC.

Pre-surveys indicated that 49% of the students felt that human activity was the main cause of GCC. Throughout the course students learned about GCC with the aid of a 25-page study guide for understanding the science underlying weather and GCC. They also participated in a series of inquiry-based investigations focusing on GCC topics. At the conclusion of the course, 72% of the students thought that humans were causing GCC and students’ overall views about global warming significantly shifted toward being more concerned. Students’ perceived knowledge of GCC also increased significantly.

The course instructional approach appears to have been effective in increasing students’ understanding of GCC and developing views more aligned to those of most climate scientists.

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Paper number: 10049
Development of a Valid and Reliable Protocol for the Assessment of Early Childhood Students’ Conceptions of Nature of Science and Scientific Inquiry
Principal Author: Judith S Lederman, Illinois Institute of Technology, ledermanj@iit.edu
Abstract:
The purpose of this study was to develop a valid and reliable protocol for assessing early childhood students’ conceptions of NOS and SI. With interest increasing in developing young students’ understandings of NOS and SI, it is clear that attention to these educational outcomes should start as early as possible. Without valid and reliable assessment techniques teachers are unable to discern the effectiveness of their efforts. To address this concern, a revision of the VNOS-E and VOSI-E was undertaken, the end product of which was an oral protocol that overcame the myriad issues involved with administering tradition tests to K-2 students.

To establish the face validity of the instrument, teachers of K-2 students revised the language used on the aforementioned instruments into a form readily understood by these students. Five science educators then evaluated each of the assessment items regarding NOS and SI content. Construct validity was establish through a comparison of the results of two groups of students, one who had received NOS and SI instruction; this group scored significantly better on the instrument (t = 6.02, p<.05). By assessing the consistency of scoring by teachers with a demonstrated understanding of NOS and SI, inter-rater reliability of the protocol was established.

The results of the efforts to both develop an assessment protocol for K-2 students and to teach others to use it are viewed as significant to the accomplishment of current reform efforts in science education, as the development of a valid and reliable assessment of NOS and SI for young learners will serve to inform both teachers and curriculum developers Further, the protocol provides researchers with access to students’ understandings at an age level not previously accessible, and allows for a coherent connection of data across K-12 grade levels for the first time.

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Paper number: 11008
Student Motivation and Interests as Proxies for Forming STEM Identities
Principal Author: HYONYONG LEE, Kyungpook National University, hlee@knu.ac.kr
Co-Authors: Todd Campbell, Utah State University; Kyungsuk Park, Kyungpook National University; Hyuksoo KWON, Kyungpook National University; Hyunil JUNG, Korea National University of Education; Heejin Oh, Kyungpook National University
Abstract:
This study set out to better understand the aspects of the informal STEM learning opportunities influence students’ interests and motivations about STEM. The findings revealed that students felt that the informal STEM learning opportunities associated with programs like MESA(Mathematics Engineering, Science Achievement) not only increase their capacities in STEM disciplines, they also contribute to their consideration of pursuing STEM careers. In addition, students reported strongest preferences toward ‘hands-on’ activities and college and career exploration field trips. Based on notions about identity development, these findings suggest that MESA programs, as a representative informal STEM learning opportunities, provide space, mentoring, and support reported necessary for successful STEM identity bids.

This research also sought to better understand what role informal STEM learning opportunities might play with respect to identity development for underrepresented populations. Other researchers have documented essential components of identity development for underrepresented populations. One essential component highlighted is informal STEM learning experiences whereby space is provided for successful bid establishment in the company of other underrepresented students. Another essential component involves some level of enculturation into STEM communities of practice, so that underrepresented students can better navigate the treacherous obstacles of school science that do not necessarily always focus on engaging students in doing science, but instead in many instances are steeped in structures that ‘weed out’ those without the community of practice languages, conventions, rituals and histories. Evidence of MESA programs and competitions providing these type of essential identity supports can be found as students reported connections between developing content areas skills and school subject academic achievement, in addition to attributing career considerations in STEM areas to experiences in the MESA program and competitions.

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Paper number: 10027
An analysis of the preservice elementary teachers in the understanding of inquiry-based science learning and teaching and how it is modeled in a science methods course
Principal Author: Carole K Lee, University of Maine at Farmington, carole.lee@maine.edu
Abstract:
This study examines how preservice elementary teachers view inquiry-based science teaching and learning and how the science methods course demystify their misconceptions. Most elementary teachers have a general view about inquiry teaching as they may have learned about it in other methods classes. They think inquiry is just a pedagogical tool of asking students questions. Responses from the pretest questionnaires show that elementary teachers think that the difference between inquiry-based teaching in science and in other subjects is that science focuses only on hands-on activities. They do not realize that inquiry teaching may not be necessarily ¡§hands-on¡¨ (Llewellyn, 2001) and it can be a long term investigatory research project (BSCS, 2006).

Knowing the prior knowledge that preservice elementary teachers have, the researcher is able to target the science methods course specifically to reinforce the major concepts of science inquiry-based learning and teaching. Four types of inquiry activities were chosen to illustrate the concepts of science inquiry-based teaching:

1. Sound changes by varying the length of a drinking straw (teacher-centered, short-term inquiry activity)

2. Build a water-rocket by mixing antacid tablets with water in a canister that can shoot most high (student-centered, short-term inquiry activity)

3. Design a car with the given materials (paper, paper clips, drinking straws, rollers) that can travel a long distance down a ramp (teacher-student-centered, short term inquiry activity)

4. Germination of seeds with experimental conditions designed by preservice elementary teachers (teacher-student-centered, long term inquiry activity)

By doing all these activities, the researcher wants to contrast general inquiry teaching with science-based inquiry teaching. It is hoped that the preservice elementary teachers would realize that in science-based inquiry the questions investigated must be scientifically oriented, the results obtained must be based on evidence and the explanations are connected to scientific knowledge.

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Paper number: 10077
Science Teacher Discourse When Using Photographs and Classroom Response Systems in Discussion-Oriented Pedagogy in the Teaching of Astronomy
Principal Author: Hyunju Lee, University of Massachusetts Amherst, hyunju@educ.umass.edu
Co-Authors: Allan Feldman, University of South Florida
Abstract:
A middle school teacher, who had over ten years of teaching experiences, implemented a curriculum unit for the concepts of day-night and the cause of the seasons in her 6th graders¡¯ classes. It was developed using the theoretical framework of Thinking Journey (TJ) instruction and Technology Enhanced Formative Assessment (TEFA) pedagogy. TJ (Schur, Skuy, Zietsman, & Fridjhon, 2002) is a discussion-based pedagogy in the context of imaginary journeys and it introduces a context of multiple perspectives by providing students with pictures. TEFA pedagogy (Beatty & Gerace, 2009) is based on four principles: question-driven instruction, dialogical discourse, formative assessment, and meta-level communication, through the use of classroom response systems (CRSs, or simply clickers).

Two of the teacher¡¯s classes used the new curriculum unit using TJ+TEFA pedagogy and clickers (intervention groups), and her three other classes were taught with her previous way of teaching (traditional groups). Classes were observed and videotaped, pre-/post-conception survey, attitude survey, and teacher¡¯s interviews were conducted, and all the students¡¯ classwork were collected. The video-recordings and interviews were transcribed verbatim and analyzed based on grounded theory approach (Corbin & Strauss, 2008). Conception survey data were analyzed based on rubrics, and quantitative data were analyzed using descriptive statistics.

This paper focus on reporting teacher¡¯s discourses that she used while she was facilitating classroom discussion with the new curriculum unit, and we describe interaction patterns between the teacher and the students. Teacher¡¯s discourse that were the most important three steps when using photographs for classroom discussion were; ¡°What do you see in this photograph?, ¡° What is happening?, and ¡°Why do you think it happens?¡± The pre-/post-conception survey results showed that the intervention group had higher gain than the traditional group. And, the attitude survey and teacher¡¯s interview results showed that their perceptions toward the lessons were pretty positive.
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Paper number: 10079
Professional Journals as a Source of Information about Teaching NOS: An Examination of Articles Published in Science Scope, 1999-2010
Principal Author: Eun Ju Lee, University of Missouri, el2c9@mail.mizzou.edu
Co-Authors: Adam Pettis, University of Missouri; Deborah Hanuscin, University of Missouri
Abstract:
If students’ education in science is to contribute to their scientific literacy, then that education must go beyond addressing the content and processes of science to assist students in developing an understanding of the enterprise of science itself and the nature of scientific knowledge (NOS). Such an understanding is necessary to make sense of scientific information encountered in everyday life, understand socioscientific issues, and participate in the decision making process (Driver, Leach, Millar, & Scott, 1996). Although this notion has been highlighted in various policy documents (AAAS, 1990; 1993), position statements of the National Science Teachers Association (NSTA, 2000), and the National Science Education Standards (NRC, 1996) a gap remains between policy and practice (Lederman, 2007). The purpose of this study was to examine which aspects of NOS have been emphasized in Science Scope articles, and to explore the potential of those articles as a source to inform the development of teachers’ pedagogical content knowledge (PCK) for NOS. A total of 31 articles published in the NSTA journal Science Scope between 1999 and 2010 were included in two separate conceptual analyses: aspects of NOS and aspects of teaching NOS. Our findings illustrate that (1) while all aspects of the NOS emphasized as important for students to learn were addressed, there was an overall imbalance in terms of the number of published articles providing examples of teaching these different aspects of NOS. (2) Information that could enhance teachers’ knowledge of curriculum and instructional strategies for NOS was included in most articles whereas information related to knowledge of assessment and learners was appeared less frequently. Our work emphasizes a need for more robust classroom portrayals of NOS instruction that can serves as models for teachers to develop PCK for teaching about the nature of science.
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Paper number: 10129
Teachers’ Feedback to Foster Scientific Discourse in Connected Science Classrooms
Principal Author: Soon C Lee, The Ohio State University, lee.3552@osu.edu
Co-Authors: Karen E Irving, The Ohio State University
Abstract:
Scientific ways of knowing, understanding, and reasoning can be practiced through classroom discourse that can be assisted by teacher feedback. Therefore, in science education, identifying how teacher feedback can lead classroom discourse to be scientific can have great effects on teacher’s reform instruction. Since feedback has a variety of positive or negative effects on students’ learning due to ways it is implemented, feedback should be considered important knowledge for teachers. Teacher feedback delivered formatively has the potential to foster students’ reasoning skills through classroom discourse. Classroom Connectivity Technology (CCT) can assist teachers to facilitate formative feedback with the data on how well the entire class understands concepts provided in an appropriate and timely manner.

When students actively engage in classroom discourse, the interactions can promote both externalization and internalization by assisting teachers’ formative feedback. This study develops an analytical framework to assess science classroom discourse focusing on teachers’ feedback with two aspects: (1) how feedback is delivered, and (2) the content of feedback associated with scientific reasoning methods. This framework can assess how classroom discourse associates with scientific reasoning and how teachers’ feedback leads students to engage in discourse. It can also examine how CCT affects teacher feedback and classroom discourse.

With the classroom observation data from a larger research project, the results of analyses by using the analytical tool will assist a deeper understanding of how teachers’ feedback forms scientific discourse. The results will assist a deeper understanding of how teachers’ feedback can be affected by the use of CCT and how teachers’ feedback forms a scientific discourse. The specific information will be produced about how CCT can affect classroom discourse and how it facilitates teacher feedback for scientific discourse. Furthermore, this study’s results can help teachers evaluate their classroom talk to make informed decisions regarding their instructional practices.
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Paper number: 10054
Creating shared instructional products for integrating engineering education in the Science Learning through Engineering Design (SLED) Partnership
Principal Author: James D Lehman, Purdue University, lehman@purdue.edu
Co-Authors: Brenda M. Capobianco, Purdue University
Abstract:
The goal of this paper presentation is to examine the Science Learning through Engineering Design (SLED) Partnership, a unique math-science targeted partnership designed to support improved student learning and instructional practice for integrating engineering design in the elementary science classroom. We identify three critical features that support this partnership for creating shared quality instructional products. These features include: 1) shared problems across the system; 2) small tests of small changes; and 3) multiple sources of innovation. Information presented in this paper presentation includes: 1) an overview of the SLED Partnership (management structure, strategic vision, and implementation plan); 2) discrete examples of shared instructional products generated by all SLED partners (i.e. teachers, STEM faculty, and researchers); and 3) results from pilot testing of shared products.
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Paper number: 10057
Serving Diverse Community College STEM Scholars with Grant-Funded Programs
Principal Author: Nina A Leonhardt, Suffolk County Community College, leonhan@sunysuffolk.edu
Co-Authors: Arlene T Jackson, Suffolk County Community College
Abstract:
The need for more STEM professionals for the US to remain competitive is well-documented in the literature. As demographics change concurrently, it is imperative that students from a diversity of backgrounds and achievement levels. be fully included in STEM education. This session explores a supportive STEM program that is designed to appeal to all students by buiklding community, providing opportunities for sharing and creating a strong sense of belonging.
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Paper number: 10111
Blended and Tiered Approach to Teaching Academic Vocabulary to English Language Learners (ELL) within an Inquiry Based Earth Science Unit of Instruction in Sixth Grade
Principal Author: Bernadette Leonis, University of Nevada, Reno, bascoblast@yahoo.com
Co-Authors: David T Crowther, University of Nevada, Reno
Abstract:
Research has shown that the blended (20% 80%) and tiered approach is an effective strategy for teaching tier three vocabulary to English Language Learners (ELL) in grades one through five at the elementary level (Crowther & Wallstrum, 2009). Building upon the research findings of Crowther & Tibbs (2010), this study explores academic vocabulary for ELL within sixth grade classrooms utilizing the blended / tiered approach to teaching academic vocabulary within an inquiry unit of instruction on Earth science. Prior research (Wallstrum & Crowther, 2009; Tibbs & Crowther, 2010) has shown that using tier one and two vocabulary during the beginning portion of the lesson: engagement and exploration, followed by the formalization of tier one/two words into the tier three academic terms occurs during the largest portion of the lesson: explanation, elaboration, and evaluation is most effective for working with ELL within inquiry science instruction as compared to exclusive frontloading and contextualizing strategies. This study also focuses on explicit use of the Blended / Tiered approach, as a scaffolding strategy, of academic vocabulary within inquiry science by teachers prior to instruction that may produce higher quality teaching and learning with particular emphasis on ELL’s in a sixth grade. Three Earth Science lessons were developed where tier three words were identified and then explicitly Blended / Tiered back to tier one and two terms. The lessons were taught at a low Socio Economic School (SES) with a high population of ELL students in three different sixth grade classrooms. Pre / post test results on both vocabulary instruction and content showed statistical significance. This study further validates the Blended / Tiered approach to teaching vocabulary through a guided inquiry to help ELL learn academic vocabulary and adds research in upper grades to the research base for this strategy.
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Paper number: 10040

Teachers’ beliefs about Ocean Literacy and the impact of three experiential marine science professional development programs
Principal Author: Catherine L Linsky, University of Georgia, clinsky@uga.edu
Abstract:

This study seeks to understand the influence of three intensive marine science programs on teachers’ beliefs about Ocean Literacy and their descriptions of their ocean-related instruction. To answer these questions, I participated in three marine science professional development programs in the Bahamas, Sapelo Island and St. Catherine’s Island during the summer of 2010. The following proposal describes the methodological framework guiding my data collection and analysis; provide a rationale for using qualitative methods; and discuss the data collection sites and participants. In the methods section, I explain how data were collected and analyzed over the course of the three professional development opportunities. Corresponding with the research questions, the findings of this study are explained in terms of two main themes: teachers’ beliefs about Ocean Literacy and program impact on ocean instruction. I then describe my plans for presenting this material, the potential audience for this research, and the expectations of the impact of this study on science teacher education. Finally, the conclusion of this paper calls for other teachers to seek out similar professional development opportunities in order to improve their science content knowledge and strengthen their science pedagogical confidence.
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Paper number: 10115
Learning Science through Inquiry: The Effects on Elementary Teachers’ Views of Scientific Inquiry and Beliefs about Teaching Science.
Principal Author: Kimberly H Lott, Utah State University, kimberly.lott@usu.edu
Abstract:
The elementary school is an area that has great potential for the improvement of students’ attitude and achievement in science. However, most elementary teachers do not feel adequately prepared to teach science. In order to prepare more confident and effective elementary science teachers, research has shown that pre-service elementary teachers need instruction in science content and effective teaching pedagogy, as well as exposure to inquiry-based learning of science. A model for teaching an inquiry-based science methods course will be explored. Based on the results of a pre-and post-course survey, pre-service teachers enjoyment of science and science teaching self-efficacy have increased. Moreover, pre-service teachers’ views of inquiry, ideas about scientists and goals of a science program are more aligned to current reform documents after participation in this course. Lastly, data will be shared from a recent survey of inservice elementary teachers (both participants and non-participants of this course) to determine the possible longer-term effects of this course on teachers in their first years of teaching.
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Paper number: 11090
Testing the Learning Progression of Scientific Modeling: Can First Graders use Scientific Modeling to Explain the States of Matter?
Principal Author: Kimberly H Lott, Utah State University, kimberly.lott@usu.edu
Abstract:
Scientific modeling is a scientific process that plays an integral role in students’ developing and communicating scientific understanding of observed phenomena. Scientific models indeed can be very useful in teaching abstract concepts. However, deeper understanding occurs when students are actually creating and using their own models to explain observations that they see in nature. Scientific modeling is rarely used in elementary school, especially in lower elementary grades. Scientific modeling is considered by many to be an abstract skill that is not developmentally appropriate for younger elementary students; however, scientific modeling like all other aspects of scientific inquiry has to be developed. The following is a pilot study to determine if a group of first graders at can begin to develop scientific modeling processes during a unit on the states of matter. The learning progression of modeling with these students will be illustrated to show that with careful guidance young children can effectively create, test, evaluate, revise and use models to explain observations of their natural world. By using scientific modeling, these first graders have clearly shown a deeper understanding of the states of matter.
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Paper number: 11024
The Influence of Coach-Teacher Teams Inquiry Professional Development on Middle School Teachers’ Use of Inquiry Practices
Principal Author: Christine R Lotter, University of South Carolina, lotter@mailbox.sc.edu
Co-Authors: Jan Yow, University of South Carolina
Abstract:
This study investigated the influence of an inquiry professional development program teaming middle school teachers with their school-based mathematics or science coaches on the teachers’ understanding and use of inquiry-based practices. Thirty-nine middle school science and mathematics teachers participating in a Coach-Teacher Team Inquiry-based Professional Development Institute were the subjects of this study. The professional development model began with a two-week summer institute (Institute) and continued with four follow-up sessions during the academic school year for participants. The Institute was divided into 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 middle school students, and reflection sessions. This study focused on several data collection instruments: (a) pre/post-institute and end-of-year (EOY) questionnaires (b) pre/post-institute inquiry lessons, and (c) final reflection papers. Teachers completed three questionnaires on-line using Survey Monkey with short answer questions pertaining to their level and understanding of inquiry and assessment, relationship with their coach, beliefs about student learning, and the impact of the program on their instruction. Participants recorded at least one inquiry lesson before attending the Institute and at least one inquiry lesson during the academic year after the Institute. Each recorded lesson was analyzed using the Reformed Teacher Observation Protocol (RTOP) (Sawada et al., 2002). Through an analysis of pre/post-institute and EOY questionnaires as well as teachers’ written reflections, we found that teachers gained a better understanding of inquiry-based teaching practices through the program. After the institute, the teachers’ average RTOP lesson scores significantly increased from 45.7 to 57.2. Thus, this professional development model which had coaches and teachers learning grade specific content together, practice teaching and reflecting together seems to be a successful model to move teachers toward more inquiry-based practices.
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Paper number: 10218
Examining Pre Service Teacher’s Ability to Use Questioning in an Elementary Science Lesson
Principal Author: Elaine M Lucas-Evans, University of Pittsburgh, eml46@pitt.edu
Abstract:
Pre Service Teachers take part in Methods courses that cover a wide range of subject areas. Their exposure to science education is often limited to one semester at the university level and many of them experience only a handful of science lessons in their teaching assignments. These are two challenges that instructors of the Elementary Science Methods course face regularly. Instruction should be focused on particular practices that will assist these student-teachers so they can plan, carry out and reflect on the science lessons that they teach.

Talk is a feature that should be present throughout science lessons. Discourse between the teacher and students needs to be planned for as carefully as any other part of the teaching episode. Questioning is a component of talk and the use of questions in a lesson is something that can be explored to learn more about the ways in which Pre Service Teachers plan for and use this device. This study examines the ability of Pre Service Teachers as they envision and utilize questioning in a predetermined primary science lesson that is taught using a Learning Cycle framework. The planned lesson scripts from more than 35 individuals provided the data that is analyzed in this study. The findings show that all of the participants were able to plan for questioning in their lessons. However, when later participants were given a tool that provided explicit examples of the types of questions that they could choose to ask during instruction, they were better able to select appropriate questions for the Explore and Explain phases of the lesson. Practical experiences in this area benefit Pre Service Teachers as they work to connect student ideas to lesson learning goals through questioning and university faculty as they develop and instruct method courses that are similar in nature.

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Paper number: 10105
Expectations, Mobility, Stability, and Opportunity: Transitions of beginning science teachers
Principal Author: Julie Luft, Arizona State University, julie.luft@asu.edu
Co-Authors: Charles B Weeks, Arizona State University
Abstract:
Science teacher mobility (leaving, staying, moving) is a topic of frequent discussion among teacher educators, administrators, university educators, and policy makers. These stakeholders are worried that without qualified science teachers in school, the United States will not have a scientifically literate citizenship. Large data sets are important in understanding the trends of teacher mobility, but there are limits to their interpretation. For instance, they don’t provide details that give insights into why newly qualified teachers are leaving or staying in the profession, and they are often not specific to secondary science teachers.

This study draws upon the data of 100+ secondary science teachers who are a part of a longitudinal study funded by the National Science Foundation. Throughout the study, each teacher provided information about his/her expectations pertaining to staying in education, the schools in which he/she taught, and the decisions made to leave the classroom. This information was analyzed in order to describe and understand the forms of science teacher mobility and persistence.

While several analyses were made, the most salient finding revealed that teachers who stayed in teaching during a five year period (2005-2010) had completed university/college teacher education programs. If a teacher moved in the first or second year of teaching we found this was often the result of unsupportive administration or the demographics of the students. Those who moved later knew they would not stay in the profession for an extended period of time.

From this study, those in science teacher education could better serve new science teachers by (1) providing more opportunities to work in schools during teacher certification programs, (2) developing science induction programs that support new teachers in their early years (as opposed to waiting for the expertise found in later years), and (3) being more strategic in the recruitment of potential teachers.
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Paper number: 10163
Lessons on Plant Rights from the Tree That Owns Itself and Implications for Science Education
Principal Author: Rachel A Luther, University of Georgia, rachel.luther@gmail.com
Co-Authors: Debra B Mitchell, University of Georgia; Michael P Mueller, University of Georgia
Abstract:
After taking seriously the idea that nature should have human rights argued by Cormac Cullinan in Orion Magazine (January/February 2008), we examined the lessons that could be learned from the Tree That Owns Itself in Athens, Georgia. The point is to engage others in environmental and science education in a critical conversation about how school would have to prepare students to deal with rights for plants, as distinct from sentient animals and inanimate objects. As discussions of rights often neglect the interests and inference rights of non-sentient plants in the school curriculum and these nonhuman species are objectified for human needs, there is very little written about plant rights in science education. This essay is an imagined question of what science education would look like if humans adopted rights for plants. We address the idea of rights for the Tree that Owns Itself in Athens, Georgia, United States, and what science educators and their students can and should learn from addressing these rights. We explore rights for plants more specifically through consequentialist and nonconsequentialist reasoning and the nurturing relationship between humans and nonhuman species. We connect with scholars who argue for biocentric pluralism as a guiding philosophy, while using this theory to develop some educational implications of rights for nature within science education respectively.
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Paper number: 10160
Secondary Science Preservice Teachers’ Changing Expertise in Equitable Science Assessment
Principal Author: EDWARD G LYON, UNIVERSITY OF CALIFORNIA, SANTA CRUZ, EGEANEY@UCSC.EDU
Abstract:
The critical role of assessment in science classrooms has received increased attention over the last two decades due to reform efforts and changing views about measurement, learning, and equity (Gipps, 1999; Shepard, 2000). The confluence of new assessment forms and functions as well as changes in the linguistic diversity of K-12 classrooms leaves new science teachers with a daunting task, one that may not translate into practice if they only receive a cursory introduction to classroom assessment in their teacher education program. In this longitudinal mixed-method study, I explore the changes in eleven secondary science preservice teachers’ (SSPTs) assessment expertise and the assessment practices they engage in during their student teaching. Through surveys, interviews, course products, and classroom observations collected during their teacher education program, I was able to document changes in several dimensions of assessment expertise. This presentation focuses on changes in equitably science assessment for English Learners. Overall, the SSPTs demonstrated a shift from recognizing equity issues in assessment to knowledge about how to incorporate strategies that make science assessment fairer for ELs. However, the SSPTs only applied this knowledge to a certain extent while describing hypothetically how they would assess during a unit and while assessing during their student teaching. Implications will be discussed for supporting SSPTs in equitable science assessment.
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Paper number: 10002
Photonarratives in an online master’s course: A viable way to enhance teacher reflection?
Principal Author: Lauren Madden, The College of New Jersey, LOMadden@gmail.com
Co-Authors: Melissa G Jones, North Carolina State University; Margaret R Blanchard, North Carolina State University
Abstract:
Distance education has potential to reach teachers from diverse areas but the challenges of building community and promoting reflection can be considerable. Photonarratives were used in this study as a tool to promote reflective practices and to enhance a sense of professional community for practicing teachers engaged in a graduate distance education course. Twenty science teachers (half from rural areas) produced photonarratives that included photos and descriptions of helping and hindering factors related to their teaching. There were 64 helping and 59 hindering factors listed. Two primary categories of factors that were both helpful and hindering were geographic factors (proximity to a community college or facilities) and available technologies (such as probeware or document cameras). The photonarratives served as a tool to empower the teachers by giving them control of identifying and documenting issues related to their unique science teaching context while also promoting insight into shared issues across the group. The power of photos embedded in personal narratives as a professional development tool is discussed.
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Paper number: 10033
Secondary Science Teachers’ Experiences Differentiating Science Instruction
Principal Author: Jennifer L Maeng, University of Virginia, jlc7d@virginia.edu
Co-Authors: Randy L Bell, University of Virginia
Abstract:
In this study we investigate the characteristics and practices of secondary science teachers who differentiate instruction. Specifically, we explore teachers’ beliefs about science teaching and student learning and how they planned and implemented differentiated instruction.

Participants included 7 secondary science teachers purposefully selected from 4 different schools located in three districts in a mid-Atlantic state. Selection was based upon recommendation by district science coordinators, principals, and/or department chairpersons as teachers who effectively differentiated instruction. Data included a one-hour semi-structured interview and field notes from a minimum of four 90-minute classroom observations, selected to capture the variety of differentiation strategies employed. Data were analyzed using a constant comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified (DIIM-M), which captured both the extent to which critical indicators of differentiated instruction were present in teachers’ instruction and the performance levels at which they engaged in these components of differentiated instruction.

Analysis of classroom observations and interview transcripts revealed these teachers implemented a variety of differentiation strategies in their classrooms. Evidence suggested all participants used instructional modifications that required little advance preparation on the part of the teacher to accommodate differences in students’ interests and learning profile. A subset of the participants implemented more complex instructional strategies that required substantial advance preparation on the part of the teacher. Results of the DIIM-M indicated that these teachers employed a variety of differentiation strategies with varying proficiency.

These findings suggest that differentiated instruction is feasible in secondary science classes with professional development and encouragement from administrators. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education. Future research should explore student outcomes and ways to support effective formative assessment and readiness differentiation among secondary science teachers.

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Paper number: 10182
The Depression Cure, literature circles and transmediation – a science and literacy collaboration
Principal Author: Paula A Magee, Indiana University - Indianapolis, pamagee@iupui.edu
Co-Authors: Jane H Leeth, Indiana University - Indianapolis
Abstract:
The need for connections between science and literature in the elementary classroom are well established and well documented in the content area standards (National Council of Teachers of English, 1996; National Research Council, 1996). Few would argue that key texts at key points during inquiry-based instruction can help elementary students learn about the process of science, the science content under study and the use of writing and reading in the scientific endeavor. Helping preservice teachers understand how to use appropriate strategies and resources in the elementary school classroom is critical (Akerson & Flanigan, 2000) and has been an area of focus for the last decade. We suggest here that an additional way to help preservice teachers develop understandings about inquiry-based teaching and the integration of science and literacy is through the use of adult non-fiction text in their teacher preparation program. In this presentation we (a reading methods instructor and a science methods instructor) will share our rationale for and results of using a critical issue text (The Depression Cure by Stephen Ilardi) as the focus for both literature circles and a transmediation sharing project in a preservice elementary science methods course.
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Paper number: 11063
Richness, Recursion, Relations and Rigor - a vision for scientific inquiry
Principal Author: Paula A Magee, Indiana University - Indianapolis, pamagee@iupui.edu
Co-Authors: Jane True, Decatur Discovery Academy, Indianapolis, IN; Natalie S Barman, Indiana University - Indianapolis
Abstract:
In this paper we will explore how a college-level Science Inquiry curriculum resonates with Doll’s construction of a curriculum matrix and 4R’s. The curriculum discussed developed organically as we began to question and eventually study the effect of our teaching on our students and on ourselves. This process led to a fruitful regeneration of the curriculum – one that, with hindsight, closely matches Doll’s matrix as he describes:

Hence a curriculum matrix is one that emerges through the action and interaction of the participants; it is not one set in advance (except in broad and general terms). A matrix of course has no beginning or ending; it does have boundaries and it has points of intersection or foci. So, too, a curriculum modeled on a matrix is nonlinear and non-sequential but bounded and filled with intersecting foci of related webs of meaning. The richer the curriculum, the more the points of intersection, the more the connections constructed, and the deeper the meaning. (p.162)

In Doll’s description we see tenets that can help frame curricular and instructional decisions, but he leaves the details for how to do this “for others interested in the task” (p.161). In this paper we will examine how we used Doll’s construction of a curriculum matrix and the 4R’s to make better sense of our own ideas as they related to curriculum work and how we developed our own “Vision for Curriculum.” We will also discuss how students perceived this “Vision for Curriculum” and how they were able to make more sense of it as they experienced it themselves throughout the semester. In this analysis we pay careful attention to not only how the “Vision for Curriculum” is enacted and lived in our classrooms but also how the students perceive their role in the process.

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Paper number: 10184
Applying Piaget’s Logic of Meanings in the Science Classroom
Principal Author: Katherine A. Mangione, University of Central Missouri, kmangione@mtsu.edu
Co-Authors: Michael J Wavering, University of Arkansas, Fayetteville
Abstract:
Alternative conceptions are not innate; they are learned. Many alternative conceptions arise from a person’s experiences. Science teachers have the responsibility of identifying and eradicating the alternative conceptions that their students may possess. The authors of this paper presentation will describe Piaget’s logic of meanings and share how applying these structures to students’ arguments may allow students’ faulty reasoning to become apparent. With proper training science teachers can identify inaccurate reasoning and lead students to conceptual change.
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Paper number: 10116
Rethinking of the continuing professional development in Saudi Arabia: Teachers’ perspectives
Principal Author: Nasser Mansour, Excellence Research Center of Science and Mathematics Education - King Saudi University & Graduate school of Education, University of Exeter, n.mansour@ex.ac.uk
Co-Authors: Saeed M. Alshamrani, The Excellence Research Center of Science and Mathematics Education - King Saudi University
Abstract:

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Paper number: 10083
Exploring how a coteaching model used during student teaching fosters discourse between candidates and their mentors as candidates learn to teach inquiry science
Principal Author: Christine L. Manzey, University of Toledo, cmanzey@sbcglobal.net
Co-Authors: Rebecca Schneider, University of Toledo
Abstract:
Learning to teach inquiry science has proven to be challenging for preservice teachers. Coteaching has been proposed as an apprenticeship model of student teaching that helps candidates maximize their learning through high levels of collaboration with their partnering classroom teachers. Understanding what collaborative conversations look like and how they support candidates would help teacher educators design more effective programs.

Findings from a case study involving two preservice candidates with their mentor teachers field testing a coteaching model are described. Features of this model included professional development for mentor teachers, peripheral participation for candidates, co-planning and co-reflection, and the continued teaching presence of mentors in the classroom. Findings indicate candidates and mentors used seven distinct conversation (discourse) types, each with unique patterns of mentor/candidate contributions and interactions that were supported by specific coteaching features. Shifts in mentor/candidate contributions through time suggest candidate learning. Importantly, all coteaching features interacted to support candidates’ use of recommended inquiry methodologies. Rapport developed during peripheral participation facilitated openness during co-planning and co-reflection conversations, as well as candidate confidence to request modeling of inquiry strategies. By mentors maintaining an active teaching presence, candidates saw inquiry strategies modeled and immediately practiced these strategies while their mentors assisted as needed. Candidates were able to practice reflective thinking and adaptation skills with experienced teachers. Overall, candidates reported feeling high levels of support from their mentors and mentors reported thinking deeply on their own teaching.

Implications for teacher education are programs must provide opportunities for candidates to engage in collaborative conversations with partnering teachers, opportunities for mentors to model and candidates to teach and reflect on inquiry strategies, and opportunities for mentors to think deeply on their practices. When coteaching experiences are designed using all features, teacher educators could consider coteaching an approach to make student teaching a more educational experience.

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Paper number: 10084
Exploring how a coteaching model used during student teaching supports candidates learning to teach inquiry science
Principal Author: Christine L. Manzey, University of Toledo, cmanzey@sbcglobal.net
Abstract:
Coteaching has been proposed as an apprenticeship model of student teaching that helps candidates maximize their learning through high levels of collaboration with their partnering teachers. Yet how this collaboration supports candidates as they specifically learn to teach inquiry science is poorly understood. Understanding collaborations between candidates and their teachers would help teacher educators design more effective programs. In this study, two preservice candidates with their mentor teachers implemented a coteaching model that included professional development for mentor teachers, peripheral participation for candidates, co-planning and co-reflection, and the continued teaching presence of mentors in the classroom.

Findings indicate candidates incorporated all five inquiry elements recommended by the National Research Council into their science lessons despite initial hesitations. How each feature of this coteaching model supported candidates will be described. Candidates reported they developed confidence teaching inquiry through co-planning, having mentors interject comments to reduce classroom complexity, seeing mentors model inquiry strategies, and receiving immediate feedback via co-reflections. The inter-connectedness of coteaching features is apparent when candidates stated their trust and confidence to ask mentors to model inquiry strategies developed during their peripheral participation. Likewise, mentors reported their initial professional development was critical to understanding coteaching features and gauging which feature best support candidates. Interestingly, mentors reported learning more about their own inquiry practices by coteaching with their candidates.

Implications for teacher education are student teaching programs should provide (a) opportunities for mentors to maintain an active teaching presence, so candidates see inquiry strategies modeled and immediately practice these strategies while their mentors assist as needed; and (b) opportunities for candidates to engage in collaborative conversations with partnering teachers as they plan and reflect on inquiry strategies. When coteaching experiences are designed using all features, teacher educators could consider coteaching as an approach to make student teaching a more educational experience.

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Paper number: 14013
STEM Professional Development in an Online Fellowship Program: Impacts on Teacher Beliefs and Practices
Principal Author: Meghan E Marrero, Mercy College, megconk@yahoo.com
Co-Authors: Jessica F Riccio, Teachers College, Columbia University; Amanda M Gunning, Teachers College, Columbia University; Nermeen Dashoush, Teachers College, Columbia University; Felicia M Mensah, Teachers College, Columbia University
Abstract:
Improving STEM education in K-12 classrooms will require excellent STEM teachers (President’s Council of Advisors on Science and Technology, 2010). The NASA Endeavor Science Teaching Certificate Project (www.us-satellite.net/endeavor) is an online fellowship program for K-12 formal educators. The goal of the Project is to improve teachers’ pedagogical content knowledge (Shulman, 1986) in the STEM disciplines. Over the course of approximately 18 months, Fellows take a series of five online graduate courses, including Methods of STEM Education and Action Research in the STEM Classroom, as well as three elective courses related to science, mathematics, technology and engineering content and processes. Fellows are encouraged to implement and reflect upon NASA content and STEM pedagogical strategies in the classroom. In this presentation, we will discuss quantitative and qualitative results from studies conducted by external and internal researchers to examine the impacts of the program on classroom instruction. Study designs included qualitative case studies (Merriam, 1998) and mixed methods analyses (Creswell, 2003), which were constructed from data sources including telephone interviews, Fellow-produced documents, surveys and questionnaires, and classroom observations. These analyses revealed several key findings, including 1) an increase in self efficacy of elementary teachers; 2) shifts in Fellows’ STEM pedagogical beliefs toward more constructivist and student-centered learning models; 3) shifts in Fellows’ mental models of teaching practices toward more modern research-based STEM pedagogical strategies. These findings are promising in terms of changing teachers’ views and practices about STEM education, and may help to inform future research and program design within the field.
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Paper number: 10055
Measuring the quality of inquiry-based instruction: Comparative analysis of two inquiry observational protocols
Principal Author: Jeff C Marshall, Clemson University, marsha9@clemson.edu
Co-Authors: Christine Lotter, University of South Carolina; Julie Smart, Presbyterian College
Abstract:
With inquiry being one of the central tenets of the National standards, we must have solid means to measure the quality of inquiry-based instruction being led in classrooms. Many instruments are available and used for this purpose, but many are either invalid or too global. This study sought to compare two observational protocols: Electronic Quality of Inquiry Protocol (EQUIP) and Reformed Teacher Observation Protocol (RTOP) with regard to reliability, validity, and utility associated with inquiry-based instruction. Analyses included studying item reliability, inter-rater reliability, factor analysis, correlation, and multiple regression of protocol items within the instruments and between the instruments. General findings suggest that both instruments have high item reliability; EQUIP showed higher inter-rater reliability and seems to be more valid for measuring inquiry-based instruction, while RTOP seems better suited for looking more globally at constructivist teaching practices. Additionally, EQUIP seems to have higher overall utility: useful for looking formatively at individual teaching practice as well as studying summative teacher growth or program effectiveness. Further, EQUIP’s descriptive rubric provides immediate and targeted feedback to teachers, instructional leaders, and professional development facilitators. This feedback includes both a micro view (individual indicators) and a macro view (construct) of teaching practice.
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Paper number: 10152
Interactions between Classroom Discourse, Teacher Questioning and Student Cognitive Engagement in Middle School Science

Principal Author: Jeff C. Marshall, Clemson University, marsha9@clemson.edu
Co-Authors: Julie Smart, Presbyterian College
Abstract:
Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol (EQUIP), which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students’ cognitive engagement and the following aspects of classroom discourse: questioning level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student cognitive level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed.
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Paper number: 10229
What Happened to the “Decline Effect”? Investigating Prospective Elementary Teachers’ Attitudes Towards Science in an Innovative Science Course and Three Years Later
Principal Author: Catherine S. Martin-Dunlop, Morgan State University, cmartin@pcere.org
Abstract:
Promotion of favorable science-related attitudes is still considered to be one of the most important aims of science education. At a large, urban public university on the west coast of the US, an innovative hands-on inquiry-based course was specifically designed for prospective elementary teachers and other non-science majors. One of its major goals is to improve attitudes towards science. Students enrolled in two classes (N=41) of the course in 2007 were assessed using the Test Of Science-Related Attitudes (TOSRA) in a pretest-posttest design. Posttest scores, in terms of the average item mean, were higher for all seven scales on the TOSRA. Means were statistically significant for four scales, namely, Attitude to Scientific Inquiry, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. The largest positive difference was for the scales called Attitude to Scientific Inquiry and Enjoyment of Science Lessons. When the TOSRA was administered three years later, six of the seven scales had higher average item means compared to the posttest. Although only a small percentage of the original sample completed the TOSRA three years later, the study provides unique insights into what happens to attitudes over time. A seminal article in the New Yorker (Lehrer, 2010) describes a science writer’s research on the nature of science across several science fields, and served as the impetus for the present study. Lehrer documented the “decline effect”, mainly in medical research, but the phenomenon does not seem to apply to attitudes towards science. This was surprising considering many of the prospective elementary teachers enrolled in the course did not find positions in the education field, discontinued their pursuit of a teaching credential, or chose other more promising career paths. The positive attitudes towards science that were created during the innovative course therefore seem to be quite robust.
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Paper number: 11059
Elementary Girls and an Afterschool Engineering Group
Principal Author: Kristina Maruyama Tank, University of Minnesota, kmtank@umn.edu
Abstract:
As the trend in recent national reports has called for an increased attention on developing quality teachers in STEM fields (NAE, 2009; NAS, 2006) many states have addressed these concerns by adding an engineering component to their academic standards. While this is a great step forward for STEM integration, there are many challenges that have been identified with the inclusion of an engineering component. In order to get more students interested in STEM fields, it has been suggested that children’s exposure to engineering begin in elementary school in order to capture interest (NAE, 2009, Cunningham, Lachapelle & Lindgren-Streicher, 2006). In fact, Minnesota is one of the few states that have adopted engineering into their elementary science standards with the intention of introducing engineering concepts at an earlier age.

This study provided the opportunity to look at how three teachers involved in a grant that provided summer professional development, funding and materials were able to implement the engineering standards through an afterschool engineering group that focused on girls and engineering. The data was collected using several pre-post assessments and teacher interviews to examine the effects of student learning and summer professional development on implementation of science and engineering standards.

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Paper number: 11060
Providing Elementary and Middle School Science Teachers with Content and Pedagogical Professional Development in an Online Environment: Are We There Yet?
Principal Author: Mary V Mawn, SUNY Empire State College, mary.mawn@esc.edu
Co-Authors: Kathleen S Davis, University of Massachusetts Amherst; Chris Emery, University of Massachusetts Amherst; Anita Greenwood, University of Massachusetts Lowell; Hyunju Lee, University of Massachusetts Amherst; Sumudu Lewis, University of Massachusetts Lowell; Michelle Scribner-MacLean, University of Massachusetts Lowell
Abstract:
There is a great need to provide STEM teachers with on-going and relevant professional development opportunities; however, having access to professional development programs can be problematic. To meet this need, online courses and programs can provide convenient alternatives for teachers who do not have access to traditional learning opportunities based on geographic remoteness, time, or both. Science faculty and K-12 teachers at two university campuses collaborated to develop online learning opportunities designed for elementary and middle school science teachers. These online courses are tied to state and national standards, and are inquiry-based with strong hands-on components. Aided by kits of materials, teachers engage in a variety of guided and open-ended inquiries as the primary means of developing their understanding of the concepts. Threaded discussions, electronic journals, email, digital imaging and document-sharing options allow for high levels of interaction. In addition, teachers assess their own science teaching and use the strategies presented to design learning experiences for their classrooms. Six online courses are presented in this interactive poster session, including courses in astronomy, biology, chemistry, physics, and pedagogy. Participants will be invited to share their thoughts on the opportunities and challenges for online professional development.
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Paper number: 10165
Building Communities of Practice: A K-20 Professional Development (PD) Effort
Principal Author: Kathie Maynard, University of Cincinnati, jon.breiner@uc.edu
Co-Authors: Jonathan M Breiner, University of Cincinnati
Abstract:
This research study is a naturalistic inquiry that occurred within the context of a three-year systemic professional development (PD) project. The PD effort was a pervasive and embedded professional development system and was implemented using teacher learning communities. The purpose of the research was to describe the professional development effort from the perspectives of the five STEM faculty members who facilitated the monthly cross-disciplinary content-focused inquiry workshops. Three sources of data were gathered: individual structured interviews, individual journal reflections on the professional development, and observations of the workshops facilitated by the five STEM content faculty members. This professional development is of special interest in that it offers an innovative approach. The insights provided by the professional development facilitators have been synthesized to provide perceptions of challenges and successes as well as themes that have emerged including the importance of building relationships with teachers, the potential for changing professional culture, and a focus of learning for everyone involved in the professional development including the facilitators. This research study suggests that structured opportunities such as engaging in a team of faculty to provide professional development for K-12 teachers can facilitate professional growth not only for the teachers, but also for the university faculty.
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Paper number: 10145
An Exploration of Different Approaches to Classroom Implementation Following a Workshop on Neuroscience
Principal Author: J. McClelland, University of Minnesota, mccl0265@umn.edu
Co-Authors: Devarati Bhattacharya, University of Minnesota; Mary Hoelscher, University of Minnesota; Rachelle Haroldson, University of Minnesota; Gillian Roehrig, University of Minnesota; Janet Dubinsky, University of Minnesota
Abstract:
As part of public health efforts to curtail drug use and associated behaviors, secondary students must understand that addiction is a brain disease that results from drug-induced changes in the cellular processes mediating learning in the brain. The most vivid way to illustrate the effects of drugs is to perform experiments demonstrating their power to influence synapses and behavior. Yet many secondary science teachers have not been trained in neuroscience or to design and lead student-directed investigations on how simple nervous systems respond to drugs. Our team of scientists and science educators developed an inquiry-based neuroscience education professional development program for high school biology teachers on the biological basis of drug abuse.

In this paper we present the structure and format of the neuroscience professional program and provide details about the two-week workshop, classroom follow-up and details on the neuroscience lessons and activities modeled for teachers. Our research focuses on how teachers translated the workshop materials into their high school classrooms. Specifically we asked,

1. What scope and sequence of neuroscience do teachers include into their biology curriculum?

2. Are teachers successful in implementing inquiry-based approaches to teaching neuroscience content?

3. What are the barriers and pathways experienced by teachers in implementing neuroscience in their classrooms?

A mixed-methodology study was used (as defined by Tashakkori & Teddlie, 1998) was used investigate the nature of teachers’ classroom implementation of neuroscience. We share details on the three implementation approaches used by teachers: : Neuroscience as a unit of instruction, Neuroscience sprinkled through the biology course, and Neuroscience to promote inquiry skills.

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Paper number: 10134
NOS and Science Teacher Education: What the Research Reveals about Trends, Conclusions and Future Directions
Principal Author: William (Bill) F McComas, University of Arkansas, mccomas@uark.edu
Co-Authors: Amy R Ricketts, Pennsylvania State University
Abstract:
This presentation will feature a review of the research agenda in NOS and science teacher education during the past fifteen years to present some trends, settled questions, new challenges and implications. It is our hope that attendees can apply what has been learned to their current efforts and/or direct future efforts to address important questions at the intersection of NOS and science teaching. In summary we have found the questions of rationale for and definition of NOS for instructional purposes are answered as is the notion of whether NOS may be effectively taught implicitly or explicitly. Work must increase in how best to educate teachers in nature-of-science content and methods (although pairing with scientists is generally found to be ineffective) and in the development of teachers NOS PCK. The standards have begun to show increased levels of NOS inclusion although at varying states of sophistication with respect to developmental appropriateness. Finally, measuring the effectiveness of NOS instruction in diverse settings and in translating NOS effectively to students through curriculum design, text and other means has been woefully neglected both with teachers as a target and for their students. This session is designed for methods instructors, researchers, and curriculum developers alike will find useful content, and can expect to leave with an up-to-date history and a renewed perspective on this critical aspect of science and science teacher education.
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Paper number: 10065
The Impact of Science Writing Heuristic Teacher Training Programs on Three Different Groups
Principal Author: Mark A McDermott, Wartburg College, mark.mcdermott@wartburg.edu
Co-Authors: Brian Hand, University of Iowa; Cheryl O’Brien, Wartburg College
Abstract:
As contemporary definitions of science literacy emerge promoting student engagement with conceptual understanding, with processes of science, and with communication about science, new teaching practices are needed. Use of the Science Writing Heuristic (SWH) teaching approach has consistently demonstrated benefit for students in attaining this more complete notion of science literacy. In order to promote widespread adoption of the approach, research must begin to focus on the most effective ways to deliver teacher training programs. This presentation will focus on a description of three ongoing SWH training programs designed to encourage three different groups of teachers to utilize the SWH approach. The first group includes secondary science teachers at a large, urban school district. The second group includes elementary teachers at a medium sized rural district, and the third group includes pre-service elementary teachers in a science methods course at a small, liberal arts college. Data collection from the three groups involves measures of beliefs about inquiry practices, measures of beliefs about utilizing writing in science, and measures of beliefs about utilization of the SWH approach. Data analysis will focus on comparing the impact of the training programs on the different groups of teachers to begin to explore what are the most important characteristics in designing effective SWH training programs that lead to consistent implementation in classrooms. Ideally, discussion of results obtained from these settings will encourage discussion about designing and encouraging teacher training programs in general and the different needs for different audiences.
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Paper number: 10166
Preservice Teachers Reflections about Service Learning as an Effective Science Teaching Strategy
Principal Author: James T. McDonald, Central Michigan University, jim.mcdonald@cmich.edu
Abstract:
Preservice elementary teachers enrolled in an elementary science methods course planned and implemented a Family Science experience for parents and their children at a local elementary school. Students had a definite tie with this school since they taught four lessons over the course of the semester to the children who were invited to participate in the activity.

This research study relates students initial notions about service learning and its use an instructional method in science. Prior to the Family Science experience a pre-assessment was given that asked student about they knew about service learning and the importance of being active in the community. During the Family Science experience students had to write a lesson, choose some innovative assessment strategies, and interact with parents which is not a regular component of a field experience. Assignment artifacts were collected that included lesson plans, reflections, a Power Point presentation on what they learned during the experience, and a post assessment, again about service learning and being active in the community.

Students received an overview of service learning and a presentation by the elementary principal about what the school was looking for in the Family Science experience.
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Paper number: 11083
The Importance of Science Expos and Inquiry for the Middle School Student - A Case Study on Student Motivation
Principal Author: Kimberly A McLeod, Bank Street College of Education, kimberly.mcleod1@gmail.com
Co-Authors: Jenny D Ingber, Bank Street College of Education
Abstract:
This study examines project-based scientific inquiry and it’s effect on motivation in middle-school aged students. Project-based scienfic inquiry is an innovative approach to curriculum that attempts to engage students in academic endeavours that are different from the more traditional style of teaching and learning. Research indicates that inquiry-based investigations, such as project-based science, stimulate natural curiosity and bring into play a students’ intrinsic motivation, cultivating an interest in scientific learning and enabling positive engagement (Paris et al.,1998, Pintrich, 2003). Project-based science and authentic student inquiries that lead to “science expos� (SE) or “science fairs� have become broadly practiced in the United States (Bellepanni and Lilly, 1999; Wilson, Cordry and Unline, 2004; Yasar and Baker, 2003). One assumption underlying these practices is that by having the students engage in personally relevant inquiries they will be more motivated to learn science (Alexander, 2008). This study attempts to determine the effect of inquiry and project-based activities used in relation to science fairs (or science expos) on four specific motivational constructs: self-efficacy (students’ confidence in their ability to learn and understand science); task value beliefs (students’ beliefs about the importance of the course of study and its’ use in their world); goal orientation (students’ sense of purpose in achievement and engagement); and affect (students’ level of anxiety or interest). Findings of the study provides evidence that using a project-based science and inquiry approach to learning in science expos does aid in motivating students towards a higher interest in, and understanding of, science.
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Paper number: 11025
Working with Rookies: A case study of Science Teacher Mentors and the impacts of mentoring, face-to-face and online, had on their science instruction and self-efficacy.
Principal Author: Thomas F Meagher, University of Minnesota, meagh014@umn.edu
Abstract:
To gain insight into the world of mentoring new science teachers it is imperative to examine how a veteran science teacher is influenced through his or her work mentoring a new teacher. The impacts of mentoring new teachers have been extensively researched within the literature, documenting many of the factors that may enhance the teaching abilities of new teachers (Ingersoll & Kralik, 2004; Wang & Odell, 2002). A search of the literature reveals an unbalanced representation of research focusing on the influences mentoring may bring to a new teacher while ignoring the impact on the mentor. It is when mentoring is examined within social cognitive learning it is apparent that not only are two individuals working together, but also research needs to investigate both sides of the relationship. Also, since the mentoring relationship is situated within a community of practice, it becomes important to utilize a situated learning theoretical framework in tandem with social cognitive learning to provide the clearest picture of this dynamic social relationship.

This case study seeks to share the impacts experienced by mentors through their work with new teachers and provide balance to the other side of research into the social partnership of mentoring. Five science teachers mentoring new teachers online, through the University of Minnesota’s Science Engineering, Math Mentoring Program (STEMMP) and Science Teacher Induction Network (TIN), participated in this study that explores their experiences through a phenomenographic lens and follows an interpretive research approach. Four main themes emerged that identified how science teacher mentors were impacted from mentoring which included: 1) impacts to their teaching practice, 2) perceptions influenced from feedback 3) enhanced reflection and 4) enhancement of self-efficacy. This case study has implications for improvement of science teacher mentoring programs and policies for professional support of mentor teachers and their mentees.

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Paper number: 10059
Creating RTOP profiles to investigate pre-service science teachers and the teaching of science as inquiry.
Principal Author: Wayne Melville, Lakehead University, wmelvill@lakeheadu.ca
Co-Authors: Todd Campbell, Utah State University, Logan UT, U.S.; Anthony Bartley, Lakehead University, Thunder Bay, Ontario, Canada; Xavier Fazio, Brock University, St. Catharines, Ontario, Canada; Nick Tkaczyk, Lakehead University, Thunder Bay, Ontario, Canada; Antonio Stefanile, Lakehead University, Thunder Bay, Ontario, Canada
Abstract:
This research presentation closely examines the student teaching experience with respect to how teaching science as inquiry is translated into practice across the this critical placement. Videotapes of two teachers were made for each day of their student teaching experience. Each of these videos were rated with the RTOP with one RTOP-trained rater completing all ratings and a second RTOP-trained rater rating 25% of the videos to further establish inter-rater agreement of the primary rater. Based on these profiles, trends across the student teaching semester were examined using graphical, as well as statistical methods. Findings emerging reveal that both student teachers moved toward a common level of RTOP aligned instruction with one student teacher’s ratings decreasing over time and the other increasing. Additionally, specific facets that were found changing most for each teacher differed, with one student teacher declining most with respect to procedural knowledge alignment and the other trending positively in this area. A more comprehensive examination of the trends over time, specifically with timepoint comparsions (e.g. early, mid, late timepoints), will be presented. Through the fine-grained examination of the entire student teaching experience, we expect to reveal trends that may have previously gone undetected without such close study. These findings will be described in greater detail during this presentation as the student teacher participants in the study also participate as researchers and co-presenters.
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Paper number: 10158
Professional Journals as a Source of Information about Teaching NOS: An Examination of Articles Published in Journal of College Science Teaching, 1996-2010
Principal Author: Deepika Menon, University of Missouri, Columbia, MO, dm2qc@mail.missouri.edu
Co-Authors: Somnath Sinha, University of Missouri, Columbia, MO; Deborah L Hanuscin, University of Missouri, Columbia, MO
Abstract:
Recent efforts to reform science education in United States (NRC, 1996) strongly emphasize the understanding of nature of science (NOS), which is also important to achieve greater scientific literacy (AAAS, 1993; NRC, 1996). Despite of the realization of that fact that students’ understanding of NOS is important, there is a gap between how teachers develop their own understanding of NOS and how they teach NOS (Schwartz et al. 2008). In order to teach NOS effectively in pre-college or college classrooms, teachers need appropriate activities, examples, and models of instruction (Abd-El-Khalick and Lederman, 2000), which contribute towards development of pedagogical content knowledge (Shulman,1987) for teaching NOS. One widespread and readily-available source teachers may consult to find appropriate models of teaching practice and example activities is professional journals (Smylie, 1989). The present study investigates articles in Journal of College Science Teaching published 1996-2010 (total n=41) that provide examples of teaching about the NOS in college classrooms. We explored the extent to which these provide appropriate models for teaching NOS and can inform readers’ PCK for teaching NOS. The findings reveal that there was not a diverse representation of examples for teaching specific aspects of NOS outlined in the reforms. The examples of ‘theory and law’ were least found (n=1). Methods of science (n=10) and creativity (n=7) were the most cited in the articles. The analysis further reveals that only 6 out of 41 articles address teaching NOS explicitly. Furthermore, in the articles instructional strategy mostly reflected as content-generic (n=26) wherein NOS is stated as goal for teaching, but fail to provide explicit teaching of NOS. The analysis also focused on identifying components of PCK. In the articles knowledge of assessment is least (n=27) addressed as compared to other components of PCK. The study identifies gaps in the literature for further research.
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Paper number: 10137
Inservice Teachers’ Learning Inquiry and Teaching Preservice Teachers about Inquiry
Principal Author: Felicia M Mensah, Teachers College, Columbia University, moorefe@tc.columbia.edu
Co-Authors: Li-Ling Yang, Roger Williams University
Abstract:
This study reports on findings from a teacher professional development program for inservice elementary teachers and the placement of preservice teachers in their classrooms. The inservice teachers participated in three professional development science workshops on inquiry teaching in the fall semester and following the workshops, they mentored elementary preservice teachers in assessing their level of inquiry science teaching practices in the spring semester. The primary research question for the study was: how do inservice teachers, who are learning to implement inquiry practices in their classrooms, assess and assist elementary preservice teachers in teaching science in inquiry-based ways? The data were collected from fall 2010 to summer 2011, covering one academic school year. The data consisted of professional development reflections from the inquiry workshops, assessment rubrics of science inquiry teaching of the preservice teachers, and classroom observations from the researchers. The preservice teachers also completed reflection forms that were collected at the end of their science methods course. All data from the inservice teachers and the preservice teachers were collected, re-organized, and analyzed (Charmaz, 2006). The findings reflect the learning and development of the inservice teachers to change their science teaching practices, to take-up inquiry-based science teaching in their classrooms, and to assist preservice teachers in teaching inquiry. The evolution of the inservice teachers’ ideas also relate to teaching science and what this means to them as elementary science teachers. Furthermore, we suggest that a starting point to changing teaching practices and implementing inquiry-based teaching practices for elementary teachers may indeed begin with inservice teachers teaching others (i.e., preservice teachers) as they also make sense of inquiry (what is it and how it benefits students learning of science). The findings of the study have implications for inservice teacher professional development and preservice teacher education for elementary science teaching.
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Paper number: 12004
Supporting New STEM Teachers From Recruitment to Inducation
Principal Author: Janice Meyer, The Texas A&M University System, janice.meyer@tamus.edu
Co-Authors: Gilbert Naizer, Texas A&M University - Commerce
Abstract:
In 2009, The Texas A&M Univeristy System implemented the Mid-Career STEM Teacher Recruitment Program and Beginning Teacher Induction and Mentoring Program. New STEM teacher candidates are provided funding for certification and mentoring support through their first year of teaching. Through a partnership with the Texas Regional Collaboratives for Science and Mathematics Teaching, the A&M System recruited and supported more than 60 new STEM teachers for the 2010-2011 year. This session will describe both projects and how this partnership is leveraging funds to support new teachers from certification into their first year of teaching.
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Paper number: 14014
Building an Organism: Change in Program Structure, Teacher Knowledge and Affective Orientation over the Course of a Three Year Cohort Program
Principal Author: Daniel Z Meyer, Illinois Institute of Technology, meyerd@iit.edu
Co-Authors: Martina Nieswandt, Illinois Institute of Technology; Kathryn Race, Race & Associates, Ltd.; Judith Zawojewski, Illinois Institute of Technology; Margaret Kibilko, Illinois Institute of Technology; Joy Kubarek-Sandor, John G. Shedd Aquarium/Illinois Institute of Technology
Abstract:
The Physical Science Initiative (PSI) was a three year, cohort masters program. At the most basic level, the goal of the program was to provide coursework that would allow participants - primarily K-8 teachers- to both qualify for a middle school physical science endorsement and to earn a masters degree. However, the more specific structure and conduct of the program was driven by additional goals and constraints. These included formal and informal criteria, externally imposed requirements and internally valued principles. We use the analogy of “building an organism” to represent the intentional efforts at creating a synergistic system. In this themed paper set, we report on the planning, implementation and change that occurred over the arch of the program and how these variety of factors played out through the history of the project. We organize our findings into three papers. The first paper will use the program as the unit of focus. It will report on the process of designing the program, and how modifications were made as implementation occurred. The second paper will focus on the participating teachers. It will discuss the knowledge growth in the participants over the course of the program. Lastly, the third paper will focus on affective changes among the participants that occurred during the program.
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Paper number: 11070
A Three Part Reflective Exercise for Generating Concept Specific Instructional Ideas
Principal Author: Daniel Z Meyer, Illinois Institute of Technology, meyerd@iit.edu
Abstract:
In this paper we share a three part reflective exercise for science teachers. The exercise was driven by three levels of concern. First, there is the standard desire to move teachers from teacher centered instruction characterized by teacher transmission of information to student centered instruction characterized by deep student understanding. However, we are also concerned that such a goal – or rather the characterization of the goals as focused on students – does not go far enough. A shift to focus on student performance can still keep intact traditional and/or superficial manifestations of the content itself. Therefore, we also take as a goal significant reconsideration by teachers of the conceptual content as well. Finally, while the focus on students has merit, we find it can leave teachers aspirational rather than intentional in their plans for the classroom. Ultimately, while maintaining the focus on student understanding, teachers must come back to considering what they will do in the classrooms to effect student activity. Our assignment has teachers write about, in turn, content, then student understanding, and finally teacher action. For each level, teachers produce a initial draft. The instructor then has an opportunity to prompt further reflection through embedded comments. The teacher then responds to the comments. We will share representational examples of both teacher work and instructor prompts.
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Paper number: 11027
African-American student involvement in science fair competitions

Principal Author: Rhea Miles L Miles, East Carolina University, milesr@ecu.edu
Abstract:
Twenty-two African-American middle school students were participants of the East Carolina Reach Up Scholarship science enrichment program in Eastern North Carolina to increase under-represented and under-served student participation in STEM-related activities. One of the goals of the program was for these students to participate in a science fair competition. Since most of these middle grade students had not participated in science fair competition, the students had to become familiar with designing, implementing, and displaying results of a scientific investigation. To accomplish this task the students conducted experiments led by biology, geology, and chemistry research scientists and graduate students. As a result of the support and encouragement of scientists, graduate students, teachers, and parents, the students developed a positive attitude toward science and 16 of the 22 participants completed science projects which were relevant and of personal interest to them. Five of them qualified to compete at the regional science fair and two of these students placed high enough to compete at the North Carolina state science and engineering fair.
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Paper number: 10086
In-Service Elementary Teachers’ Familiarity and Interest in the Science Process Skills
Principal Author: Erin N Miles, Southern Illinois University Carbondale, ewilson4@siu.edu
Co-Authors: Frackson Mumba, Southern Illinois University Carbondale; Vivien M Chabalengula, Southern Illinois University Carbondale; Kevin C Wise, Southern Illinois University Carbondale
Abstract:
Science process skills form an integral part of scientific inquiry. However, research studies have rarely examined the extent to which teachers are familiar with science process skills, and their levels of interest in learning more about science process skills. Yet, teachers’ levels of familiarity with and interest in learning more about science process skills have an influence on their instructional decisions and practices. Therefore, this study examined the extent to which in-service primary school teachers were familiar with the science process skills, and were interested in learning more about the science process skills. A sample comprised 24 in-service primary school teachers in various public schools in Midwest of the USA. Their teaching experience ranged from 2 to 25 years. At the time of data collection, they were all enrolled in a Master of Science in Mathematics and Science Education degree program at a mid-sized university in Midwest of the USA. The master’s degree program was offered through a Mathematics and Science Partnership project funded by the Department of Education through the State Board of Education. Data was collected through a questionnaire. Teachers were asked to rate their familiarity and interest in the following science process skills: observation, classification, measuring, inferring, hypothesizing, experimenting, identifying variables, formulating models, interpreting data, predicting, controlling variables, graphing, and communication. In general, results show that teachers were highly familiar with but moderately interested in science process skills. However, teachers were more interested in learning more about integrated process skills than basic science process skills. This offers some hope in that this group of teachers is open to addressing deficiencies in their conceptual knowledge of science process skills. The findings have implications for science teaching, learning and teacher education.
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Paper number: 10181
Snow snakes through Adventure Learning: How using a hybrid online environment supports the development of science agency.
Principal Author: Brant G Miller, University of Idaho, bgmiller@uidaho.edu
Co-Authors: Gillian H Roehrig, University of Minnesota; Aaron Doering, University of Minnesota
Abstract:
Science education and the tools available to teach science are becoming ever more diverse in the current technological age. A technological tool (e.g. computer simulations and probeware) needs to be undergirded by sound pedagogy and not left to being implemented as technology for technologies sake (Bull & Bell, 2008). The task of preparing future science teachers therefore can be equally daunting due to the plethora of up and coming technologies and considering how and if these technologies will amplify or transform what is already being done in the science classroom. The Adventure Learning framework (The Learning Technologies Collaborative, 2010) serves as a theoretically grounded curricular tool that can be mobilized to incorporate existing science education technologies and provide sound pedagogical guidelines, while at the same time providing students, teachers, and experts with a contextually rich and authentic, hybrid learning environment. In this paper the Adventure Learning framework will be discussed within the context of how it was used to deliver a culturally based and integrated science, technology, engineering, and mathematics (STEM) curriculum.

In addition, this paper discusses the development of student science agency as a result of experiencing the synched learning opportunities afforded by the AL framework. STEM was viewed as an integrated construct where each discipline works in unison providing students with content and context-specific problems to solve. Science agency was defined as an expressed behavior that illuminates positive dispositions toward STEM for the purposes of taking action in a student’s individual life. A case study research design was used.

Participants in this session will learn about the Adventure Learning framework and how it can be used to teach culturally based STEM content. This session will be of interest to methods instructors, educational researchers, and curriculum developers.

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Paper number: 11007
Intelligent Game-based Learning Environments for Upper Elementary Science Education
Principal Author: James Minogue, North Carolina State University, james_minogue@ncsu.edu
Co-Authors: Brad Mott, North Carolina State University; John Neitfeld, North Carolina State University; Hiller Spires, North Carolina State University; Marc Russo, North Carolina State University; Robert Taylor, North Carolina State University; James Lester, North Carolina State University
Abstract:
It has been suggested that the strategic thinking, problem solving, and decision-making that many video games require of their players can help develop real-world skills demanded in today’s workforce and beyond. Despite recent steady attention to educational games and some growing evidence of its positive affective influences, relatively little is known about the true cognitive impact of educational games. The idea of appropriating high-end commercial game engines for educational purposes is appealing, but in the absence of pedagogically adaptive systems that effectively scaffold learning resulting games, while entertaining, may not lead to improved learning of content. CRYSTAL ISLAND is an action-adventure learning environment that integrates elements from adventure games (a rich storyline, a large cast of characters, exploration, and situational problem-solving) with elements from action games (time pressure, obtaining power-ups, and collecting objects). Gameplay blends problem solving, exploration, puzzle solving, role-playing, and strategic action. Currently, the CRYSTAL ISLAND learning environment’s curriculum focuses on landforms and map skills.

Despite the real-world utility of map interpretation, becoming a skilled map user is cognitively challenging. It is difficult for students to connect what they see in the world to map elements. Understanding space-to-map and map-to-space relations is an important but complex skill to acquire, as is the ability to utilize map elements (including scale, directions, and symbols) and master projective and metric concepts. To address these challenges, the CRYSTAL ISLAND learning environment has being designed to teach map skills through a broad range of guided map interpretation and navigation experiences through unfamiliar, complex terrains in the learning environment’s uncharted island. The proposed interactive poster session will report on the iterative design and testing of an intelligent game-based environment designed to promote problem solving and science learning in upper elementary students (5th grade).

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Paper number: 11045
Combating a Reasoning Thin Curriculum: Preservice Elementary Science Teachers’ Attention to Student Thinking
Principal Author: James Minogue, North Carolina State University, james_minogue@ncsu.edu
Co-Authors: John Bedward, North Carolina State University
Abstract:
Teachers are active decision-makers who draw on complex networks of knowledge, thoughts, and beliefs. Teacher cognition has received steady attention from educational researchers for decades. Examining teacher cognition remains a practically important pursuit and we maintain that careful attention to this psychological context of teaching can help current science education reform efforts take root.

The stage theory of teacher cognition suggests that preservice teachers are not able to attend to their students’ thinking until they have developed a clear identify of themselves as teachers, understand the curriculum they teach, and establish their classroom routines. If this theory of teacher cognition holds true, many preservice teachers do not give student thinking the attention it deserves. We suggest that this endemic lack of attention to student thinking leads to the reasoning thin science experiences that pervade primary classrooms both here and abroad. In this exploratory work we employ a deductive (or directed) content analysis approach to examine preservice elementary teachers (N=57) written responses to a series of simulated recall (i.e. reflection) prompts about their experiences with discrepant events during a science methods course. Our analytic codes, derived from the stage theory of teacher cognition, included self, curriculum, classroom management, and student thinking.

Our results suggest that teachers vary cognitively. While some remained focused on self, curriculum matters, and classroom management issues, we present early evidence of preservice teachers’ ability to attend to student thinking. Limitations of this work and implications for science education programs will be discussed.

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Paper number: 10011
Urban High School Teachers’ Beliefs of Essential Science Teaching Dispositions
Principal Author: Rommel J Miranda, Towson University, rmiranda@towson.edu
Abstract:
This qualitative study addresses the link between urban high school science teachers’ beliefs about essential teaching dispositions and student learning outcomes. This study specifically sought to determine the perceptions that urban high school science teachers hold about what constitutes essential teaching dispositions that might help students do well in science. The study also examined how high school science teachers might exhibit these essential science teaching dispositions in urban science classroom settings.

A maximum variation sample of twelve certified science teachers from six schools in a large urban school district, which represented a range of achievement levels, were interviewed using semi-structured, in-depth interview techniques. All collected data were analyzed using constant comparative analysis.

The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include professionalism, a passion for science and teaching, and a dedication to student learning. This study further illuminates how urban high school science teachers believe educators specifically exhibit these essential science teaching dispositions in urban classrooms.

The implications of these findings are that certain teaching dispositions might play a major role in improving student science achievement in urban schools. The study’s findings might further help to provide direction for moving toward excellence in science teaching and learning in urban settings, serve as a guide to the preparation, and career development of science teachers, and be used to improve the quality of science teacher preparation programs and professional development programs.

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Paper number: 14003
The Confluence of EcoJustice, Socioscientific Issues & Socioscientific Reasoning in Science Teacher Education
Principal Author: Debra B. Mitchell, University of Georgia, dbmitchL@uga.edu
Co-Authors: Rachel A. Luther, University of Georgia; Deborah J. Tippins, University of Georgia; Michael P. Mueller, Universitiy of Georgia; Dana L. Zeidler, University of South Florida; Troy D. Sadler, University of Missouri
Abstract:
Empowering learners to evaluate ecojustice perspectives enables deeper scientific understandings, more meaningful relationships, and an enhanced sense of being, in the classroom, in the community, and in the world. Using sociscientific issues (SSI) and socioscientific reasoning to frame science education serve as methods for this transformation. Incorporating SSI in the science classroom embraces the relationships embedded in cultural, sociopolitical, economic, and ecological characteristics of science. The epistemic space opened by incorporating these holistic methods bring forth the advancement of constructive thinking in science education through considerations of ecological justice for marginal groups and other-than-humans that are many times overlooked.

Science, like life, is a collaborative endeavor, a fluid composition of perspectives from all aspects of life. Enabling young learners to take on these perspectives, thus, in a sense seeing through the eyes of others, allows not only understandings within science but the establishment of virtues of citizenry. The aim of our project is to help students see relevance in the SSI locally and internationally. The idea is that we can situate science education practice as a way to evaluate justice through SSI and socioscientific reasoning. SSI becomes the practice that we engage in with the ultimate goal of analyzing justice issues with students—ideas of fairness for both humans and natural systems with multiple positive outcomes, including skepticism. In this way, there are more integrated/holistic directions for SSI and SSR. The papers within this session present contextualized socioscientific issues, descriptions of the reasoning involved with these issues, and the activities that inform future directions for secondary science education and school reform.

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Paper number: 11003
Purposeful Microteaching on Standards in an ECE/Elementary Science/Math Methods Class
Principal Author: Patricia D Morrell, University of Portland, morrell@up.edu
Abstract:
I teach a combination Early Childhood/Elementary Science and Mathematics methods course. While topics such as cooperative learning, lesson plan writing, curriculum planning, and literacy integration are covered in other classes, these students take only one other “methods” class—a course in art/music methods, which they may take concurrently or subsequent to this course. Hence, there are many general pedagogies for which I am the sole instructor (e.g., inquiry, conceptual change, learning centers). It is difficult to cover both ubiquitous methods topics, as well as specific science and math content-area concerns, in a one semester-long course. One way that I have used successfully to help achieve this is the use of an assignment that combines peer teaching, microteaching, and inquiry with the national standards for mathematics and science. Students form their own groups of three to four and sign up for a presentation on a specific math or science standard. A sign-up sheet is prepared in advance and circulated among the students during the first class period. Each group is to design a presentation for the whole group which (a) summarizes their particular math or science standard (both at the national and state levels) and (b) engages the class in an inquiry-based activity associated with that standard and would be appropriate for use with ECE and/or elementary aged children. The students enjoy the co-planning, listening to each other present, being engaged in classroom-ready activities, and the debriefing that accompanies each of the presentations. It also is an efficient way to review all the content standards and for me to tailor my instruction on the specific topics the students genuinely need.
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Paper number: 11031
Helping Teachers with Climate Change
Principal Author: Patricia D Morrell, University of Portland, morrell@up.edu
Co-Authors: Kari O’Connell, Oregon Natural Resource Education Program/Oregon State University
Abstract:
A year-long professional development experience on climate change was designed to help teachers strengthen their own understanding about climate change and impact their classroom instruction. The PD was multi-layered and had five separate parts, four of them being completed in the summer and the last one the following spring. The first meeting (June) consisted of a traditional three-day PD, where teachers listened to presentations from a variety of climate change scientists, were engaged in some potential classroom activities on the topics, and interacted with each other to form a learning community. Several weeks later (July), the teachers, working in pairs, went to one of three research sites and worked side by side with the climate change scientists helping them with a research project. These research experiences were two weeks in length. Session three was shortly after the research experience (also in July) and was designed to have all teachers experience climate change research occurring in two different areas: the ocean and the forest. Teachers convened at the marine research facility for one day, followed by a day at an experimental forest, to provide them all with on-site exposure to different types of climate change research, modeling, and information. The fourth module occurred in mid-August and was a two-day experience. Teachers learned about climate change modeling from yet another perspective (Arctic researchers) and had time to work on creating a thematic unit involving climate change that they would use in their instruction in the upcoming academic year. Through the school year, teachers were encouraged to be in contact with each other, the scientist partners, and the conference leaders; a web site was designed for communication purposes and for posting of resources. In the spring, the teachers convened to share their units and discuss their successes and suggestions for improvement.
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Paper number: 10156
Scientists in Teacher Professional Development: Scientists’ Views about Teaching Science and Partnerships with Teachers
Principal Author: Judith A Morrison, Washington State University, jmorriso@tricity.wsu.edu
Abstract:
In this research project, seven scientists who had been involved in a summer course for science teachers at a research facility were interviewed to establish their views on science education and how professional development experiences involving both scientists and teachers might impact how science is taught. During the summer course, teachers job-shadowed scientists, interviewed scientists, and two scientists were involved with the science educator in presentation of the course. The scientists were asked about their experiences with the teachers during the summer course, their estimation of the value of scientists-teacher partnerships, their recommendations for future science teacher professional development, and their views on improving science education in general. Data collected from the interviews were divided into two themes: a) the scientists’ estimation of what teachers gained from the professional development experiences and b) the scientists’ views about science education in general and the preparation of science teachers. The views held by scientists regarding teachers’ learning through the professional development were then categorized into three main categories, the teachers’ understanding of : a) the use of mathematics in science, b) how scientists are no different from other people, and c) the nature of science. The scientists felt teachers learned important aspects about “real” science such as how much math is used when doing science, why scientists choose to go into science, and the schooling they went through. The scientists provided teachers with validation of the nature of science concepts that were important parts of their professional development experience. According to the scientists interviewed, through the teachers’ discussions with scientists and observations of their work, the teachers were able to come to a better understanding about these important aspects of science. The views of the scientists on science education and preparing teachers to teach science had a general theme of project-based science.
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Paper number: 10167
Teachers’ translations of their improved nature of science views into instruction
Principal Author: Bridget K. Mulvey, University of Virginia, bkm2x@virginia.edu
Co-Authors: Randy L. Bell, University of Virginia
Abstract:
This study explored how an explicit process skills-based approach, coupled with the creation of video-based reflections, impacted teachers’ NOS views and the frequency and effectiveness of their NOS instruction.

Participants were all 25 middle school science teachers who completed a week-long NOS and inquiry professional development course and associated follow-up assignments including creating two video reflections of their own instruction (one NOS reflection in the fall and one inquiry reflection in the spring). Data sources include a combined modified VNOS-B and VOSI questionnaire administered pre- and post-instruction, three interviews exploring participants’ NOS views and instruction, and two video reflections.

Participants’ pre- and post-instruction NOS views were categorized as alternative, transitional, or informed using systematic data analysis (Miles & Huberman, 1994) of questionnaire responses. Participants’ interview responses served as a member-check of the change in questionnaire responses. Video reflections and additional interviews were analyzed using a constant comparative method.

Results indicated that the participants held many non-informed NOS views and almost none taught the NOS prior to taking the course. Post-instruction, participants’ responses indicated substantially more informed NOS views. By the end of the school year following instruction, all participants taught the NOS explicitly. Additionally, most integrated explicit NOS instruction regularly.

All participants who planned to continue teaching anticipated teaching the NOS explicitly again the following school year. The most common reasons supporting their decision to teach the NOS included that incorporating process skill-based NOS instruction helped make their classes more student-centered, engaging, and helped students make sense of science. Furthermore, teachers noted that having to video-record and evaluate their own NOS instruction made them more likely to try out the strategies learned in the course. After being required to attempt NOS instruction, participants perceived their classroom NOS instruction as successful, which encouraged them to continue to teach the NOS.

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Paper number: 13007
How effective are concept maps for assessing teachers’ understanding of ecological concepts?
Principal Author: Miriam Munck, Eastern Oregon University, mmunck@eou.edu
Co-Authors: Donna Rainboth, Eastern Oregon University
Abstract:
Assessment conveys much about what we, as science teacher educators, value and belief about pedagogy, and these values are recognized and internalized (Mintzes, Wandersee, & Novak, 2001) by our science teacher students. Assessing conceptual understanding using concepts maps is a strategy that promotes constructivist pedagogy and understanding of concepts and was derived from cognitive science and constructivist learning theory (Ausubel, Novak & Hanesian, 1978) and are advantageous in determining what information is remembered, how students are organizing , interpreting and internalizing concepts (Zak & Muson, 2008). This study examines the use of concepts maps to investigate teachers understanding of ecological concepts in an environmental engineering context. Teachers use concept maps to explain relationships between and within waste water treatment plants and wetlands in cleaning waste water.
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Paper number: 11092
Undergraduate Science Methods Syllabus
Principal Author: Miriam Munck, Eastern Oregon University, mmunck@eou.edu
Co-Authors: Donna Rainboth, Eastern Oregon University
Abstract:
This poster presentation will provide the course syllabus from an undergraduate elementary teacher education program one credit course syllabus. Samples of student work in learning inquiry utilizing Project WET and PLT, writing children’s books to learn and explore science from the views of an elementary students, learning engineering teaching strategies by experiencing engineering as a learner, and writing a narrative ’Science in My Life’ to help students recognize and challenge their preconceived understandings of how science should be taught in the elementary school, will be showcased.
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Paper number: 10180
Creating Competent STEM Elementary Teachers
Principal Author: Tony P Murphy, National Center for STEM Elementary Education, St. Catherine University, apmurphy@stkate.edu
Abstract:
A collaborative of STEM (Science, Technology, Engineering and Mathematics) and Education faculty developed a STEM Certificate aimed at elementary education majors. The certificate is comprised of three interdisciplinary, team taught, lab-based courses; Environmental Biology, Chemistry of Life, and Engineering in Your World. The biology and chemistry courses are inquiry-based, while the engineering course is project-based. Each of the courses is co-taught by a faculty member in STEM and a faculty member in Education. The goal of the certificate is to improve elementary education majors’ STEM competence and confidence. Initial assessment results showed significant gains in confidence, and competence based on knowledge test items. Curriculum continues to be refined based on assessments and changing state and national education standards.
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Paper number: 10140
Native American Students’ Understanding of Geologic Time Scale: 4-8th grade students’ understandings of earth’s history
Principal Author: Younkyeong Nam, University of Minnesota, younkyeong@gmail.com
Co-Authors: Engin Karahan, University of Minnesota; Gillian H Roehrig, University of Minnesota; Tamara Moore, University of Minnesota
Abstract:
Geologic time scale is very important concept for understanding earth system events such as global climate change. However, understanding of geologic time scale in a relationship of human history is very difficult because of relatively short period of human existence in earth history. Understanding of global climate change requires both understanding of long term geological event and short term human impact on earth environment. This study presents Native American students’ understandings of geologic time scale by examining students’ understandings of relative time and absolute time of earth event and human history. This study shows that students’ understandings of earth geologic event is based on relative order of earth history that is a series of several events on earth such as formation of the environment for living things, extinction of dinosaurs, last ice age, and human history. More importantly, they understand human history based on their own culture and history.
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Paper number: 10143
The use of a novel science observation rubric in the development of pre-service teachers with the potential for evaluative purposes
Principal Author: Imelda Nava, UCLA, imeldaln@gmail.com
Co-Authors: Jaime Park, UCLA; Mollie Appelgate, UCLA
Abstract:
A science observation rubric is presented for the intention of being one measure in a multiple measure framework to evaluate teacher effectiveness. The major domains include scientific rigor, scientific discourse, equitable access to content, and classroom ecology. However, this study focuses on the use of the rubric to evaluate a cadre of pre-service teachers in a teacher residency program – UCLA IMPACT. Ten pre-service teachers were collectively observed 49 times during the course of the academic year. The pre-service teachers complete their residency in urban schools under the guidance of a mentor teacher he or she has worked with since the beginning of the academic year. Preliminary results demonstrate that equitable access to content is the domain with the lowest average scores and classroom ecology showing the greatest average value. This tool has potential uses for science teacher educators in the field as well as public schools and independent education organizations.
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Paper number: 14011
A Heuristic for Describing and Interpreting Reflection in Science Teacher Education Programs

Principal Author: Frederick Nelson, University of Florida, f.nelson@unf.edu
Abstract:
While the importance of the development of reflection in science teacher education programs is widely acknowledged, articulations of the frameworks and the strategies guiding development in preservice teachers are less clear. To facilitate understanding, I present a heuristic to describe and interpret the construct in two dimensions: orientations to and components of reflection. The orientation dimension considers the increasing complexity of reflective thought. To characterize this complexity, I adopted Valli’s (1997) five types of reflection in teacher education: technical, reflection-in and on-action, deliberative, personalistic, and critical. Technical reflection involves explicit attention to the development of specific teaching behaviors, with performance criteria determined by an external authority. Reflection-in and on-action manifests Schön’s approach (1983) where the conditions of the setting for reflective practice are carefully structured. Deliberative reflection considers the development of the teacher as an effective classroom decision maker through communication and relationships with students. The personalistic orientation is a more introspective one, with attention to issues of personal growth. The critical orientation addresses problems of oppression and empowerment in society. In contrast to these more philosophical orientations, the components dimension describes how reflective practice is implemented in teacher education programs. Four components are considered: stimuli, content, process, and outcome. Stimuli are those course and program activities that engage preservice teachers in reflection. Content are those ideas and topics about which preservice teachers write and discuss. The process of reflection consists of the methods and structure employed to learn how to reflect. Outcome is the purpose of reflection. These two dimensions are organized into a heuristic that contains descriptors for each combination of components and orientations. This heuristic is useful in identifying and understanding approaches to reflection in teacher education programs, from analysis of program and course documents that describe specific components such as methods course assignments and practicum experiences.
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Paper number: 14012
Areas of Congruence in the Orientations to Reflection Held by Science Educators and the Teacher Education Program in Which They Teach
Principal Author: Frederick Nelson, University of Florida, f.nelson@unf.edu
Co-Authors: Stephen Burgin, University of Florida; Michelle Klosterman, Wake Forest University
Abstract:
In the past three decades, the teacher education community has embraced the construct of reflection as a vital part of teacher preparation. There is, however, a lack of empirical research regarding how reflection is conceived and implemented. Of interest in this inquiry are the articulations of the frameworks science educators employ to teach their preservice science teachers to reflect. Since researchers have posited that reflection is highly important in preservice science teacher development, it is useful to characterize science educators’ conceptions of and intentions for the teaching of reflection. In this study, we compared the orientation to reflection advocated by a university-based science teacher education program that prioritizes the development of reflective practice with the personal orientations to reflection held by science educators with experience in that program. Recognizing teacher educators’ own engagement in reflective practice is important in understanding their facilitation of reflection with their students. We employed a heuristic to describe and interpret reflection in teacher education programs in terms of two dimensions: orientations to and components of reflection. The orientations dimension characterizes the increasing complexity of reflective thought, adopting Valli’s (1997) five types: technical, reflection-in and on-action, deliberative, personalistic, and critical. The components dimension considers how learning to reflect is facilitated in the teacher education program through experiences such as course assignments and practicum activities. Four separate components are included in the heuristic: stimuli, content, process, and outcome of reflection. The heuristic was applied as a set of typological analysis categories to program and course documents and interviews to determine orientations. We attempt to identify sources of incongruence between program and faculty orientations, and discuss the implications of these findings on the design and implementation of science teacher education programs.
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Paper number: 10026
Green science teachers: Earth smarts as a tool for teacher education.
Principal Author: Bryan H. Nichols, University of South Florida, bryanhnichols@gmail.com
Abstract:
This talk covers how teacher educators can use earth smarts, a freely available educational framework that describes the qualities we need to justly maintain or improve our quality of life in a changing world. The earth smarts construct emerged from an extensive review and analysis of topics related to environmental literacy, ecological consciousness and sustainability. Earth smarts is non-partisan – grounded in maintaining quality of life, it is based on respect and justice as fairness. The interrelated, transdisciplinary components were refined and clarified using a variety of systems analyses, followed by ongoing input from a range of experts for validation and localization.

Earth smarts includes four primary domains – the first two are mostly familiar from classrooms: concepts (which include historical ecology, thermodynamics and earth science) and competencies (including scientific reasoning, community skills, and systems thinking). The second two include affective and moral elements, and are more common in place-based and environmental education programs: a sense of place (including local and global awareness, self-efficacy and emotional attachment) and values (including moral development beyond dualism, justice as fairness, and respect for other people, species, cultures & ecosystems).

This presentation will highlight ways that earth smarts, a kind of street smarts writ large, provides a framework that teacher educators, curriculum designers and researchers can use to help “green” their efforts. Earth smarts was designed to be useful across cultures and bioregions – it does not specify behaviors, as there are many ways to achieve sustainability. The components provide plenty of room for creativity and localization, while remaining concrete enough to work within the realities of standards-based testing. Designed with open source software and freely available under Creative Commons attribution licensing (CC BY), earth smarts can help educators and students develop the qualities that will help them thrive in a changing world.
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Paper number: 10112
From Elementary Teacher to Science Teacher: K-8 Teachers’ Identity Development during a 3-Year Physical Science Masters Program.
Principal Author: Martina Nieswandt, Illinois Institute of Technology, mnieswandt@gmail.com
Co-Authors: Joy Kubarek-Sandor, Illinois Institute of Technology; Margaret Stanfield, Illinois Institute of Technology
Abstract:
This qualitative study explored how a group of K-8 teachers’ (n=17) understanding of teacher-self (identity) developed throughout a 3-year cohort masters program emphasizing physical science (Physical Science Initiative, PSI) and leading to a middle school physical science endorsement. We view identity as a negotiation between the self, other people and the context in which people live and work.

Results show that at the beginning of the PSI program all participants perceived themselves as members of the K-8 teacher community as expected. At the end of the program 13 described themselves as science middle or science elementary teacher, two as K-8 teachers who teach science, and two as general educators for whom science is an important teaching subject. The more peripheral membership of four of our participants was reflected in their general goals for teaching (e.g., preparing students for the next level of schooling, or providing a safe and respectful learning environment). Science was one of the school subjects achieving these goals but not particularly the pristine one.

Some themes emerged across all participants such as their strong desire for personal challenges within their professional life and their confidence in their scientific knowledge. The latter was expressed through beliefs of feeling prepared to answer students’ questions about scientific phenomena; participants’ efforts to integrate current scientific topics (e.g., tsunami, earthquake in Japan, oil spill in the Golf of Mexico) in their teaching; and attempts to make science more relevant through projects such as reducing waste in the classroom or participating in Space Shuttle programs.

During the presentation we will describe in more detail how the pathway to community membership as science teacher was achieved, highlight patters across participants, and barriers for crossing communities of practice. We will finish our presentation with what has been learned for future programs and professional development

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Paper number: 10068
The Implicit Communication of Nature of Science through Teacher Hedging
Principal Author: Alandeom W. Oliveira, State University of New York at Albany, aoliveira@albany.edu
Co-Authors: Valarie L. Akerson, Indiana University Bloomington; Huseyin Colak, Northeastern Illinois University
Abstract:
This study explores how the oral language used by three elementary teachers facilitating science inquiry discussions implicitly communicates the tentative nature of science. More specifically, we examine hidden messages implied or cued by hedges (tentative words such as maybe) found in teachers’ oral statements. Our video-based, micro-ethnographic analysis revealed that teachers’ employment of plausibility shields (expressions such as I think, maybe, and possibly that indicate a degree of doubt about the validity of claims made) was invariably more frequent during implementation of the post-institute inquiry lessons. These higher frequencies suggest the three elementary teachers adopted inquiry-based oral practices with a higher degree of tentativeness after the institute. In contrast, our quantitative comparisons revealed that teachers’ use of approximators (words such as approximately, roughly, often, and occasionally that attach vagueness and imprecision to claims made) did not change substantially. Moreover, one teacher made increased employment of the mental verb think while uttering post-institute inquiry-based directives, implicitly attaching a degree of tentativeness to students’ investigative efforts. In contrast, the second teacher made increased use of the approximators thing, something and anything, attaching a higher degree of indirectness and vagueness to her instructions about the post-institute investigative activities, affording students space to specify the nature of their inquiries according to their own personal interests. And, the third teacher’s questioning became more tentative through the use of higher frequencies of plausibility shields (maybe, possibly) in post-institute lessons. It is argued that science teachers should be provided with professional development opportunities that can increase their awareness of the risk of NOS miscommunication during science inquiry discussions and help them translate informed NOS understandings into effective discourse practice.
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Paper number: 10200
“Accomplished Teachers Make It Look So Easy” Educating Career Changers Transitioning to Secondary STEM Teaching
Principal Author: Alan W Oliveira, State University of New York at Albany, AOliveira@uamail.albany.edu
Co-Authors: Catherine Snyder, Union Graduate College
Abstract:
Jack Mezirow’s Transformative Learning Theory (TLT) undergirds the analysis of this qualitative case study (2000). Four women career changers in STEM fields were followed for three years as they participated in a yearlong teacher preparation program and then transitioned to teaching. Focus was on the challenges faced by the career changers and the supports attributed to their success. TLT illuminates the transitions made by participants as they reoriented themselves to secondary teaching. Findings indicate the transition was deeply stressful and that this stress was unanticipated; the length of the teacher preparation program, including a full-year internship, was requisite to their success; the community building aspects of the program, including the cohort model, played an integral role in participants willingness to trust in themselves; reflective writing and discourse among the program participants and faculty played a central role in their willingness to pursue teaching. Using the ten phases of TLT, the authors step the reader through the transitions made by the participants as they retooled from successful STEM field jobs to novice secondary STEM teachers. The findings are contrasted with recent trends toward alternative certification programs. New York State, which recently approved new pathways for STEM professionals, is highlighted as one example. The authors contend that alternative certification programs do not properly prepare most professionals for the demands of a career in teaching. In order to increase the likelihood that STEM professionals who decide to become teachers stay in the classroom, their teacher preparation needs to be recursive, relevant, emancipatory and associative. Of these characteristics which emerged as integral to the participants’ success, only relevance is found in the alternative certification programs now proliferating state education policy. The authors suggest that attention be paid to alternative pathways to teaching to critically evaluate their value to the field of STEM education.
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Paper number: 10123
Inquiry and models: The case of melting ice cubes.
Principal Author: Mark Olson, Oakland University, olson2@oakland.edu
Abstract:
Significant work by Windschitl and colleagues has demonstrated that many preservice teachers, though adept at facile interactions around the notion of a “scientific method,” are nevertheless challenged to make practical use of conceptual models as part of investigations. Such models are the basis upon which functional explanations in science are created (Gilbert, Boulter, & Rutherford, 1998) and are essential for improving the quality of inquiry instruction and inquiry learning in schools (Windschitl, Thompson, & Braaten, 2008b). Other studies have also demonstrated that teachers have significant shortcomings when questioned about their knowledge of nature of science (NOS) and other domains important for quality teaching (e.g. Abd-El-Khalick & BouJaoude, 1997). In this paper, I present an activity that requires the articulation and empirical testing of a conceptual model of a natural phenomenon. This activity has several advantages over extended research investigations used for similar purposes (Windschitl 2004). It is limited in scope, it’s simple to prepare and conduct, and it highlights important and central features of model-based reasoning without the added complexity of an extended project. It also provides a clear example for preservice secondary science teachers for the need to connect observations/evidence to a conceptual model in order to make and test hypotheses, and ultimately develop a conceptual, scientific explanation. The import of this activity is that it provides both powerful learning experience as an example of guided inquiry, and it clearly illustrates the relationship between conceptual models and productive inquiry. Implications for the articulation of secondary science teacher content knowledge for teaching are also addressed.

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Paper number: 11080
Using McKeon’s Modes of Thought for Analysis and Development of Elementary Science Methods Courses
Principal Author: Joanne K. Olson, Iowa State University, jkolson@iastate.edu
Abstract:
Richard McKeon’s work in the nature of philosophy has been used in several disciplines to analyze philosophical positions. McKeon noted that any problem, taken deeply enough, becomes a philosophical problem. The problems facing science education that appear to be based on political whim or personalities also have a philosophical basis. For example, policy makers have criticized education researchers for not providing a list of “what works” in education. Teacher education is held to increasing standards while “back door” routes such as Teach for America are promoted. Even methods professors do not appear to have consensus on how science teachers should be prepared. With regard to each question, worth considering is the philosophical underpinnings of these arguments and our work. What assumptions do we make about knowledge, the learner, and what is knowable? What philosophical positions underlie the arguments of others? Our philosophical orientation and the way in which it expresses itself in our work and our courses is often tacit. A framework developed by McKeon to identify the landscape of philosophical positions is useful in making tacit assumptions explicit. When such assumptions are explicit, they can be analyzed in light of other possible positions, helping us better identify weaknesses in our own position and understand why others differently approach the same challenge. This paper provides an introduction to McKeon’s work and illustrates its use with the example of an elementary science methods course. The course is analyzed using McKeon’s Modes of Thought to illustrate how the underlying assumptions of the course can be identified. This provides a sense of the extent of intellectual coherence within the course, as well as possible conflicts with other courses in the program. The value of intellectual pluralism and assisting students in navigating what may appear to be contradictory messages in teacher education is addressed.
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Paper number: 10042
An Investigation of Teacher Certification Tests for Elementary School Teachers
Principal Author: Charlotte A Otto, University of Michigan-Dearborn, everetts@umd.umich.edu
Co-Authors: Suria H Beydoun, University of Michigan-Dearborn; Susan A Everett, University of Michigan-Dearborn
Abstract:
We examined the details of each state’s elementary education certification test for subject matter knowledge including the type of science content, the percent and number of questions devoted to science, the level of sample test questions and whether or not pre-service teachers could pass the certification exam without passing questions related to science content. We found that two test contractors, Educational Testing Service (ETS) and Pearson Education, handle this type of testing with 35 states using Praxis II-Elementary Education Content Knowledge and the remainder of the states using a custom test from Pearson Education. On the Praxis test, cut scores ranged from 137-168 and the number of science questions ranged from 11-30. On the Pearson tests, cut scores ranged from 220-240 and varied from 11-45 questions in science. According to Bloom’s taxonomy, the types of questions in the study guides for Pearson tests are knowledge, comprehension, application, analysis and evaluation based while sample questions for the Praxis test are at the knowledge level. We found that future elementary teachers are not required to demonstrate subject matter mastery in science in order to pass the certification test.
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Paper number: 10151
Engineered Teaching & Learning Environments for STEM Related Educational Programs
Principal Author: Elsie Ovrahim, Museum of Science and Industry, elsie.ovrahim@msichicago.org
Abstract:

Understanding cognitive learning styles and incorporating pedagogical practices strategically are essential to providing educational experiences that support academic success. In many model’s of teaching and learning, students can experience increased educational dissonance; contributing further to disengagement and failure, rather than to deeper comprehension and success. Educators can be overwhelmed by the integration of various learning styles and how to effectively identify and harness pedagogical practices can be a challenge.

As an attempt to change teaching practice towards an approach that engineers a teaching and learning environment mindfully, a teaching methodology that incorporates and defines certain components of this model is essential. Exploring and identifying cognitive relational and analytical learning styles can harness rich learning experiences. Intentionally integrating specific pedagogical practices promotes science engagement. For example, learning styles that are person-centered vary specifically from learning styles that are object-centered. Inquiry practices produce results that are very different than student cultural value’s integration practices.

Educators will gain an understanding of the 3 major components of the engineered model and reflect on how this model may provide rich learning experiences with observably increased student engagement. The mindful use of this model is a focused framework that allows for a changed teaching practice to occur.

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Paper number: 11085
Promoting the Use of Outdoor Learning Spaces by Elementary Preservice Teachers in a Science Methods Course
Principal Author: George E. O’Brien, Florida International University, obrieng@fiu.edu
Abstract:
The authors have designed several learner-centered, investigations which encompass place-based inquiry (Sarkar and Frazier 2010, Sobel 2004). The integrated environmental and science education approach encourages active participation by preservice teachers in real-world contexts and issues from which concepts and skills can be learned (NAAEE, 2004, Sarkar and Frazier 2010). The focus of the presentation is to show the audience the design, orientation, and participants responses to the inquiry investigations. In addition, an exploratory study will examine the understandings, skills, and dispositions of 56 preservice elementary teachers enrolled in two sections of a seven-week science methods course in an urban institution, taught by three instructors, one is an author of this study. The course is a required upper division three-credit course in a bachelor of science in elementary education program taken prior to student teaching. A concurrent requisite is placement in a local school district elementary school. The course included most of the elements and major topics found in science methods courses for preservice urban elementary teachers (Moscovici and Osisioma 2008), but additionally included other elements. The course used culture and scientific habits of mind (e.g., curiosity, openness, skepticism) (AAAS 1989, Settlage and Southerland 2007) and reflection orientation (Abell and Bryan 1997) as starting points in the study of content and methods of teaching elementary grades science. Observations by the instructors, and student written reflections indicate enhanced scientific habits of mind and growing appreciation for science culture. Authors will present a poster session and have a paper for audience members.
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Paper number: 10103
Beginning teachers’ painful but fruitful struggling toward the profession of scientific inquiry
Principal Author: Young-Shin Park, Chosun University, parkys@chosun.ac.kr
Abstract:
This study was to explore how beginning teacher struggle and survive to be professional in teaching science as inquiry. The questionnaire developed by the researcher was used to capture 47 beginning teachers’ view about scientific inquiry first before implementing induction program developed by the researcher, which was called ‘authentic scientific inquiry into the classroom’. On the basis of participants’ responses from questionnaire, 5 volunteering beginning teachers were selected to see its consistency between theories and practices of scientific inquiry through classroom observations, which happened two or three times after each seminar by the research. The results were as follows; (1) In the beginning of this study, the majority understandings about scientific inquiry was ‘hands-on’ perceived by participants. (2) In the middle, the understandings about scientific inquiry seemed to be changing into ‘minds-on, as well ‘as ‘hearts-on’ beyond the ‘hands-on’ about scientific inquiry of the content of plate tectonics. (3) However, it was shown that newly formed understandings about scientific inquiry was not explicitly embedded into their practices right away, instead participants selected more ‘hands-on’ teaching strategy again rather than other two (minds-on and hearts-on) in teaching ‘air-pressure’ again even. (4) Participants struggled to survive from the conflict between theory and practice through consulting process with the researcher, during which participants kept reflecting on their theories and practices of scientific inquiry to be professional. Participants tried to implement chances for students’ experience the nature of science and argumentation, through which students could meet the goal of scientific literacy. For conclusion, beginning teachers must be given mandatory ‘induction program’ where they can reflect on their values, theories and practices to develop their professional career of science teaching, since ‘teachers’ themselves nobody else can provide students with opportunities of experiencing authentic scientific inquiry beyond the ‘hands-on’ in the classroom.
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Paper number: 10234
Developing Essential Features of Science Teachers¡¯ Profession:

The development of POCoM (Practical On-site Cooperation Model)

Principal Author: Jongwon Park, chonnam national university, jwpark94@chonnam.ac.kr
Co-Authors: Young-Shin Park, Chosun University; Youngmin Kim, Pusan National University; Jong-Seok Park, Kyungpook National University; Jin-Su Jeong, Daegu University
Abstract:
This study was to explore middle school teachers¡¯ practices of science teaching in the context of science lecture/laboratory through class observations and extract essential features profiling teachers¡¯ teaching practices of profession through the interaction with science educators by consulting processes. For this purpose, 4 science educators observed one lesson performed by 4 different backgrounds of science teachers to develop observational protocols emerging from each participant¡¯s practices of science teaching at two different context of lecture and laboratory each, where the research team could capture some components of practices which could be promoted or appropriated toward teaching profession. Those eight science teachers-4 different background (physics, chemistry, biology, and earth science) and 2 different contexts of science teaching (lecture and laboratory) - were observed again 5 times of teaching in a sequence at different classes but same grade with the same content of lesson within a week on the basis of pre-made observational protocols. The 4 science educators interacted with 8 science teachers to help them enhance their teaching practices of profession accompanied by theories as well. The processes of experts¡¯ consulting, teachers¡¯ reflecting, and enhancing practices as well as theories on the On-Site context of collaborative interaction for the profession of science teaching will be illustrated. The factors influencing or hindering teachers¡¯ profession in the context of Korean classrooms will be introduced with implication in science education.
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Paper number: 11030
A Differentiated Approach to K-8 STEM Teacher Education
Principal Author: Carolyn A Parker, The Johns Hopkins University School of Education, carolyn.parker@jhu.edu
Co-Authors: Francine W Johnson, The Johns Hopkins University School of Education
Abstract:
A novel STEM certificate program offered by the Johns Hopkins School of Education will be presented. The coursework for the certificate comes: the K-8 Lead Teachers Certificate in Mathematics and the K-8 Lead Teacher Certificate in Science. Both certificate programs incorporate a problem-solving approach that incorporates all of the STEM disciplines.

The specific courses that each candidate will take will be determined by an individual needs assessment. The individual assessment will be based on previous coursework and experiences of each teacher and the subjects the teacher has or will be teaching in his/her classroom. All teachers in the program would be required to take the Integrated Mathematics and Science Applications for K-8 Lead Teachers course, which applies mathematical concepts to science and engineering disciplines while integrating technology. Each course within the certificate emphasizes a problem-based, project-based approach, which allows for exploration, inquiry, problem solving, and critical thinking. Research has provided evidence that a problem-based, project-based approach results in improved learning outcomes (Hmelo-Silver, Duncan & Chinn, 2007, Barrows, 1994). It is argued that students who engage in rich cross-disciplinary experiences will have a deeper conceptual understanding of science (Starkman, 2007; Schwartz, 1998), and many scholars suggest that in order for students to be fully prepared for careers in the future they must be capable of thinking across disciplinary boundaries (Berry, et.al., 2005; Stephen & Gallagher, 1997).

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Paper number: 10029
INTEGRATION OF MATHEMATICS IN A PROFESSIONAL DEVELOPMENT PROGRAM FOR MIDDLE SCHOOL SCIENCE TEACHERS

Principal Author: Lois H. Peck, University of the Sciences, l.peck@usp.edu
Co-Authors: Amy Kimchuk, University of the Sciences
Abstract:
The Summer Institute for Middle School Science Teacher was designed to address the professional development needs of under-prepared School District of Philadelphia middle school science teachers. University faculty from the Departments of Biological Sciences, Chemistry and Biochemistry, and Mathematics, Physics and Statistics created a professional development model that provided an interactive learning environment where teachers deepen their understanding of science and mathematics content and pedagogy. The institute gave teachers the opportunity to experience an integrated science and mathematics professional development curriculum. University faculty challenged the teachers to elevate the level of their science teaching by integrating mathematics principles in their inquiry-based lessons, and to increase student interest in science and mathematics. University faculty and middle school teachers partnered to develop a learning community where they shared a vision of teaching and learning grounded in research and practitioner knowledge. Participants were prepared to take leadership roles, adapting the school district’s standards-based curriculum to meet the unique climate of their schools, considering critical issues of raising science performance. The knowledge gained by middle school teachers through participation in the Summer Institute increased confidence, content area knowledge and teaching skills, the ultimate benefactors will be the students in the School District of Philadelphia.

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Paper number: 10078
Importance of Differentiating for the Higher Level Process Skills of Science During Science Instruction for Talented and Gifted Learners
Principal Author: John L Pecore, Institute for Biomedical Philosophy and Temple University, jlpscience@aol.com
Co-Authors: Wesley D Thompson, Institute for Biomedical Philosophy; Melissa K Demetrikopoulos , Institute for Biomedical Philosophy
Abstract:
Science Instruction often focuses on content knowledge with students being expected to memorize numerous facts and figures that relate to the natural world. In many instances, talented and gifted (TAG) education consists of either having gifted learners process greater quantities of content (enrichment) or having them memorize the various fact and figures at a younger age (acceleration). However, the facts of science are in constant flux such that much of what students are taught during their precollege years may no longer be scientifically accepted by the time they either enter or complete college. For example, many of us learned that there were nine planets in our solar system and that single cell animals were the simplest animals. However now we are taught that there are eight planets in the solar system since Pluto is no longer classified as a planet; and the concept of single celled animals is nonexistent due to the fact that there is a separate Kingdom for all single celled eukaryotes. While the content of science is constantly evolving, general process skills of science are long-standing. Many components of these process skills are important for all students to learn including such things as careful observation and measurement. However, the ability of scientists to ask the right questions, to discern the way to investigate these questions, and to evaluate their findings is what sets them apart from the technician who can carefully follow a set of experimental procedures. It is critical for gifted learners to be taught how to think logically and to reason rather than to be taught strategies to memorize a set of potentially irrelevant facts. Thus, these higher level Process Skills of Science should be emphasized with gifted learners through differentiated instruction rather than having the focus of TAG education being on content knowledge accumulation.
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Paper number: 10179
Pioneers of Science Education
Principal Author: Jon E Pedersen, University of Nebraska-Lincoln, jpedersen2@unlnotes.unl.edu
Co-Authors: Barbara S. Spector, University of South Florida; Paul C Jablon, Lesley University; Kevin Finson, Bradley University
Abstract:
In the United States, there is a long and rich tradition of science education. This tradition includes the work of such luminaries as Paul de Hart Hurd, Joseph Peil, Fletcher Watson, Robert Yager, Jack Renner, and many others. As science education began to evolve as a discipline from the 1920’s through the 1960’s particular educational leaders began to emerge who through their writings, presentations, and teaching created unique and effective avenues for students to engage in doing science and to clearly understand how it applies to their own lives. Many have made significant contributions, yet generations of professionals do not know the impact these individuals have had on our profession. Unfortunately, we are quickly losing the history and insights of these pioneering science educators since little has been done over the course of the last few decades to collect these histories from those who lived them. Our goal is to enable the next generation of science educators to build on the shoulders of those who came before them and acknowledge that they are doing so.

We solicited essays in which noted professors of science education delineated the genesis and evolution of the thought and work of pioneers in the field of science education. In relating the stories of these individuals, the authors (either the individual themselves or an author who knew the work of the individual) discuss, among other issues, the events, individuals and works that most influenced the pioneers’ thoughts; the efforts, aspirations, and frustrations they faced; how and why they chose science education as their work; their major contributions; and the legacy they left to those who followed in their footsteps. Their stories, then, are three-fold in nature: informative, instructive, and engaging. In essence, these stories reveal the evolution of the thinking of the pioneers of science education.

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Paper number: 10012
The Use of Clinical Interviews to Develop In-Service Secondary Science Teachers’ Nature of Science Knowledge and Assessment of Student NOS Knowledge
Principal Author: Erin E Peters Burton, George Mason University, epeters1@gmu.edu
Abstract:
To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment. A process used primarily is psychology, called the “clinical interview,” has potential to address the need for techniques to help teachers understand how to assess nature of science knowledge. In this study, a clinical interview was assigned to 28 in-service teachers as part of a 15-week graduate level continuing professional development course titled “Scientific Inquiry and the Nature of Science.” The teachers were to develop six increasingly difficult questions about the nature of science and conduct an interview with one of their students. Following the interview, the teachers analyzed the student understanding and reflected on their practice. The questions that drove the research were (a) How do in-service secondary science teachers structure questions of increasing difficulty to assess student understanding of the nature of science? (b) How do in-service secondary science teachers use clinical interviews to assess student knowledge of the nature of science? Teachers performed well on constructing questions that increased in difficulty. However, 26 out of 28 teachers created questions about science content only rather than about the nature of science. The assignment made the teachers more aware of the need to be explicit and reflective in teaching NOS in a contextualized way. Additionally, the technique had some success in getting the teachers to identify misconceptions their students held. However, many of the teachers continued to evaluate only content knowledge rather than nature of science knowledge in the student responses and corrected student content knowledge in the paper rather than analyzing student processes of thinking. Overall, conducting a clinical interview has been successful in getting teachers to realize that teaching NOS requires explicit, reflective methods.
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Paper number: 10178
Preservice Teachers’ Plans for Questioning Practice Development
Principal Author: Stephanie B. Philipp, University of Louisville, stephanie.philipp@louisville.edu
Co-Authors: Melissa L. Shirley, University of Louisville
Abstract:
Whole-class questioning is a common pedagogical technique that teachers use in science classrooms to help students construct knowledge. Skillful questioning can elicit student levels of understanding and engage all students in interactive discussion of complex science concepts. This type of effective questioning takes time and effort to develop in teachers. How preservice teachers (PSTs) begin to develop skillful questioning technique is not clear. In this study, 21 PSTs taped and transcribed an episode of their whole-class questioning practice as an assignment in a science methods class. They chose a dimension of questioning practice to analyze, described how they analyzed the dimension, and suggested strategies for improvement of their questioning practice. The most commonly chosen dimensions were use of higher-cognitive level questions, awareness of wait time, and participation by all students in interactive discussion. Some PSTs also chose to study student engagement, questioning effectiveness, and teacher follow-up to student responses. Strategies were suggested by the PSTs for improvement of these dimensions and most strategies matched with the dimension chosen, e.g. advance questioning planning was most commonly suggested for increasing the use of higher cognitive level questions. The strategies suggested by PSTs were evaluated for concreteness using a framework based on the idea that a good predictor of future questioning practice would be a defined goal, a concrete plan of action, and the rationale for the plan. PSTs varied in the concreteness of their strategy suggestions, with some PSTs having well-defined, concrete strategy suggestions, while other PSTs’ suggestions were vague and not well-developed. Characteristics of PSTs or their previous experiences that would explain the varying degrees of concreteness will need to be further explored. This study will be of interest to teacher educators and use of this assignment could assist educators in planning individualized development for PSTs.
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Paper number: 10052
Reflections on outdoor experiences: An analysis of the views expressed by students, parents and educators
Principal Author: Margareta M Pop, North Carolina State University, margareta_pop@ncsu.edu
Co-Authors: Sarah Carrier, North Carolina State University; Linda Tugurian, North Carolina State University
Abstract:
The purpose of this qualitative study was to document elementary science teaching and learning at two elementary schools, examining teachers’ views of science instruction in their classroom, especially outdoor experiences specific for the culture of the schools. Participants in the study included 5th grade teachers and students, parents, and the two school principals. Data was collected using in-depth semi-structure interviews with all participants and field observations for teachers.

Analysis of the interview data revealed several major themes, common views expressed by all interviewed participants about their elementary science experiences. The six major themes emerged as dominant ideas held by participants and they were labeled as: (1) Outdoor, (2) Expectations and values of science, (3) School science, (4) Resources, (5) Personal activity choices, and (6) Awareness of the environment. Findings of the thematic analysis revealed that several factors were expressed by participants as major contributors to limit outdoor learning at both schools include standardized test pressures, teachers’ views of science instruction, and desultory connections of alternative learning settings to “school” science.

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Paper number: 10190
Put Me in Coach: A Team Approach to Successful Learning (TASL) in Chemistry
Principal Author: Kate L Popejoy, University of North Carolina at Charlotte, Kate.Popejoy@uncc.edu
Co-Authors: Kathy Asala, University of North Carolina at Charlotte
Abstract:
High failure rates in introductory college chemistry courses have been of concern for many years. Students making the transition to college chemistry courses may find themselves confronted with a faster pace and higher expectations than they experienced in high school science courses, while also being without previous support structures. In addition, we also face a serious challenge in creating successful teachers of science at all levels. The TASL program successfully addresses these issues.

In the spring of 2011, TASL workshops met weekly for 75 minutes, led by a Learning Coaches (LC). Each TASL workshop was limited to 20 students, providing CHEM 1251 students with the opportunity to learn the course material via chemistry application problems in a collaborative small-group problem-solving environment. The LCs were students who had successfully completed CHEM 1251 and expressed an interest in helping their peers learn. The LCs were required to enroll in CHEM 4095: Topics for Teachers, which was team-taught by the authors. This one credit course met weekly to discuss best practices in science learning, teaching and pedagogy to support the LCs in their role as learning facilitators.

Our data indicate that, as compared to a previous non-TASL section of CHEM 1251, the 2011 students retained the knowledge they gained during the semester better by incorporating TASL workshops into the course, as seen by a higher final exam average for the class. In addition, the percentage of students who earned a D or F in the course was significantly lower when TASL workshops were included. Based on the success of the TASL workshops in spring 2011, TASL workshops have been incorporated into three sections of CHEM 1251 for fall 2011 in an effort to redesign the course for increased student success.

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Paper number: 10060
Learning to teach science through inquiry: Experiences of preservice teachers
Principal Author: Shannon E Popp, , shannon.popp@gmail.com
Co-Authors: Ian C Binns, University of North Carolina at Charlotte
Abstract:
This paper examines the experiences of a cohort of preservice science teachers learning to teach science in their student teaching internships over the course of two academic semesters. At the start of their student teaching placements, participants held favorable views of inquiry and widely anticipated their use in the classrooms. However, results showed that opportunities to observe these methods in their mentor teachers’ classrooms were limited. This investigation reveals that while the reform documents as well as the majority of science educators emphasize inquiry instruction, preservice teachers are not getting the opportunities to practice this type of instruction during their student teaching experiences. The successes and limitations of inquiry lessons that did occur during their student teaching placements, as well as reasons preventing the use of inquiry are explored.
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Paper number: 10045
The use of socioscientific issues to assess students’ argumentation quality and knowledge transfer.
Principal Author: Wardell A Powell, University of South Florida, wardellpowell@aol.com
Co-Authors: Dana L Zeidler, University of South Florida; Milton Huling, University of South Florida
Abstract:
Arguments with rebuttals are of better quality than those without rebuttals, since oppositional episodes without rebuttals have the potential to continue forever without any change of mind or evaluation of the quality of the substance of an argument (Osborne, Erduran and Simon, 2004). The purpose of this investigation was to assess secondary school students’ ability to evaluate evidence and generate arguments to support their views on socioscientific issues. Twenty-eight high school students from two science classes participated in this study. Qualitative analysis of the data revealed that students are able to improve their argumentation quality whenever they are given the opportunity improve their content knowledge on an issue. Analysis also shows that students tend to use rationalistic, religious, ethical and emotive considerations whenever they engage in argumentation and discourse on socioscientific issues. The results from this investigation highlights the need for science educators to ensure that their classrooms are places where students are given the necessary opportunities to engage in discourse practices that are necessary to improve their argumentation skills. Doing so may help students to develop the analytical and evaluative skills that are important to engage in meaningfully negotiations of complex issues.
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Paper number: 10046
Informal reasoning patterns: what students’ writing reveal about their conceptions of cloning animals for their body parts.
Principal Author: Wardell A Powell, University of South Florida, wardellpowell@aol.com
Co-Authors: Dana L Zeidler, University of South Florida; Milton Huling, University of South Florida
Abstract:
It is well documented in the literature that informal reasoning is an important component to students’ performance and learning. The purpose of this investigation was to expose high school students to scientific dilemmas with relevant and personal meaning in order to identify informal reasoning patterns from their writings. Twenty-eight high school students from two science classes participated in this study. Qualitative analysis of the data revealed that religion, moral and ethical considerations, in addition to emotive considerations were significant influences on students’ argumentation and decision making on socioscientific issues. The results from this investigation highlight the need for science educators to ensure that their classrooms are places where students are given the necessary opportunities to engage in informal reasoning. Doing so may help students to develop the analytical, evaluative, moral and ethical and decision-making skills that are important to engage in meaningfully negotiation of complex issues.
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Paper number: 10217
Enacting an evidenced-based science curriculum: A middle school teacher’s experience
Principal Author: Rose M. Pringle, University of Florida, rpringle@coe.ufl.edu
Co-Authors: Cheryl McLaughlin, University of Florida; Mayra Cordero, P.K. Yonge Developmental Research School
Abstract:
Science learning in the middle school years is important if efforts to reform science education are to be realized. Research indicates that students’ reluctance in selecting high impact science courses in high school is related to the nature and quality of the formal science experiences in the middle school years. In order to enhance middle school science instruction, teachers need to be supported in the enactment of curriculum that embraces reform-oriented pedagogy. Our multi-year study seeks to investigate how the enactment of evidence-based science curriculum in middle school over time impacts science course selection in high school. In the first year, we focus on curricular enactment and how middle school science teaching practices are shaped during the process. In this presentation, we share one teacher’s story as she interprets and translates the Investigating and Questioning our World through Science and Technology (IQWST) into practice. This interpretive case study was shaped by constructivism which allowed us to focus on the teacher’s teaching practices as the curriculum was enacted. As such, the primary sources of data were weekly classroom observations over a period of a year, a pre and post formal interview guided by a protocol, notes from middle school science team meetings and curricular training sessions. Additional information was collected from semi-structured interviews, and informal conferences before and after classroom observation. Line-by-line coding, selection of larger segments of codes and the identification of patterns resulted in the development of categories such as teacher’s beliefs about the role of curriculum; concerns comfort, and constraints, and shifts in classroom discourses and practices. These categories form the framework guiding the teacher’s story of the process of enacting the curriculum, the shift from traditional science teaching and the transformative practices that occurred. Our findings have implications for curriculum developers and professional working with inservice teachers.
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Paper number: 10132
The Factors that Influence the Translation of the Teachers’ Self-efficacy in Teaching Science as Inquiry into Practice: The Sensible System Framework
Principal Author: Nattida Promyod, The University of Iowa, nattida-promyod@uiowa.edu
Co-Authors: Soonhye Park, The University of Iowa
Abstract:
Leatham mentioned “sensible system framework presumes that individuals develop beliefs into organized systems that make sense to them” (p.93). Regarding to the importance of self-efficacy, which is claimed by the research studies that it influences teachers’ belief and their practices (Czerniak & Lumpe, 1996; Cohen & Ball, 1990), it is very interesting issue to be focusing on. Also, as the result of teachers’ high self-efficacy being congruent with their low implementation from our previous study, this study purposes to a) investigate the factors that impact the translation of the teachers’ self-efficacy in teaching science as inquiry into their practices and b) explain how teachers make sense of those factors to make their self-efficacy congruent with their practice. To guild the study, the research question stated here is, what factors influence the translation of teacher’s self-efficacy in teaching science as inquiry into practice? How?

Three female Physics high school teachers in Phattalung Thailand are the participants of this study. Main data collection is: semi-structured interview, videos of classroom observations, and teachers’ self-efficacy survey. The data was qualitatively analyzed by the constant comparative method.

Teachers have common voices about the factors that influence their self-efficacy translation in teaching science as inquiry into practice. The result reveals that students, teachers, and contextual issues are the significant factors that influenced the translation process. Through investigating these factors via Leatham’s lens, the consistent relationship between our teachers’ self-efficacy and their practices is revealed in the way that makes sense to themselves. In this light, teachers are confident in their inquiry teaching; thus, they are potential to implement this approach well. However, several factors come between the lines and they significantly influence the teachers to translate their practice to low implementation, which is still in the way that makes sense to themselves.

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Paper number: 10142
How Teachers Make Sense of Their Beliefs to Be Congruent with Their Practice:

Analysis Using the Sensible System Framework
Principal Author: Nattida Promyod, The University of Iowa, nattida-promyod@uiowa.edu
Co-Authors: Soonhye Park, The University of Iowa
Abstract:
It is widely accepted that people’s beliefs drive their actions. This study examined how physics teachers in Thailand make sense of their beliefs in a way that is congruent with their practice on inquiry-based approach, using Leatham’s (2006) sensible system framework which is presumes that “individuals develop beliefs into organized systems that make sense to them” (p.93).

It is often reported that inquiry-based teaching approach is not successfully implemented in a science classroom. From researching on several literatures, it is evident that teacher beliefs in the four areas impact their implementation of inquiry-based teaching approach: a) what inquiry is, b) the effectiveness of inquiry-based approach, c) self-efficacy about teaching science as inquiry, and d) epistemological beliefs.

Employing Leatham’s sensible system framework, this study aims to understand how teachers make sense of their beliefs in the four areas. Research question that guided this study is: “What are the similarities and differences of the Thai Physics teachers’ sensible frameworks that help them make sense of their practice to be consistent with their beliefs in the four areas?

The study scoped to conduct case study method with five Physics teachers in Phatthalung Thailand. We analyzed Videos to reflect teachers’ practice while the survey and interview were considered as teachers’ beliefs. Data taken from survey revealed teachers high self-efficacy teaching by inquiry. The result showed that all participants performed low inquiry implementation; their teaching was very teacher driven. As sensible system framework, people’s belief is to work in the way that makes sense to the individual. In this case, teachers habitually make sense of their beliefs as a system and then it is represented the system by their practices. For instance, teachers thought inquiry was about self-learning and hands-on activities, so they performed as what they thought and it always make sense to themselves.
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Paper number: 10168
Examining the Embedded Multimodal Representations in Students Writings
Principal Author: Nattida Promyod, The University of Iowa, nattida-promyod@uiowa.edu
Co-Authors: Mark McDermott, Wartburg College; Andy Cavagnetto, Binghamton University-SUNY; Brian Hand, The University of Iowa
Abstract:
The idea of integrating multimodal representations within the science writing is important and begins to be in light in science education. This study aims to investigate how student science understanding is impacted when writing tasks require students to embed alternative modes of representing their science ideas within written text. To accomplish this exploration, text assessment and overall cohesiveness of representations were two criteria that were highlighted in order to evaluate students’ multimodal writing products. The research questions that guided this study are: a) what is the best way to assess students’ multimodal representations embedded in writing? b) How the embedded modes idea impacts how well students write and how well they understand the science concepts?

There are 435 students from the classrooms of nine different secondary school teachers in New York and Iowa participated in this study. Treatment students received a lesson specifically designed to highlight strategies to integrate modes other than text with text in multimodal writing. Students in both the treatment and control groups were required to use multimodal representations in writing assignments to demonstrate their understanding of the science topics encountered in two consecutive units. Student writing samples were collected and analyzed. Our scoring rubric emphasizing two main criteria, text assessment and cohesiveness, was utilized. In terms of our data analysis, we calculated effect sizes in order to measure differences between the two groups of students.

Investigating the criteria of text and cohesiveness allows us to begin this process by exploring how students use their language and alternative modes to represent their ideas. The patterns observed indicate the possibility that explicit instruction in the use of multiple modes can improve student ability to integrate modes, even if text use is not enhanced.
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Paper number: 13010
Including Children with Special Needs in Informal Science Learning Environments
Principal Author: Jennifer L Purcell-Coleman, University of Arkansas: College of Education and Health Professions, jpurcel@uark.edu
Co-Authors: Lisa S Wood, University of Arkansas: College of Education and Health Professions; Cathy Wissehr, University of Arkansas: College of Education and Health Professions
Abstract:
Even though increasing numbers of children with special needs are appearing in science classrooms, the typical science teacher has not received science-specific strategies necessary to design optimal learning environments for these students. In many cases, classroom instruction is not structured to promote effective learning by these individuals (White & Frederiksen, 1998). Utilizing informal settings outside the classroom often leads to better learning and comprehension for students with special needs because of the opportunities to learn by alternative methods. Melber & Brown (2008) found that when learning experiences take place outside the classroom such as in outdoor spaces or museums, they help all students understand science concepts in a unique and engaging context.

Due to the lack of pertinent literature regarding inclusion of children with disabilities as well as the lack of support for organizations trying to develop informal learning programs for these children, this session is designed to utilize the experiences and expertise of outdoor science learning facilities and other science educators to ultimately develop a model curriculum for teaching science in outdoor science centers for children with special needs. Commonly seen disabilities will be discussed and a brainstorming group activity with participants will be conducted focusing on adapting facilities and curriculum to meet the learning needs of these children.

This experiential exercise represents work in progress that will not only inform participants, but will engage them in an extended discussion and brainstorming activity to actively participate in the development of a model curriculum. Discussion will address the potential hardships experienced by informal science learning facilities when faced with including children with special needs and potential solutions to common barriers. Common themes and ideas representing the concerns, solutions, and future for developing a model curriculum will be disseminated following the conference. Additionally, a networking list of participants will be provided.

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Paper number: 10196
Recruiting minority high school students into STEM careers through immersive experiences in learning to be a science and mathematics teacher
Principal Author: Anton Puvirajah, Georgia State University, apuvirajah@gmail.com
Co-Authors: Lisa M Martin-Hansen, Georgia State University ; Yvette Gilbert, Georgia State University ; Tim Maley, Georgia State University ; Jim Dennis, Georgia State University ; Chris Hill, Georgia State University ; Glasher Shealey , Elizabeth City State University
Abstract:
Many challenges continue exist in the United States’ education landscape for minority students. These challenges reverberate through the larger social fabric of the country and have dire repercussions. One these is the lack of sufficient number of STEM educated populace to ensure the United States continues remain significant and competitive in the increasingly technical world. Underrepresentation of minorities in STEM professions, including STEM education professions at universities and schools is a significant moral, economic, and strategic issue that has been of part of various conversations and initiatives across the United States. The Academy for Future Teachers (AFT) model has shown promise in preparing and inspiring underrepresented high school students to future science careers including science teaching. This program recruited rising juniors and seniors into a 3-week summer program collaboratively taught by K-12 teachers and college professors. Our study looked into the nature of the students’ participation in the program and how this participation influenced their a) outlook on teachers, teaching, and learning, b) attitudes in science and mathematics, and c) understanding of science and mathematics content. The survey research found that there was a statistically significant change in AFT students’ attitudes to more positive views about science and most students reported that AFT either sustained a previously held goal or shifted their future goals toward a career in math, science, or education. Our study revealed that the AFT students felt that their teachers supported them in their science and mathematics learning and achievement. Through the AFT experience students came to have a better understanding of the nature of science and mathematics teaching. The AFT program also allowed students to become more confident about their abilities to do science and mathematics and have better understanding of the nature of science and mathematics.
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Paper number: 10044
Steps to Opening Science Inquiry: a new support framework
Principal Author: Carol A.B. Rees, Thompson Rivers University , crees@tru.ca
Abstract:
This presentation reports on a study of the experiences of four pre-service teachers on practicum placements in classrooms where teachers were using a new framework (Pardo and Parker 2010) designed to support the shift in control of science investigations from teachers to students. Each working in a classroom at a different grade level, from 1 to 9, the pre-service teachers described how students conducted independent group investigations facilitated by their teacher and the new framework. Students posed their own questions, and then planned, conducted and analyzed their own investigations to find answers. All four pre-service teachers reported that students were highly engaged in their science investigations, and that the preservice teachers would incorporate open science inquiry in their own future classrooms.

Prior research suggests that the likelihood of teachers engaging their students in open science inquiry is related to teachers’ core conceptions about science, students, and education (Bencze, Bowen and Alsop, 2006; Lotter, Harwood and Bonner 2007). Following the work of Lotter et al 2007, this study looked for shifts in the core conception profile of pre-service teachers regarding science, students, effective teaching and the purpose of education before, during and following the practicum placement. The study revealed that one of the four pre-service teachers already possessed core conceptions in line with a positive disposition towards open inquiry before the practicum placement. A second pre-service teacher altered her core conceptions substantially towards a positive disposition to conducting open science inquiry after the practicum placement. It was found that the remaining two pre-service teachers, despite their reports of positive pronouncements, nonetheless maintained an overall negative disposition towards open inquiry, according to their core conceptions, following the practicum placement. Follow-up observations in the classrooms and interviews with the mentor teachers suggest possible next steps to support pre-service teachers’ shift in thinking.

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Paper number: 12006
Integration of Environmental Education into a Preservice Teacher Training Program: A Case Study
Principal Author: Greer M Richardson, La Salle University, richards@lasalle.edu
Co-Authors: Ling L Liang, La Salle University; Donna G Wake, University of Central Arkansas
Abstract:
The purpose of this research is to explore the effectiveness of an Environmental Education (EE) inclusion model designed to impact preservice teacher knowledge and skills regarding EE standards, content, and pedagogy. Over a two year period, the model was integrated into a sophomore level mathematics/science course and a junior level general methods course. In alignment with the best practices research on EE inclusion, preservice teachers were exposed to project based learning, EE curricular materials and EE standards, pedagogies and resources. Preservice teacher EE self-efficacy beliefs improved during the intervention. In addition, participants demonstrated an ability to address EE standards in their lesson planning. Implications for future programming are discussed.
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Paper number: 10039
Pictorial Representation in Science Read-Alouds
Principal Author: Seema Rivera, University at Albany, Emailseema@gmail.com
Co-Authors: Alandeom Oliveira, University at Albany; Michael Mastroianni, University at Albany; Rory Glass, University at ALbany
Abstract:
This study examines how three elementary teachers and their students co-construct meanings with different forms of pictorial representation (photographs, drawings, and cartoons) in children’s science books being read aloud. Science read-alouds are conceived as multimodal communicative events or engagements wherein teachers and students make sense of pictorial representations by co-deploying and integrating multiple communicative channels (visual and oral), modalities (pictorial, gestural, and spoken), and forms of semiotic signification (symbolism, indexicality, and iconicity). It is reported that teacher-student engagements with pictorial representations took different interactional forms (references, monologues, or dialogues). Nearly half of these engagements were dialogic, entailing two distinct forms of meaning-making: multimodal description (teachers and students combined descriptive symbolism with indexical gesturing as they pinpointed and verbalized iconically depicted similarities or regularities in physical appearance such as the hexagonal shape of snowflakes and the matching colors of blended-in characters) and multimodal explanation (teachers and students integrated explanatory symbolism and iconic gesturing to explain the functioning of biological and physical systems -- human eye and light refraction). It is argued that elementary teachers need to become more cognizant of the communicative affordances and constraints of using pictorial representations as springboards for engaging students in multimodal scientific meaning-making during science read-alouds.
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Paper number: 10223
Pictorial Representation in Science Read-Alouds: How Elementary Teachers Communicate Science to Children across Grade Levels
Principal Author: Seema Rivera, University at Albany, Emailseema@gmail.com
Co-Authors: Michael Mastroianni, University at Albany; Alan Oliveira, University at Albany; Rory Glass, University at ALbany; Francine Wizner, University at Albany
Abstract:
This study looks at the multimodal communication channels that are used when elementary teachers conduct science read-alouds and it’s relationship to pictorial models. There is significant existing research on pictorial models and their influence on student learning and teaching. Given the significant variation in class design and competence across the elementary grade level classrooms, how teachers develop student’s visual literacy and incorporate strategies, which acknowledge the roles of images, is likely to have important implications for student development. In addition to pictorial models, multimodes of communication that teachers employ to teach science in their elementary classrooms are also significant, particularly during science read-alouds. The main research question in our present study asks, how do teachers use narrative and conceptual pictorial models in multimodal science read-alouds to help students make meaning and gain/advance science knowledge? The study examined three elementary school teachers and their use of science trade books to perform a science read-aloud. The researchers examined both the types of pictures in the book and the modes of communication the teachers used to read and enhance their read-aloud. Generally speaking, our examination of the three teachers’ performance of science read-alouds revealed several oral practices that clearly supported students’ development of visual literacy skills, including highlighting key visual attributes of pictorial models, helping students scan and navigate visual images, etc. However, the teachers did not always adopt pedagogical strategies aimed specifically at addressing the unique challenges posed by each different type of pictorial model. Our findings emphasize the need for elementary teachers to be more conscious of how narrative and conceptual pictorial models in non-fiction science texts are incorporated and presented during multimodal read-alouds to help students make meaning and advance science knowledge.

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Paper number: 10147
Evaluating the Value-added of Video Reflection in an Elementary Science Methods Course
Principal Author: Maria S Rivera Maulucci, Barnard College, mriveram@barnard.edu
Abstract:
This paper evaluates the value-added of video reflection in an elementary science methods course. Preservice teachers enrolled in the methods course compile a portfolio that incorporates reflections on: (a) lessons co-planned and co-taught with their partner teachers, (b) interviews of elementary students; and (c) samples of student work collected throughout the semester. In addition, during the semester, one science lesson is videotaped and uploaded to Video Interactions for Teaching and Learning (VITAL), a web-based, video refelction learning environment. Lesson reflections for two case-study students completed with and without the use of VITAL are compared. In VITAL, preservice teachers view, analyze, and reflect on videotape of a science lesson taught to elementary students. The preservice teachers then prepare essays incorporating video clips to illustrate their claims. The findings show that patterns related to the content and specificity of reflections differed between to the two types of reflections. For the less reflective student, the gains of video reflection remain somewhat ambiguous, since she did not fully engage in the VITAL assignment and struggled to reflect on specific classroom events and their significance for her developing vision of teaching in her regular portfolio reflections. The comparative case shows clearer benefits of VITAL, including an increased focus on particular classroom events and their significance for student learning, as well as for approaches to classroom management, and her beliefs about effective science teaching. At the same time, her portfolio reflections showed greater attention to student work and evidence of student learning. The findings suggest revisions for VITAL and portfolio assignments in order to bring them into greater alignment and to foster more critical reflection.
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Paper number: 11065
Benefits of Teaching Science Methods Courses Online
Principal Author: Scott Robinson, UH Manoa, scottdr@hawaii.edu
Co-Authors: Jon Yoshioka, UH Manoa
Abstract:
The goal for this session is to offer insights and points of reflection into effective science methods online instruction based on three essential questions. One, how has transitioning from face-to-face instruction to hybrid instruction (blend of face-to-face and online) to full synchronous online instruction changed our perceptions of effective teaching and learning in secondary science methods courses? Two, to what degree have we come to value the interpersonal component of the social domain as related to the modes of course delivery? And three, how could science methods instructors adapt instruction regardless of the mode of delivery to value and fully utilize the interpersonal component of the classroom community so they may foster social skill development and academic achievement among prospective secondary science teachers?

A finding that will serve as a point for discussion at the poster session is based on what Wang, Chen, and Levy (2010) suggest as the “emotions, feelings, and reactions” (p.290) of teacher candidates learning in a synchronous online environment. The emphasis on the affective domain when validating student knowledge and feelings has enabled us to understand and appreciate the emotional nature of learning to teach science. During the synchronous online methods class sessions, the mode of course delivery coincided with enhanced social skills including the following as noted by Kagan and Kagan (2009): “active listening, asking for help, turn taking, building on others’ ideas, coming to consensus, compromising, encouraging contributions, getting everyone’s opinion, praising, respecting differences, taking different perspectives, and working together” (p.11.2). In the online virtual environment, students seemed more engaged in these and other pro-social behaviors that validated the contributions of each member of the virtual community and helped to create a cyber classroom premised on mutual respect and trust.
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Paper number: 14009
Enhancing Teachers’ Understanding of Climate Change for Teaching Native American Students
Principal Author: Gillian H Roehrig, University of Minnesota, roehr013@umn.edu
Co-Authors: Anne L Kern, University of Idaho; Keisha Varma, University of Minnesota; Devarati Bhattacharya, University of Minnesota; Shiyu Liu, University of Minnesota; Younkyeong Nam, University of Minnesota; Bree Reynolds, University of Idaho
Abstract:
All Americans face a number of environmental, economic, and social challenges related to global climate change. Native American communities are especially concerned about these challenges since any change in climate presents serious impacts to land and water management, adversely affecting native communities whose ties to the land are both economic and cultural. In this paper set, we present the research findings from the first year of a three year professional development project for two recently funded NASA Global Climate Change Education proposals: the Intermountain Climate Network (ICE-Net) and CYCLES. The over-arching goal of both programs is to develop culturally-sensitive approaches for Climate Change Education (CCE) professional development to enhance understanding and teaching of CC among Native American populations. The PD programs were developed to deepen secondary science teachers’ understanding of the science of CC through a focus on (1) Understanding core concepts of CC, (2) Place-based education, (3) Inquiry-based learning, and (4) Culturally-responsive teaching.

The first paper, Teachers’ Attitudes About Climate Change and Their Impact on Classroom Implementation, describes changes in teachers’ attitudes toward CC and how these attitudes influenced their decisions about teaching CC. The second paper, The Development of Protocols to Investigate Teachers’ Knowledge of Climate Change, describes the development of interview and journal prompts to understand teachers CC content knowledge. The third paper, Teachers’ Knowledge and Implementation of Culturally-relevant Approaches to Climate Change Education in Native Communities, describes how teachers’ knowledge of culturally-relevant approaches to teaching Native students changed over the course of PD and how they implemented these approaches in their classrooms.
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Paper number: 11017
Title: Baseline Results of a Conceptual Chemistry Inventory of College Chemistry Survey Course: Conservation of Matter and Symbolic Representation
Principal Author: Elizabeth A E Roland, Morehead State University, e.roland@moreheadstate.edu
Co-Authors: Zexia Barnes, Morehead State University
Abstract:
Conceptual knowledge of selected chemistry topics from a non-chemistry-majors survey of chemistry course is reported. The study population included majors in agriculture, nursing, and middle grades science education. Students (n=106) took a 20 item chemistry concept inventory (CCI). The CCI was administered the first and last week of the 17 week course. Baseline data indicated small gains in conceptual knowledge overall, but by item positive and negative gains were observed. Analysis also details migration patterns which suggest existing knowledge and how answer patterns changed pre to post. Low pre- and post-test scores for conservation of matter items including aggregate counts of no improvement and negative improvement in conceptual understanding have confirmed antidotal evidence that this was an area of concern. College students demonstrate many non-scientific concepts such as negative masses for gas and dissolving leads to the loss of mass. This suggests students may be memorizing definitions without knowledge of how to apply as well as not fully comprehending laboratory procedures to determine the mass of an unknown. Students’ application of particle modeling and interpretation of chemical equations was low. Implications are students are not exposed to an adequate number of particle representations in class in which they apply knowledge for predicting as well as utilizing study skills which promote memorization over application. Data suggests conservation of matter and symbolic representations are areas for targeting instructional changes.
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Paper number: 10114
Retention of Biology Content Knowledge of Pre-service Elementary and Middle Grades Teachers
Principal Author: Elizabeth A E Roland, Morehead State University, e.roland@moreheadstate.edu
Co-Authors: Carol Wymer, Morehead State University
Abstract:
The content knowledge and conceptual knowledge of pre-service elementary and middle grades teachers in all areas of science has been demonstrated to be below expectations. Constructivist courses specifically aligned to K-8 teaching content have been developed across the US with the intention of improving content knowledge and conceptual knowledge before entering the teaching practice. Limited studies have shown increase content and conceptual knowledge, but few students have measured retention beyond the end of the inquiry course. This study focuses upon students retained content knowledge between the end of the inquiry content course and the science methods course (2-3 semesters apart). In addition, student content knowledge between treatments (Inquiry Biology verses General Biology) In this study, pre-service elementary and middle grades students’ retention of selected biology content knowledge was assessed using a multiple-choice test at the beginning and end of their science methods (second semester Junior year or first semester Senior year). The test was administered twice, during the first and last weeks of the course (approximately 17 weeks apart). The results support the continuation of Inquiry Biology courses for pre-service teachers over General Biology courses. An interesting finding was the level of content improvement occurring within the science methods course which tended to favor students with Inquiry Biology. The results of the analysis also indicate areas for content adjustment in the Inquiry Biology course.
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Paper number: 11053
A Videocase-based, Analysis-of-Practice Syllabus for Elementary Science Methods Courses
Principal Author: Kathleen J Roth, BSCS, kroth@bscs.org
Abstract:
There is consensus that teacher education programs should engage teachers in collaborative inquiries into teaching practice; such analysis-of-practice inquiries enable teachers to learn about subject matter content and pedagogical issues as embedded in real classroom contexts. Videocases have been used and studied in a number of analysis-of-practice programs for inservice teachers. Studies of this approach in preservice teacher education, especially in science education, are more limited. The Videocases for Science Teaching Analysis project (ViSTA) addressed this gap by developing videocases and associated analysis tasks for use in science methods classes. The course syllabus presented in this session is designed as a companion to the ViSTA modules, but it expands the role of the videocases by making them the centerpiece of the elementary science methods class. Instead of using the videocase analysis work as a parallel strand to other topics and activities, it puts analysis of videocases at the center. Issues typically treated as separate topics are now integrated into the analysis of the videocases. The syllabus addresses the following questions about such an approach:

• How can an elementary science methods class be organized around a set of videocases that preservice teachers analyze?

• What would it look like for issues typically addressed in science methods courses to be wrestled within the context of videocase analyses?

• What are the roles of the course instructor in teaching teachers how to dig beneath the surface and be analytical?

• What are the advantages and disadvantages of such an analysis-of-practice approach for preservice teachers?

The syllabus includes links to videocase clips in the Videocases for Science Teaching Analysis (ViSTA) modules. ASTE members can view the ViSTA videocases at the conference workshop, Videocases for Science teaching Analysis (ViSTA): Exploring an Online Interactive Analysis-of-Practice Curriculum for Preservice Teachers or by contacting Kathy Roth at kroth@bscs.org.

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Paper number: 10222
First Steps Toward Integrating the Common Core ELA Standards into Science Teaching
Principal Author: Wendy P Ruchti, Idaho State University , ruchwend@isu.edu
Co-Authors: Ashley Olsen , Idaho State University ; Susan Jenkins, Idaho State University
Abstract:
In preparation for the Idaho requirement to teach the Common Core State Standards (CCSS) in the 2013-14 school year and state-wide assessments based on the CCSS in the 2014-15 school year, over 400 teachers from across more than 20 school districts participated in the process of deconstructing and integrating the CCSS and the Idaho State Standards across all content areas, including science. This presentation will discuss the process and progress made in integrating the Idaho State Science Content Standards and the CCSS as well as emerging data on the impact on science teachers and on student achievement. Discussion will include the positive steps, barriers and critical factors needed in the future to increase student achievement through the implementation of the CCSS and the Idaho Science Content Standards.

Through a process of “unpacking” the Idaho State Science Standards and the Common Core Standards in science content specific teams, both grade level (for horizontal alignment) and multi-grade level (for vertical alignment), Idaho teachers have constructed a deeper understanding of science and the integration of literacy in science during a week-long summer workshop. Teachers then participated in Professional Learning Communities (PLCs), workshops, and online courses to support the implementation of the Idaho State Standards integrated with the CCSS.

Emerging data show that teachers feel that the process helps them to better understand science content as well as the integration of literacy, which is a key factor in the implementation of standards in the classroom. Data will also show what teachers identified as the weaknesses and barriers to the implementation of the CCSS, thereby helping us to focus our energy more effectively in the future as we forge ahead in the process of standards implementation in the classroom.

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Paper number: 10235
The Collaborative Advantage: Teacher-Led in Situ Professional Development
Principal Author: Rachel M Ruggirello, Washington University in St. Louis, ruggirello@wustl.edu
Co-Authors: Phyllis Balcerzak, Washington University in St. Louis; Jill McNew, Washington University in St. Louis; Vicki May, Washington University in St. Louis
Abstract:
Professional development accounts for much of the efforts intended to improve science teaching and learning for in-service teachers. However, teacher professional development programs are often too short-lived to foster change in teacher classroom practice. Teachers report difficulty transferring their learning into their own classrooms. Situated within a Math-Science Partnership (MSP) Institute program funded by the National Science Foundation (NSF), this research focuses on a novel continuation of the Institute initiated by teacher leaders after the third year of the program. Teachers proposed the development and teaching of case-studies with their peers over the summer in order to receive structured feedback to refine cases and improve their practice.

Our research examines the efficacy of this model of professional development for developing teacher leaders and improving the teaching of science. We found a collaborative advantage that emerged from a teacher planned and teacher led professional development program. In this model, teachers created new value together. Teachers valued the skills that each participant, peers, science teacher educators, students and researchers, brought to the collaboration and appreciated the unforeseen opportunities. Teachers were able to identify the qualities in their peers that they could learn from and appreciate the value of the science teacher educator for mediating conflict, refocusing conversations and initiating critical conversations around teaching and learning. Additionally, teachers, students, researchers and science teacher educators can all identify quality teaching when they see it; there was consensus around which lessons represented quality teaching among participants. Finally, we found that the leadership retreat was instrumental for planting the seeds for the idea of this project, but that it needed a facilitator to maintain focus, mediate conflicting goals and coordinate the program. Throughout the program, teachers’ conceptions of leadership changed and key aspects of the program contributed to their leadership development.

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Paper number: 11016
A 5-Year Developmental Induction Program
Principal Author: Carol Rulli, Knowles Science Teaching Foundation, crulli@kstf.org
Co-Authors: Michele Cheyne, Knowles Science Teaching Foundation; Zora Wolfe, Knowles Science Teaching Foundation
Abstract:
What would a methods course look like if could be spread over five years of a teacher’s pre-service and induction time? How would the added time alter the scope, depth and content of such an experience? What affordances would be gained by being able to work with a teacher through their novice stage? We believe that our five-year plan for teaching fellows capitalizes on the extended time-frame and provides the support new teachers need in their first years of teaching.

The syllabus utilized during the KSTF fellowship is the five-year plan. The purpose of the five-year plan is to establish a programmatic focus for each year of the fellowship. The intent is that the plan is cumulative – ideas, issues, and themes we focus on in each year will be revisited in the subsequent years. The five year plan addresses what we feel are the induction needs for beginning teachers, in a developmental way that follows the needs of these teachers. It is long-term and connected to practice. The foci for each year are meant as guideposts for planning fellows’ meetings.

In presenting this plan, we would like the audience to consider different ways to support beginning teachers through their program and through induction. We think that our plan presents an important view of how to support beginning teachers in ways that are developmentally appropriate to their learning over the induction period. Additionally, with a hybrid long distance and face to face construct, this approach has possibilities for enactment in many settings. State requirements are changing, and more programs are required to support their teachers through the induction years. The KSTF five-year plan can serve as a model that universities could consider in supporting beginning science teachers beyond pre-service instruction.

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Paper number: 11004
IMPPACT Project Sub-Study: Factors of the School Environment and Teacher Satisfaction and Retention

Principal Author: Margaret A Sadeghpour-Kramer, University of Iowa, IMPPACT Project, mskandmk@netins.net
Abstract:
What are contributing factors to the high rate of new teacher attrition? Data gathered by researchers at the three sites of the IMPPACT Project (Investigating the Meaningfulness of Pre-service Programs Across the Continuum of Teaching," John Tillotson, Syracuse University) was used in this combination grounded theory and constant comparison study, to suggest what factors of the teaching environment most influence a teacher’s job satisfaction, and the degree to which the school’s philosophy and practice need to match a teacher’s beliefs to retain him or her in the profession. The study followed teachers over three years. Using data from six interviews, and three sets of annual surveys, factors causing the greatest frustration among these ten teachers from three major research institutions, teaching in several states, were (1) pressures associated with mandated state curricula and testing that value scores over learning, (2) lack of administrative support of teachers for student learning, (3) lack of teacher autonomy, related to or equated with lack of respect for teachers, and (4) lack of parent and community support for academic learning of their children. Some other commonly assumed causes of dissatisfaction of teachers were not found to be important to a majority of the teachers in this study.
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Paper number: 10210
Bringing Cultural Awareness To Pre-service Teachers For The Teaching Of Science
Principal Author: Line A Saint-Hilaire, Queens College -CUNY, Line.Augustin@qc.cuny.edu
Abstract:
This paper presents the rationale for using certain assignments as tools to bring cultural awareness to pre-service teachers in order to improve science learning. After writing a book in which they related science to their own culture and writing an essay about how they would teach a specific topic to a group of students sharing their cultural background, these teachers understood the relevance of integrating culture in their science instruction to make the subject more salient to their students. Because students’ cultures are incorporated in the curriculum, culture becomes their strengths, their capitals that give them ownership of the learning process and knowledge acquisition.
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Paper number: 11022
Understanding Student’s Perspectives on Academic Success and Retention in a Science Degree Program
Principal Author: Georgianna L. Saunders, Missouri State University, GigiSaunders@missourstate.edu
Co-Authors: Angela Strider, Missouri State University
Abstract:
While there are many studies that examine factors that can predict the success or failure of students within the sciences, there are not that many studies that look at the problem from the student’s perspective. This study is to understand from a student’s perspective what factors are important to their overall academic success in a science degree program, while identifying factors that retain students in a science major. This study targeted 10 Juniors and Seniors who stayed in a science degree program and 10 students who did not choose to stay in a science degree program. Research protocol consisted of semi-structured interviews that lasted about 30 minutes. Sample questions from the interviews include:

- How do lab classes support/weaken your understanding of science?

- Explain how your lab teacher does or does not play a role in your understanding of science.

- What made you stay/leave as a science major?

- What could the university do to assist in your academic success/transition into college as a science major? What could the university do to keep you a science major; what makes that decision?

- How would living on a residence hall floor with students in the same major be beneficial or unbeneficial?

Analysis of the interview transcripts revealed several factors that students’ perceived influenced their persistence in the science major: preparedness for a college curriculum, study habits, difficulty of degree program, living-learning environment, and interactions with professors. The discussion will include some concrete changes that any institution could attempt in order to better serve students from the time they choose an institution of higher learning until graduation.

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Paper number: 11091
Colorization of Astronomical Images: Facilitating Creativity and an Interest in Science Through Technology
Principal Author: Sharon Schleigh, East Carolina University, schleighs@ecu.edu
Co-Authors: Tim Messer, East Carolina University; Rhea Miles, East Carolina University; Maurice Smtih, East Carolina University
Abstract:
Learning science requires a creative approach according to definitions for the nature of science (e.g. Abd-El-Khalick and Lederman, 2000). In addition, science is interesting when it involves creativity and ownership. Students in a middle-grades classroom learned to use astronomy images from publicly available databanks to explore the concepts of light. They used software to colorize the images in order to examine structures, features and classification of astronomical objects. The purpose of the instruction was to identify the impact on creativity and to examine the possible role of creativity on science education. It was hypothesized that by infusing creativity-specific curriculum, students would improve their perceptions and attitudes about science as a career, and that they would improve their skills in creative thinking.

A mixed methods approach was used to identify and measure changes in creativity. Pre-post creativity tests were administered to 30 middle-grade students. Tests were designed to be science specific scenarios as modified from the Scientific Creativity Structure Model (SCSM) (Hu and Adey, 2002) following the Torrance Tests of Creative Thinking. The Windows in Bubbles Scenarios (WIBS), an instrument created for a related study, was also administered pre-post instruction. The data from this instrument was scored qualitatively with four researchers to determine levels of creative thought. Students also complete attitudes surveys and the Draw a Scientist (DAST) to measure perceptions and attitudes for pursuing and engaging in science.

Results support a relationship between the ability to think creatively and the interests in science. In addition, students that had positive scores for attitudes were more likely to understand the relationship between creativity and NOS. Finally, it was found that students’ ability to think creatively can be impacted through the use of lessons focusing on creative thinking. Technology provides a perfect venue to facilitate a creative curriculum in astronomy.

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Paper number: 10236
Preparing Future Elementary Science Teachers as Mentors through e-Mentoring Programs
Principal Author: Sharon Schleigh, East Carolina University, schleighs@ecu.edu
Co-Authors: Eric Brunsell, University of Wisconsin OshKosh
Abstract:
Improving scientific literacy in our communities must start at an early age; in the elementary grades. To be able to meet this need, our elementary teachers need to be better prepared to teach, inspire and engage our elementary students. Elementary pre-service and in-service teachers often report that they do not like science, they are afraid to teach science and they don‘t feel they know enough content to be effective in supporting student learning (Schoon and Boone, 1998; Young and Kellogg, 2006). Teachers in our schools spend more time teaching other subjects than they do teaching science. This reduces the opportunity to prepare the pre-service teachers as they have fewer opportunities to observe and practice their science teaching as interns.

This study examines the impact of an e-mentoring program designed to provide enhancement of practicum experiences to address these needs and concerns. Pre-service teachers were prepared in a methods course to engage with elementary and middle grade students completing a science fair project. The pre-service teachers interacted as judges and mentors to local schools as well as schools from 50 other countries in a virtual science fair program. Approximately 250 pre-service teachers participated in this study. Their attitudes about teaching science, engaging as science learners and their understanding for the nature of science were measured using surveys and journal entries. Pre-service teachers also completed a science fair project of their own to demonstrate their ability to engage in science processes.

Preliminary results show that the attitudes of pre-service teachers are positively impacted in (1) their interests to teach science, (2) their ability to teach science, and (3) their understanding of diversity in science. In addition, pre-service teachers improved their understanding for NOS. In-service teachers’ attitudes about science projects in the classroom improved and their willingness to teach science increased.

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Paper number: 11013
Promoting Student Inquiry in On-Line Teacher Preparation Programs: ESSEA Curriculum Modules
Principal Author: Stan M Schmidt, Western Governors University, sschmidt@wgu.edu
Abstract:
ESSEA (Earth System Science Education Alliance) is a project of Global Environmental Strategies (IGES) to provide inquiry problem-based learning resources free of charge for science educators. This project is funded by NASA, NOAA and the National Science Foundation. Modules have been and are being developed that focus on a current earth science topic. Modules provide access to current research and ask students to investigate the topic, acces the research (often real time data), synthesise the data into a possible solution of the modules "problem", and share and discuss finding and implications with other students. These ESSEA modules have been used at Western Governors University in conjunction with science pedagogy courses for pre and inservice science educators to promote inquiry teaching and learning, an emphasis of National Science Education Standards. Modules have been well received by students in Western Governors University preservice and inservice science education programs.
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Paper number: 14015
Using a learning progression framework to design graduate preservice science teacher education
Principal Author: Rebecca M Schneider, University of Toledo, Rebecca.Schneider@utoledo.edu
Co-Authors: Jenny Denyer, University of Toledo; Mark Templin, University of Toledo
Abstract:
Science teachers need thoughtfully designed programs that address their ongoing learning needs as they prepare to teach science. Designing coherent programs that purposefully progress novices’ ability to think about science teaching is challenging work and requires an understanding how science teachers learn and continue to learn about teaching science. Learning progressions—although proposed as a framework to guide our thinking about student learning—can guide our thinking about how teachers’ knowledge progresses over time. Learning progressions are defined as the successively more sophisticated ways of thinking about an idea that follow one another over a broad span of time. For science teachers, a learning progression framework means considering teachers’ ideas and how they develop as teachers continue to learn about teaching science. Guided by the idea of learning progressions for teachers, the Accelerated Licensure Alternative Masters Program (Accelerated-LAMP) is a new graduate level preservice program grounded simultaneously in theory and classrooms. This forward-thinking approach to teacher education is designed to explicitly develop successively more sophisticated thinking about teaching science. In the pilot year, 21 middle and secondary preservice science teachers completed the program, earning a Master’s degree and Ohio licensure. In this paper set, we describe our program design from three lenses: developing a theoretical understanding of science teaching, developing an integrated understanding of academic language and science learning, and developing a multi-faceted understanding of planning for instruction.
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Paper number: 10133
Assessing Pedagogical Content Knowledge of Inquiry Science Instruction
Principal Author: David Schuster, Western Michigan University, david.schuster@wmich.edu
Co-Authors: William W Cobern, Western Michigan University; Betty Adams, Western Michigan University; Brandy Skjold, Western Michigan University; Amy Bentz, Western Michigan University; Kelly Sparks, Western Michigan University
Abstract:
Planning and implementing successful inquiry-based learning in the science classroom is a demanding task for teachers, requiring a combination of several kinds of knowledge: science content knowledge, science pedagogy knowledge, knowledge of inquiry, and knowledge of how to implement it in instruction. A theoretical knowledge of each of these is not enough; a teacher must bring all of them to bear in integrated fashion for teaching specific topics in actual classroom situations. We call this integrated knowledge Pedagogical Content Knowledge of Inquiry Science Instruction. During their preparation, pre-service teachers take science content courses and teaching methods courses. Their science content knowledge is regularly assessed, but it is just as important to assess their knowledge of how to teach particular topics by inquiry. This requires a new type of assessment. The goal of this project is to design, develop and test assessment items, for both formative and summative uses, which are case-based and problem-based rather than about inquiry generally. A typical item presents a realistic teaching scenario for a science topic, poses a question about teaching strategy, and offers response options reflecting a spectrum of teaching orientations ranging from direct instruction through guided inquiry to discovery learning. Two types of items are used: Ranked Response MCQ format and Likert Testlet format. Individual items or item sets can be used formatively, with both pre- and in-service teachers, for case-based discussions of teaching orientations and inquiry pedagogy. Sets of tested and validated items are compiled into Pedagogy of Science Teaching Tests, with versions for various topics and grade ranges. Examples of assessment items are provided.
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Paper number: 10226
Negotiating culturally relevant science education in a diverse small high school
Principal Author: Ashraf A Shady, Queens College, CUNY, ashraf.shady@qc.cuny.edu
Abstract:
The current educational reform NCLB has forced school districts to adopt new measures to close the achievement gap between White and Non-White students. One of the proposed solutions to such problem was to create small schools that share common goals. Building a learning community around sameness is exclusive in nature that could be theorized as cosmopolitanism conceived around sameness. Conjecturing cosmopolitanism around differences where individuals learn how to coexist, and learn from each other makes it more inclusive. As the teacher/researcher in this study, I adopted cogenerative dialogues (cogen) as a tool to ameliorate the negative feelings resulted from such forced assimilation policy. The participating stakeholders in the cogen felt that they belonged to a community where differences are accepted, and respected. The analysis of the data was conducted across the macro, micro, and meso levels. Evidence of mutual focus, collective effervescence, and proximity of the participating stakeholders in the cogen were evident at the meso, and micro levels. The results of the study shows that the interstitial culture produced in the cogen got reproduced, and transformed consequently into the classroom leading to a better learning environment, and higher scores on the Living Environment Regents Exam (NYS Exam).
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Paper number: 14018
Improving Preservice Teacher Preparation Through NASA Institutes
Principal Author: Stephanie S Shipp, Lunar and Planetary Institute, shipp@lpi.usra.edu
Co-Authors: Janelle M. Bailey, University of Nevada, Las Vegas; Debra Stork, University of Dubuque; Christine B. Shupla, Lunar and Planetary Institute; Rick Pomeroy, University of California, Davis; Timothy Slater, University of Wyoming; Stephanie Slater, University of Wyoming
Abstract:
Learn about the process of planning and revising, the activities, and the outcomes of the Faculty Institutes for NASA Earth and Space Science Education (FINESSE) project.

Surveys and focus groups suggest that science education faculty and other science faculty who help prepare future teachers can benefit from one another through professional development that incorporates educationally-researched pedagogical techniques, the latest Earth and space science discoveries, materials, and new activities. A team of scientists and science educators has delivered eight such two-day FINESSE institutes, in conjunction with ASTE and other national conferences, in which college science education faculty and introductory science faculty worked together as participants . Team members incorporated data-rich inquiry activities into the institute, including backwards-faded-scaffolding activities, jigsaw activities, and collaborative activities. Institutes also included discussions on the nature of inquiry and on assessment, presentations by Earth and space science researchers, and opportunities for the participants to design implementation plans of their own.

In Paper #1, the FINESSE team describes the origins, goals, and structure of the institutes. We address the various activities that were modeled for participants as well as follow-up opportunities that have been provided.

In Paper #2, the project evaluator describes evaluation results to date, focusing on the impact of the FINESSE institutes on its participants. Institute artifacts and feedback, follow-up surveys, and interviews with a subset of participants demonstrate that the institutes are making a significant impact on some of the participants, with more limited impact on others.

In Paper #3, a participant-turned team member provides perspective on implementing workshop activities in her classroom and the process of planning and revising the workshops over time.

Attendees will be welcome to share their experiences with conducting and participating in faculty institutes and their own efforts to use data for inquiry activities in the classroom.
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Paper number: 10155
Evidence of Formative Assessment Skills in Pre-Service Teachers’ Lesson Plans
Principal Author: Melissa L Shirley, University of Louisville, melissa.shirley@louisville.edu
Abstract:
Formative assessment (FA) is a widely used instructional strategy with great potential to increase student achievement. It is not clear, however, how teachers develop sophisticated FA skills. This work represents an initial step toward this understanding by describing how middle and secondary pre-service teachers (PSTs) conceptualize and enact FA in the science classroom. The research question addressed in this study is, What elements of FA practice are evident in lesson plans written by PSTs enrolled in a methods course?

To address this problem, 24 lesson plans, two each from twelve methods students, were examined for FA components. Codes representing descriptive levels of practice for five dimensions of FA (clarity of lesson objectives, degree of teacher- or student-centeredness in lesson, nature of assessments, teacher’s awareness of student understanding, and proposed next instructional steps) were applied to individual lesson plans.

Initial findings suggest that PSTs’ lesson planning is strong in areas of pre-planning, such as writing objectives, implementing student-centered activities, and administering specific assessments. This is not surprising, given that lessons were created in collaboration with experienced teachers serving as mentors for classroom-based field experiences. Furthermore, reflections on student learning were weaker than the other areas of practice, suggesting that pre-service teachers remain unsure how to interpret results of assessments and relate those to characteristics of student understanding. Moreover, lesson plans and reflections indicated a mismatch between intended FA sources, actual implementation of FA strategies, and sources of evidence for student achievement. Additional work to understand how PSTs align lesson objectives, instruction, assessments, and awareness of student learning is ongoing.

Taken together, findings from this study indicate areas of relative strengths and weaknesses in PSTs’ lessons with respect to FA planning and implementation. These in turn point to areas for future investigation and focal areas for professional development providers and teacher educators.

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Paper number: 10071
Using Secondary Data Sets to Develop Teachers’ Understandings about Scientific Inquiry and Investigations
Principal Author: James B Short, American Museum of Natural History, jshort@amnh.org
Co-Authors: Hudson Roditi, American Museum of Natural History; Jamie N Mikeska, Michigan State University; Suzanne M Wilson, Michigan State University; Suzanne H Elgendy, American Museum of Natural History
Abstract:
The purpose of our larger development and research project is to examine how informal science education institutions can design resources to support teachers, students, and administrators in learning about the nature of science and how to conduct scientific investigations. The goal is to determine how these resources are used and to what extent and in what ways they contribute to participants’ learning. Our current work involves refining our professional development (PD) model, which includes scientific inquiry using secondary data sets. To date, this work has involved the design of resources, specifically a “teaching case” about the Hudson River zebra mussel invasion, to develop teachers’ understandings about scientific inquiry and how to conduct scientific investigations. In this presentation, we describe the development and use of this secondary research teaching case, which includes text passages, video segments, and an online interactive graphing and analysis tool, with middle school science teachers. In addition, we examine how these resources provide opportunities for teachers to engage in scientific inquiry and scientific investigations, as well as how these resources contribute to teachers’ understandings about scientific inquiry and investigations.
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Paper number: 11077
Sharing Efforts Resulting from NASA Faculty Institutes
Principal Author: Christine B. Shupla, Lunar and Planetary Institute, shupla@lpi.usra.edu
Co-Authors: James T. McDonald, Central Michigan University; Jeff D. Thomas, Central Connecticut State University; Marsha Bednarski, Central Connecticut State University; Kate B. Follette, University of Arizona; Anthony Murphy, St. Catherine University; Eric Brunsell, University of Wisconsin, Oshkosh
Abstract:
Learn about the outcomes of the Faculty Institutes for NASA Earth and Space Science Education (FINESSE) project, through posters and group discussion with FINESSE participants in this thematic poster set. Outcomes include a variety of data-rich inquiry activities and programs that have been implemented and evaluated.

In Poster #1, a participant shares recent research on a new Earth and space science unit to improve elementary preservice teachers’ understanding of the nature of science, through an investigation of lunar data.

Poster #2 covers the development, implementation, and evaluation of a new open-inquiry activity on tides for elementary preservice teachers by FINESSE participants.

Poster #3 addresses a FINESSE participant’s efforts to design an inquiry activity that uses a rich data set for investigations with rapidly-changing data set of extrasolar planets.

Poster #4 shares a new activity on seasons developed by a FINESSE participant, using NASA data, in a course required for elementary education majors and open to all majors. Preliminary use suggests that the activity helps students to understand that tilt, not distance, is the important factor of the earth contributing to seasons.

Poster #5 describes the use of online data resources, provided through FINESSE, during the implementation of a year-long professional development experience for early career teachers in Wisconsin.

Poster #6 discusses a new teaching module about global climate change that uses tree ring chronology data to correlate human history within the long term earth geologic history.

Poster #7 shares a FINESSE participant’s inquiry activity in which students use sunspot data to investigate the Sun.

Join the discussion in this interactive poster set! A variety of activities and resources will be shared, and attendees will participate in a metacognitive discussion on the overarching themes of the use of data in inquiry and student research projects.
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Paper number: 11062
Development of Science Teacher Knowledge During an Alternative Certification Program: Synthesis of Findings Across Multiple Studies
Principal Author: Aaron J Sickel, University of Missouri, ajsrhc@mail.mizzou.edu
Co-Authors: Andrew B West, University of Missouri; Patricia Friedrichsen, University of Missouri; Mark J Volkmann, University of Missouri
Abstract:
Research suggests the teacher has the greatest influence on student learning, yet science teacher development throughout teacher preparation programs and the induction years has yet to be fully understood. The purpose of this presentation is to synthesize the findings of a large-scale research project supported by the National Science Foundation. The research project has examined teacher learning during a mathematics and science-specific alternative certification program. From examining the findings of this project across multiple studies, we make the following assertions: 1) The beginning science teachers’ orientations shaped their planning and teaching and were highly resistant to change; 2) The beginning science teachers developed knowledge for certain PCK components, but lacked knowledge integration throughout the program; and 3) The beginning mathematics teachers demonstrated more knowledge growth due to more support mechanisms. We discuss our next steps for future research within this project as well as implications for science teacher preparation and induction support.
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Paper number: 11048
Situated Professional Development: Exploration in new contexts
Principal Author: Jonathan E Singer, University of Maryland, Baltimore County, jsinger@umbc.edu
Co-Authors: Jacqueline Krikorian, University of Maryland, Baltimore County; Julie Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County
Abstract:
Controlled practice is a widely accepted scaffold for supporting pre-service teachers; however, when looking at professional development of in-service teachers, the use of controlled practice is overlooked. The purpose of this study was to compare the enactment of a professional development program that integrates the use of controlled practice within two distinct contexts. The study explores and compares the implementation of the model with a middle school and high school teaching population. The preliminary findings provide support for the institute’s design and illustrate aspects of the model that had a similar impact among the three different contexts (2006 and 2010). A preliminary analysis of the Post-Institute Reflections and Daily Reflective Journals revealed several themes. One theme that the participants noted was the immediacy of application and reflection. That is, they had opportunities to practice and apply what they were learning immediately after instruction. The participants also mentioned that practice, feedback, and reflection alone were not sufficient for their success; the opportunity to rehearse and try things out in a safe environment was critical. This study will also provide comparison of classroom enactment data as measured by the Reformed Teaching Observation Protocol (RTOP) for both teacher populations involved in the study. RTOP scores for both populations will be reported (and compared) from classroom enactments that occurred "prior", "during" and following the teachers’ involvement in the the professional development treatment.
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Paper number: 12002
Explaining and Resolving Science Achievement Gaps: Could Leadership Structures, School Climate and Social Capital Offer Solutions?
Principal Author: Lara K Smetana, Loyola University of Chicago, lsmetana@luc.edu
Co-Authors: John Settlage, University of Connecticut; Malcolm Butler, University of South Florida St. Petersburg
Abstract:
State science test results have revealed an intriguing pattern of student performance. In general, we recognize the negative correlation between achievement scores and the proportion of underrepresented students (low income, language learners and ethnic minorities). However, on close inspection we have found that within urban school systems there is considerable variation in performance. In fact, science achievement gaps can be dramatically different even when schools serve fairly similar student populations. Our ongoing investigation of this phenomenon has led to an elevated regard for the combination of school organization and leadership practices.

Based upon school effectiveness research in language arts and mathematics, our investigation uses similar theoretical models and methodological approaches to focus upon equity in elementary science achievement. Having just secured funding from NSF to expand our scope of work, we are soliciting input from fellow ASTE members about issues to consider and contemplate as we get underway. This session seeks to tackle the challenges associated with capturing the school climate, especially in relation to interpersonal trust. In general, research on trust has been the purview of psychologists. One example is the Prisoner’s Dilemma in which two strangers decide how much they can depend upon the other. However, our interest relates to group or organizational trust.

For some researchers, trust is a unifying concept represented by multiple factors. Others have a tendency to view factors such as credibility, openness and benevolence as leadership characteristics that may not belong entirely within the concept of trust. Our challenge is to develop greater clarity before we begin collecting data. As a roundtable, our expectation is that colleagues with diverse backgrounds and expertise can provide us with assistance in ways that will strengthen our efforts.

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Paper number: 13013
From the kitchen to the classroom: Using Cooks Illustrated to promote scientific literacy
Principal Author: Lara K Smetana, Loyola University of Chicago, lsmetana@luc.edu
Abstract:
If students are to fully understand science, they will need to learn not just the disciplinary content knowledge, but also the methods and processes through which scientific knowledge is acquired (scientific inquiry), the underlying, fundamental assumptions of that knowledge (the nature of science, or NOS) and the utility of that knowledge (Shwartz, Lederman & Crawford, 2004; Bell, 2008). Because each of these domains are inter-related, they should be addressed in a coordinated fashion.

This session will provide an example of an explicit inquiry-based pedagogical approach to teaching NOS in which scientific inquiry provides the context for learning about NOS. Participants will engage in, and reflect upon, a sample lesson designed to introduce experimental design using articles from the Cooks Illustrated magazine collection. Specific attention will be drawn to links between references to process skills used by the chefs and related NOS concepts that have been illustrated in the articles.
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Paper number: 13001
"You want me to do what?!" Replacing traditional assessments with authentic digital artifacts in preservice elementary science teacher education
Principal Author: Deborah C. Smith, The Pennsylvania State University, dcs27@psu.edu
Co-Authors: Leigh A. Haefner, Penn State; Alicia M. McDyre, Penn State
Abstract:
Preservice elementary teachers (PSTs) struggle with developing deep conceptual understanding of the science they will be teaching (Mikeska, Anderson, & Schwarz, 2009). Instructors also have difficulty designing authentic assessments of the science subject matter and pedagogical content knowledge (PCK) their students are developing and how this plays out in their initial teaching practices in classrooms. Simple paper and pencil representations of their knowledge and teaching practices have proved to be superficial at best. Students may simply repeat, in their own words, expert opinions, texts, and/or online resources, without actually constructing any deep understanding. Instructors’ feedback therefore is limited in its effectiveness and timing. We need to have more in-depth assessments of our students’ scientific content and PCK and their teaching practices throughout the planning and teaching process (Zembal-Saul, 2009). We have been transforming our original paper-based assessments to digital video representations of preservice teachers’ content understanding and development of science teaching practices. In our elementary preservice methods course, we present each PST with a subject matter challenge tailored to the concept(s) they will be teaching in their placement classrooms. Students must synthesize their research from multiple sources and represent it in an iMovie as if they were teaching to their peers. In the second digital task, PSTs videotape their science lessons. Then they analyze these lessons and reflect on their progress in developing the knowledge and teaching practices needed for standards- and research-based science teaching practices. They select video clips representing their best evidence for engaging children in the Ready, Set Science! four strands of scientific proficiency (Michaels, Shouse & Schweingruber, 2008). These tasks transform what were traditionally text-based artifacts into more meaningful and authentic representations for teaching.

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Paper number: 11042
Classroom Instruction Observed from the Perspectives of Current Reform in Science Education: Revisiting the TIMSS Video Study with a Reform Lens
Principal Author: Emma R Smith, Utah State University, esphysics@gmail.com
Co-Authors: Todd Campbell, Utah State University
Abstract:
This research poster shares findings from an investigation to determine if five countries with high achievement scores from the 1999 TIMSS Video Study also demonstrated reform minded science education practices according to the Reformed Teaching Observation Protocol. Science education literature has revealed that while much was learned from the 1999 TIMSS Video Study, the research completed did not specifically speak to the extent to which reform in science education could be observed in the five countries extensively studied. What similarities and differences can be discovered in the classroom instruction when comparing five countries’ science classrooms using a reform-oriented observational instrument? To examine this research question, three science education graduate students, with a combined science teaching experience of over 15 years, rated the five lessons for each of the five countries included in the 1999 TIMSS Video Study using the RTOP instrument. The data collected was then analyzed to ascertain if there were any statistical differences between countries using the mean scores from the RTOP as the dependent variable. Whether one evaluates student success in the science classroom in terms of achievement scores on international assessments or students experiencing reformed teaching, Japan seems to excel in both areas. In returning to the original research question of “what similarities and differences can be discovered in classroom instruction when comparing five countries’ science classrooms using a reform-oriented observational instrument?”, it is apparent there are more differences than similarities when comparing the three main facets of the RTOP of lesson design and implementation, propositional and procedural knowledge, and classroom culture across five countries.
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Paper number: 10101
How Is Cognition Distributed Among Middle School Science Students and Their Distance Mentors in a Blended Learning Environment?
Principal Author: Randall Spaid, Macon State College, randy.spaid@maconstate.edu
Co-Authors: Stuart Fleischer, The American International School in Israel; Sumitra Himangshu, Macon State College
Abstract:
Innovative teachers utilize a sophisticated Web 2.0 toolkit to compliment their Technological Pedagogical Content Knowledge (TPACK), their understanding of methodology, and the needs and desires of their learners as they differentiate instruction. Cognition may be distributed throughout a system comprising of both individuals and artifacts; this study examines how learners in blended learning settings come to know science knowledge by being part of the cognitive system. This descriptive study of the online interactions of 165 teams of middle school students conducting science fair investigations and preservice teachers as their eMentors used 2.0 Learning Tools (a Moodle wiki and blog) during the planning, experimenting, and interpretation phases of the NESA Virtual Science Fair. The dynamic NVSF learning communities enabled students to develop interpersonal skills and to access tacit knowledge shared by community members and reinforced by their teacher as a component of the formal curriculum in their science classroom. The nature of Web 2.0 tools make it more likely that learners can find ways to enhance their learning,

The evaluation shows that the NVSF project not only engaged diverse students in science learning in ways that middle school students themselves found more powerful than the typical science classroom, but also taught students 21st century skills. The engaged learning indicators for the NESA Virtual Science Fair observed by the teachers monitoring their student’s science investigations included: (a) Students were engaged in authentic and multidisciplinary tasks; (b) students participated in interactive learning; (c) students worked collaboratively; (d) students learned through exploration; (e) students were responsible for their learning; and, f) Students were strategic in deciding how to use their mentor’s advice. Most importantly, the science investigation broadened middle school and preservice teacher students’ perspectives about what constitutes scientific experimentation and exploration and the value of learning science in their own lives.
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Paper number: 10107
Science Teacher Educators as Consultants to Scientists: Developing a Residential Institute for High School Teachers
Principal Author: Barbara S Spector, University of South Florida, spector2@usf.edu
Co-Authors: Jeremy P Lake, Earth Force; Amy Basham, Hillel School of Tampa
Abstract:
Scientists at a Lemur Conservation Reserve in a remote area invited the authors, science educators, to assist them in revising their residential week-long summer institute for high school science teachers. The concerns these scientists expressed were derived from their previous three years conducting the same institute. Their concerns were similar to those of many scientists who have provided professional development to K-12 teachers (Spector & Leard, 2008). The foundation for most of their concerns emerged as lack of (a) familiarity with literature about how people learn science, (b) understanding of the culture of science teachers, and (c) knowledge of state and national standards. The result was differences between scientists’ and teachers’ expectations, which in turn led to miscommunications, frustration, and some dissatisfaction. Science teacher educators’ time on-site with the scientists prior to, and during the institute enabled scientists to mitigate their concerns. Scientists perceived a vast improvement during year four over the three earlier years in the institute.

In addition to a brief overview of objectives, activities, and responses to the residential institute, we present a checklist of actions we learned that science teacher educators could do to assist scientists who are developing an institute as part of their science research proposals. This collaboration increases availability of funding for science teacher educators’ initiatives. Categories under which specific actions are organized include:

1. Explain teacher culture and relevant resulting expectations.

2. Avoid miscommunication across teachers’ and scientists’ cultures.

3. Develop trust among strangers to establish a community of learners.

4. Provide knowledge of how people learn science that scientists can readily incorporate.

5. Show relevant National Science Education Standards.

6. Mitigate a teacher’s propensity for a “vacation” mindset.

7. Address emotional comfort and physical safety specific to a residential institute

8. Use science teacher educators’ expertise during implementation.

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Paper number: 10214
Transforming Science Teachers into District Science Leaders: Lessons Learned from the First Year of the LEADERS Program at The University of Toledo
Principal Author: Janet L Struble, The University of Toledo - LEADERS, Janet.Struble@utoledo.edu
Co-Authors: Lisa A Brooks, The University of Toledo - LEADERS
Abstract:
Leadership for Educators: Academy for Driving Economic Revitalization in Science (LEADERS) is a partnership that gathers and merges the expertise of four essential entities: northwest Ohio schools, The University of Toledo, renewable energy industry, and informal science education sites, in the economic revitalization of the Great Lakes Region. Teacher leaders (TLs) and district level support personnel collaborated with university and industry partners in the development of Project-Based Science (PBS) curriculum. TLs completed science content courses related to renewable energies and courses relating to PBS and leadership during Summer Institute 2010. When the TLs returned to their respective districts, they were responsible for the implementation of PBS in their own classrooms, and also for the design and implementation of the PBS units at various grade levels in district level professional development.

The first year of the LEADERS project addressed two challenges: (1) supporting TLs to integrate pedagogy and content in the design and implementation of PBS units in their own classrooms and (2) supporting TLs to design and deliver professional development experiences to support other teachers in their district to implement PBS in their classrooms.

Our presentation will focus on the following: How did the LEADERS program lead to the development of TLs’ knowledge about PBS? and How did the LEADERS program lead to the development of TLs’ knowledge as leaders in their districts? Our data include quantitative and qualitative measures.

Our research will contribute to the area of designing effective science professional development for districts by identifying the knowledge levels needed for their teacher leaders when transforming their own district science teachers into science leaders by focusing on the knowledge levels teacher leaders need in order to become leaders of teachers.

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Paper number: 10124
Analyzing Preservice Teachers’ Images of Scientists Using a Conceptual Framework Derived from the Literature on the Role and Work of Scientists.
Principal Author: Karthigeyan Subramaniam, University of North Texas, Denton, Karthigeyan.Subramaniam@unt.edu
Co-Authors: David Wojnowski, University of North Texas, Denton; Pamela Harrell, University of North Texas, Denton
Abstract:
This presentation compares preservice teachers’ images of scientists derived from the Draw-A-Scientist-Test and from a conceptual framework based on the role and work of scientists. The study was anchored by two objectives: (1) to compare and contrast the efficiency of this conceptual framework in explaining preservice teachers’ images and perceptions of scientists with that of the traditional projective test, DAST-C, and its associated 15 standard indicators and (2) to find out about preservice teachers’ context-specific conceptions of scientists. The findings in this study revealed that the DAST-C projective test was a tool that only showed the stereotypic images (negative) and perceptions held by the preservice teachers in this study. On the other hand the conceptual framework containing the positive, negative and neutral images and their associated context-specific conceptions provided an in-depth look of preservice teachers’ images of positive, negative and neutral images of a scientist delineating them further by indicating the positive, negative and neutral context specific conceptions associated with each image. This study showed that even if preservice teachers’ have positive images of a scientist they have inadequate knowledge about other context specific conceptions of the role and work of a scientist and this will affect their future teaching actions in building images and orientations towards that present a balanced perception of a scientist to their students. The presentation is important to methods instructors, educational researchers, and science teachers who derive their students’ images of scientists using the DAST-C projective test. Furthermore, it highlights the limitations of the DAST-C projective test and how the conceptual framework in this study serves as a better analysis tool to explain the key concept-specific conceptions inherent within the positive, negative and neutral images of scientists held by preservice teachers and thus build a balanced image of scientists.
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Paper number: 10130
Korean Students’ Perceptions of School Science in K-12 Classrooms and Understanding of the Nature of Science
Principal Author: JEE KYUNG SUH, UNIVERSITY OF IOWA, jeekyung-suh@uiowa.edu
Co-Authors: SAE YEOL YOON, UNIVERSITY OF IOWA; SOONHYE PARK, UNIVERSITY OF IOWA
Abstract:
The purpose of this study was to investigate Korean students’ perception of school science and their understanding of nature of science (NOS). The participant pool (n=500) included students from grades three, seven and nine from middle to upper income schools in Seoul, South Korea. This study used students’ drawing and the selected Views of Nature of Science, form D (VNOS-D) items to examine the students’ perceptions of science shaped by their experiences in school context. Students’ perceptions of school science are developed through interaction between their experience in science classroom and their images of science. In this vein, we inferred students’ learning experiences in science classroom and their image of science by understanding students’ perception of school science. Results revealed differences across grade level. More ‘Lab activity’ and ‘positive facial expression’ were exhibited at the lower grade than higher grades. On the other hand, higher grade students have more adequate understanding of NOS at the most aspect of NOS except empirical NOS. That is, an understanding improved more in upper grades whereas images of science became more negative. In light of these results, we discuss the significance and challenges to teaching about inquiry and NOS in school contexts.
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Paper number: 10074
Journal Clubs as a Way to Bridge the Theory/Practice Gap in Science Teacher Education
Principal Author: Karen Tallman, University of Massachusetts, kmtallman@comcast.net
Co-Authors: Allan Feldman, University of South Florida
Abstract:
This study was conducted to understand the theory and practice of journal clubs to provide an alternative way of bridging theory and practice in science teacher education. It focuses on how a medical journal club, as a community of practice, helps the members learn, and how their learning helps them translate theory into practice. An observational case study was conducted over two months of an internal medicine journal club at a teaching hospital in the northeast. The club consisted of twenty members: fourteen medical residents, two medical students, and four practicing physicians. This study employed observations, semi-structured interviews, collection of articles discussed at the journal club, collection of guidelines given to the members before presenting an article, and a concept map. The findings are that the journal club was structured as a community of learners who, by being supportive and humble, collaborate together. This collaboration led the group to reflect on the literature read and the cases presented. Members gained knowledge of how physicians incorporate literature and experience into their practice. In addition, this collaboration led to synthesis of literature into thought processes. Finally, the collaboration enabled members to translate the role of theory to practice in their understanding of medicine and have confidence in their decisions in practice. Through collaborative discourse of the articles related to actual medical cases the members learned that theory was not tangential to what physicians do, but rather integral to their work. Members also learned by observing how other members worked to make sense of the literature and apply it to practice. This presentation will discuss the theory and practice of journal clubs as illustrated by this case study. A model for the use of journal clubs in preservice science education based on this study will be presented.
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Paper number: 11036
Teacher Education and Mentoring Program—Embedding Professional Goal Modules during Student Teaching
Principal Author: Jeff D Thomas, Central Connecticut State University, thomasjed@ccsu.edu
Abstract:
The Connecticut State Department of Education introduced a new induction program for first- and second-year teachers called the Teacher Education and Mentoring Program or TEAM. This program offers new teachers experiences with mentorship and professional development by completing five modules: (a) Classroom Management, (b) Planning, (c) Instruction, (d) Assessment, and (e) Professional Responsibility. To prepare preservice teachers for this new induction program, science teacher candidates were required to complete one semester-long module as part of their student teaching experience. Teacher candidates completed this four-step process, with mentor support from the cooperating teacher and student teaching seminar instructor, that included: identifying a need or opportunity for professional growth, developing a professional growth goal and action plan, implementing the plan and applying new learning, and reflecting and documenting new learning and the impact on students. Two research questions were pursed for this exploratory mixed-method study: 1) What are teacher candidates successes and challenges as they implement their professional goal module? 2) What are teacher candidates’ attitudes toward their science discipline, student learning, and professional development after completing one professional goal module? Nine students participated in this study during the 2010-11 school year. Qualitative data was collected from journal entries, reflection papers, field notes, and an open-ended survey. Quantitative data was collected from a Likert-type survey. One key finding from this study was that students had positive attitudes toward their professional develop experiences and their mentor relationship with their cooperating teachers such as wanting to continue their professional growth on student learning outcomes. From these preliminary findings, the TEAM program may be an important model for new and preservice teacher mentorship and professional development.
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Paper number: 10144
The Wholeness Approach: The Impact of an Integrated Instructional Approach on Elementary Pre-service Teachers’ Conceptions of Plant-Related Processes
Principal Author: Stephen L Thompson, University of South Carolina, sthompson@sc.edu
Abstract:
Researchers examined the impact of an instructional approach emphasizing integration of biological knowledge and processes on elementary pre-service teachers’ conceptions of plant-related processes. Fifty-two (52) pre-service teachers (PTs) from three separate elementary education science methods courses were exposed to a six week sequence of guided inquiry activities designed to enhance their understanding of interrelated plan processes associated with the fate of a healthy plant sealed in an air-tight jar. Initially, participants provided written estimates of the life-span of a healthy plant sealed in an air-tight jar along with justifications for their estimates and responses to four open questions that probed their understanding of various plant processes. Formative assessment strategies embedded within the instructional unit captured participants’ conceptions throughout the study. Four weeks after the completion of the instructional unit, participants provided written responses to the same questions asked at the onset of the instructional unit. Additionally, semi-structured pre- and post-interviews were conducted with 12 volunteer participants to probe their knowledge about plant processes and how they interrelated. The pre-service teachers’ held various misconceptions at the onset of instruction, including several about water use in plants that contributed to their holding erroneous ideas about other plant processes. Analysis of post instruction data revealed positive change in the conceptions held by some of the study participants. Post instruction analysis also highlighted that several of the participants better understood individual plant processes, but still struggled with how the various processes interacted within the sealed plant environment. Overall, gains in participants’ understanding as a result of this instructional unit were positive and hint at the potential of instructional models that help engage students in serious problem-solving activities involving complex plant functions and processes. The gains also reveal that more attention to such curricular models is needed.
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Paper number: 10174
Teacher Uptake of Science Literacy Ideas: A Cross-case Analysis of Large-Scale, District-wide, and Single School Projects
Principal Author: Christine D Tippett, University of Victoria, chris.tee@shaw.ca
Co-Authors: Larry D Yore, University of Victoria; Ruthanne Tobin, University of Victoria; James A Shymansky, University of Missouri, St. Louis
Abstract:
Science Cooperatives in Iowa and Missouri (Science Co-op), Pacific Centre for Research in Youth Science Teaching and Learning at the University of Victoria (Pacific CRYSTAL) and Learning to Plan for Differentiated Instruction in Elementary Science (LPDI) projects have specific emphasis on science literacy for all. Scientific literacy has been defined in these projects as two interacting clusters (fundamental literacy in science and derived understanding of the big ideas in science) leading to fuller participation in the public debate about science, technology, society and environment (STSE) issues. This presentation focuses on elementary and middle school teachers’ uptake of concept/vocabulary development, reading comprehension, visual literacy, genre awareness, and writing tasks considered in these three professional development projects. A cross-case analysis of teacher interviews, classroom observations and instructional artifacts identified the language tasks and literacy strategies valued by the participants.

The results of the cross-case analysis revealed that early grade (K-4) valued basic strategies used across all text types, while middle school teachers (Grades 5-8) valued intermediate strategies used across some informational texts. Some general and science-specific strategies were not adopted because of the significant instructional time required and the content knowledge demands on teachers. Most teachers accepted the importance of concept mapping, argumentation, and writing-to-learning approaches, but acknowledged that they were unlikely to use these strategies because it would mean they would need to make major revisions in their teaching approach. These results were not surprising, but none-the-less they were disappointing as improved fundamental disciplinary literacy may be the key to enhanced understanding and application of science.

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Paper number: 10096
Overturning typologies: Contradictions and tensions in the beliefs and knowledge of preservice science teachers about equity in science instruction
Principal Author: Sara E Tolbert, University of Arizona, saratolbert@email.arizona.edu
Abstract:
This presentation describes findings from an exploratory, longitudinal mixed methods study in which the researcher investigated the beliefs and knowledge of 13 preservice teachers participating in an equity-focused science teacher education program. While results demonstrated overall improvements in participants’ knowledge and beliefs about teaching in underserved classrooms, a closer analysis of the variation among the beliefs and knowledge of 4 of the preservice teachers revealed the findings to be more nuanced: (1) Andy, who appeared to have undergone significant positive changes in his beliefs and knowledge about diversity and equity in science instruction, but, upon graduating, still preferred to teach in a school where the students’ cultural and linguistic backgrounds were more similar to his own; (2) Cindy, who endorsed the constructivist and social constructivist approaches to learning but resisted ideas about culturally and linguistically responsive instruction, and, as a result, articulated beliefs and knowledge about science teaching that were conflicted and contradictory; (3) Emily, who reflected positive changes in her beliefs and knowledge about diversity and equity in science instruction, endorsed constructivist and social constructivist approaches and culturally and linguistically responsive pedagogy in science, and felt well prepared to teach science in underserved schools; and (4) Edna, who reflected positive changes in her beliefs and knowledge about diversity and equity in science instruction, and endorsed constructivist and social constructivist approaches and culturally and linguistically responsive pedagogy in science, but felt underprepared to teach in the underserved urban high school where she was hired. The findings from this study complicate the findings from prior studies in equity-focused science teacher education, which have indicated that there are clear distinctions between those teacher who are more capable and/or favorably disposed toward learning about equity and reform-based practices and those who are not.
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Paper number: 12011
The Satellites, Weather and Climate (SWAC) teacher professional development program: Making the case for climate and geospatial literacy
Principal Author: Regina Toolin, University of Vermont, Rtoolin@uvm.edu
Co-Authors: Lesley-Ann Dupigny-Giroux, University of Vermont
Abstract:
The Satellites, Weather and Climate (SWAC) program was designed to address the continuous professional development needs of K-12 teachers enabling all students to receive the level of teacher expertise and education to make them scientifically literate and competitive in the 21st century job market or advanced science study. This paper will highlight the conceptual and logistical framework of the SWAC program and its resulting outcomes as a template for addressing teacher professional development needs and constraints in one realm of the geosciences.

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Paper number: 14002
University Energy Education Curriculum Project: Infusing Energy Education Throughout Science Teacher Education
Principal Author: Jeffery S Townsend, Eastern Kentucky University, scott.townsend@eku.edu
Co-Authors: Billy Bennett, Eastern Kentucky University; Melinda Wilder, Eastern Kentucky University
Abstract:
In the past decade, energy conservation and independence has reemerged as a national concern. It is vitally important that students have a conceptual understanding of energy and how their choices affect these issues on local, national, and global scales. Appropriate preservice and inservice teacher professional development needs to be in place before effective energy education can be implemented in schools. Interestingly, there is very little recent research on effective energy programs for teachers, thus posing a challenge for science and environmental teacher educators. This presentation will outline the scope, sequence, and evaluation results of a year-long energy education curriculum initiative at a regional state university. Our goal was to infuse energy topics throughout an existing preservice and inservice curriculum in order to improve the knowledge and attitudes of teachers as well as their ability to implement effective energy education in their K-12 classrooms. This comprehensive program can serve as a model for other universities in designing their own energy education professional development programs. In addition, the data generated by the various assessments may serve as a first step in updating research findings in energy education.
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Paper number: 13004
Promoting Inquiry in Our Schools: Using Hands-on Performance Assessment in K-12 Classrooms
Principal Author: Deborah L Tucker, Science Education Consultant, DeborahLT@aol.com
Co-Authors: Grant M Gardner, Assessment Services, Inc.
Abstract:

“I am calling on our nation’s Governors and state education chiefs to develop standards and assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking, entrepreneurship and creativity,” President Barack Obama, March 10, 2009.

“A focus on multiple-choice testing gives false assurances about what students know and are able to do,” (Shepard in Darling-Hammond, 2010).

In science classes, we can easily move “beyond the bubble” with hands-on performance assessment. “If the inquiry activities and investigations [in classrooms] are simply interludes between memorizing material from the text and other sources, the motivation to acquire inquiry-based abilities will be limited,” (Inquiry and the National Science Education Standards, 150).

The National Science Education Standards (NSES) speak to teaching and assessing inquiry and provide a rationale for using hands-on performance assessment. NSES Teaching Standard A states, “Teachers of science plan an inquiry-based science program for their students. In doing this, teachers … select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.” NSES Teaching Standard C states, “Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers …. use multiple methods and systematically gather data about student understanding and ability.” Hands-on performance tasks are used as pre-/post-tests, as curriculum embedded investigations, and as part of statewide science assessment programs.

This session explores the use of hands-on performance tasks as assessment tools that can be used in pre-service courses to assist beginning teachers to assess inquiry in their classrooms and enhances the expertise of the beginning teacher educators.

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Paper number: 10118
A CORRELATIONAL STUDY OF NATURE AWARENESS AND SCIENCE ACHIEVEMENT
Principal Author: Nikki L Votaw, Johnson University, NVotaw@johnsonu.edu
Co-Authors: Monica Swartzentruber, Johnson University; Kelly Chandler, Johnson University
Abstract:
The purpose of this study was to determine if there is a connection between students’ experiences in nature and their science achievement in the classroom. This research is based on the transfer of learning theory as presented by Perkins and Salomon (1988). As part of a pilot program, the researchers sought to develop an instrument that would effectively measure students’ awareness of the natural world including direct, indirect and vicarious nature experiences. After establishing an instrument, the researchers correlated nature awareness scores and science averages. Two groups of fourth grade students were studied (one from a suburban school and the other from an urban school). This study included 56 4th grade student participants. Each student completed the Nature Awareness Survey, and the researchers compiled a nature awareness score for each student. Then the researchers calculated the students’ third nine week science averages. The researchers applied a Spearman’s rho and a Pearson correlation in order to determine if a significant correlation existed. The results of the study revealed a positive correlation between the nature awareness scores and the science achievement of the subjects. Furthermore, the survey instrument showed statistical reliability. The researchers conclude that teachers should capitalize on positive nature experiences in the science classroom in order to successfully influence science achievement. The researchers recommend further research be conducted in parental involvement as related to the nature experiences. Furthermore, the researchers recommend further research be done correlating different content area achievement with nature awareness scores. (Contains 2 graphs and the survey instrument).
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Paper number: 10228
Students’ Use of Covalent Bond Model to Represent Ionic Bonds: Insights from Particulate Drawing Task
Principal Author: Abdi-Rizak M Warfa, STEM Education Center, University of Minnesota, moham489@umn.edu
Co-Authors: James Nyachwaya, STEM Education Center, University of Minnesota; Gillian Roehrig, STEM Education Center, University of Minnesota
Abstract:
In this study, we explore students’ conceptual understanding of the nature of ionic compounds by looking at how college students ((N = 110) represent binary ionic compounds at the particulate level. We asked college students to draw appropriate particulate representations of chemical reactions that involved both ionic compounds and covalent molecules. Our findings suggest that students use the covalent bond model to represent ionic bonds and struggle with the nature and differences between ionic and covalent bonding. Given the prevalence of covalent molecules in the chemistry representation literature, we argue it is equally important that researchers investigate how students represent ionic compounds at the atomic/molecular level to ascertain their understanding of ionic bond nature. Emergent research from such studies will undoubtedly aid uncovering students’ struggles with fundamental chemical concepts, such as chemical bonding theories, as does the present study.
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Paper number: 14006
Inquiry-base science for English Language Learners: An issue of equity
Principal Author: Molly H. Weinburgh, Texas Christian University, m.weinburgh@tcu.edu
Co-Authors: Jenesta Marshall, Texas Christian University; Cecilia Silva, Texas Christian University; Kathy H Smith, Tarleton University
Abstract:
Taking seriously the criticisms that much educational research is conducted outside of actual classrooms and with experimental designs (Clark, 1994), we have grounded our work in classrooms where science, mathematics, and language have been integrated into one unit focusing on wind turbines. The three papers originate from a five-year partnership between an urban school district and a university in which the college professors developed, implemented, and researched a summer school program for English language learners (ELLs). This research builds on and extends our previous work by testing the 5R Instructional Model with a new science topic.

The first paper introduces the audience to the context by describing the collaboration and joint planning between a science educator and her colleagues (a math educator and a bilingual educator) that resulted in a summer program for English language learners. The focus is on the authentic integration of inquiry-based science with mathematics and language using the 5R Instructional Model as a foundation for planning.

The second paper examines one student’s participation in the activities of the program, physical experiences regarding movement and personal space, and social experiences during group work and leisure time. The researcher investigates these dimensions of this experience to explore what happens to this learner during his participation in an integrated science, math, and language program as captured by video and audio during the 15-day program.

The last paper investigates the change in academic language and conceptual understanding of wind turbines and experimental design of the 28 students participating in the summer program. Pre/post interview and oral reading excerpt, a first day written prompt “What I know about wind turbines”, and a 13th -day “What I learned about wind turbines” were the data used in the investigation.

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Paper number: 10093
Oral Interviews as a Final Exam Format for a Science Methods Course
Principal Author: Julianne A Wenner, University of Georgia, jakent@uga.edu
Co-Authors: David F Jackson, University of Georgia
Abstract:
It has been documented that most traditional university assessments encourage surface-level learning rather than deep knowledge. However, oral interview exams have the ability to address all six levels of Bloom’s Taxonomy simultaneously, including the higher-order thinking levels of analysis, synthesis, and evaluation. Therefore, the authors have implemented the use of oral interview exams in lieu of final exams in a middle school methods course.

While the authors have not conducted research on this assessment format, they have informally discussed this format with students, both before and after the exams. Students appreciate the opportunity to be able to share what they understand about science education and feel that 30 minutes with the instructor one-on-one is time well spent. In reflecting upon the oral interview exam format, the authors feel they have a much better approximation of what students know because the authors have the ability to ask probing questions that allow students to provide more detail about their knowledge of science as well as pedagogy.

It is important to note there can be drawbacks to an oral exam format. However, the authors feel these drawbacks are little more than ‘speed bumps’. While oral exams are certainly more subjective than a traditional exam, grading seems to be consistent due to the highly detailed exam outline that is followed. And though some may view the interview format as labor- and time-intensive for the instructor, it is less so as compared to grading a comparable number of written exams. It has proved practical for the authors’ relatively small (20 < n < 30) classes. The authors’ informal findings and reflections are consistent with the few studies found in the literature concerning oral exams, such as McArdle, Walker and Whitefield (2010), Buehler & Schneider (2009), and Rushton and Eggett (2003).

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Paper number: 10187
The influence of a long-term professional development project on the development of physics teacher PCK
Principal Author: Andrew B West, University of Missouri, westab@missouri.edu
Co-Authors: Mark J Volkmann, University of Missouri
Abstract:
This presentation reports on a study regarding the development of three 9th grade physics teachers’ PCK for using representations in their instruction as a result of participating in a three-year-long Physics First professional development project. The Physics First PD provided participating teachers with a research-based physics curriculum, summer professional development in scientific inquiry and modeling methods, in-class mentoring throughout the school year, support from professional learning communities (PLCs), and follow-up sessions and conferences. The teachers participated in the project for three years, attending three-week-long academies each summer and implementing the instruction during the school year. During the summer academies, the teachers assumed the roles of 9th grade students by participating in discussions, engaging in labs and activities, and by completing homework assignments and assessments. The results of the analysis revealed that overall, the Physics First PD project contributed to the development of the teachers’ knowledge in all five components of PCK in terms of representations. That is, the teachers attributed the development of their knowledge of curriculum, instructional strategies, student understanding, assessment, and orientation, in part, to their experiences in Physics First. These findings highlight the potential for long-term professional development to inform the development of in-service physics teacher PCK.
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Paper number: 10126
2011 ASTE Policy and Government Relations Forum Survey:

A Representative Voice on National Science Education Policies?

Principal Author: Julie F Westerlund, Texas State University- San Marcos, jw33@txstate.edu
Co-Authors: Colleen Megowan-Romanowicz , Arizona State University
Abstract:
The ASTE Policy and Governmental Relations Forum generated a survey in Spring 2011 using the Survey Monkey Platform to determine consensus views on national issues pertaining to science teacher education. Based on feedback from policy forum members, the survey was divided into sections or pages under specific categories. The survey was also designed to probe respondents with specific interests more deeply. In summer 2011, the survey was continually refined and shortened to capture the attitudes of the ASTE community concerning national policies. IRB requirements were also included in the survey. The survey was administered in early fall 2011. It is intended that the results will serve as a springboard for engaging members in a more substantive conversation on the issues about which the majority of members feel strongly. For example, the impact of No Child Left Behind (now the Elementary and Secondary Education Act, ESEA) on science education was included in the survey. The Forum on Educational Accountability (FEA) plan, involving 14 recommendations, to reform the ESEA was also included in the survey. [Go to http://www.edaccountability.org to find the 14 recommendations on the Empowering Schools and Improving Learning link]. The14 recommendations were discussed by the ASTE Policy and Government Relations Forum at the annual meeting in January 2011. In February 2011, ASTE policy representatives recommended that the ASTE Board support the FEA recommendations. The FEA recommendations and other critical national policy areas including opportunity to learn, school improvement, capacity and advocacy were included in the survey to determine the broader voice of the ASTE community.

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Paper number: 13002
Learning to Shift from Cookbook to Inquiry with Model Secondary School Lab Activities
Principal Author: Sandra L Westmoreland, Texas Woman’s University, swestmoreland@twu.edu
Co-Authors: Rita Rich, Texas Woman’s University; Jacque Garcia, Texas Woman’s University
Abstract:
Secondary science teachers often agree with the concept of inquiry-based instruction…students asking and answering questions. However, teachers may be more comfortable and successful with the cookbook activities they have done before (Colburn 1997). A novel approach to introducing inquiry into the classroom is via “subtle shifts” in which the responsibilities for small portions of the lab activity are shifted from the teacher to the student (Exploratorium 2006). The presenter has been engaged in a project funded by the College Career and Readiness Initiative (CCRI) to develop a set of model lab activities for secondary science which demonstrate alignment with state and national standards and represent various levels of inquiry. The model labs demonstrate how the level of inquiry in existing lab activities can be changed by “subtle shifts.” The shifts emphasize the following skills: identifying variables and controls, graphing, making data tables and interpreting data, forming hypotheses, designing experiments, posing testable questions, designing and executing a research study. In this experiential session participants will learn how to identify levels of inquiry in secondary science lab activities using an assessment tool and how to remodel existing lab activities by making subtle shifts.
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Paper number: 11034

An investigation into the utilization of a constructivist teaching strategy to improve geological content knowledge: Is there a relationship between intellectual development and content understanding?

Principal Author: Orvil L. White, SUNY Cortland, whiteo@cortland.edu
Abstract:

The topic of geological time and related concepts are both complex and abstract and many students find it difficult to understand. This study sought to answer questions about students enrolled in a 300 level science teaching methods course and those enrolled in an introductory geoscience course learning about geological time. The questions were; what are the levels of intellectual development of these students, what was their content understanding at the start of the study, would a constructivists style of teaching improve their content understand and is here a relationship between their intellectual level and their content understanding? Thirty-six education students and 49 geoscience students, of which 20 were also majoring in education, participated in the study.

The students were assessed, pre and post for their level of intellectual development and on a geology content knowledge assessment (GCKA). The geology test consisted of multiple choice questions and a scaled graphic timeline. The geology test dealt with absolute and relative time related questions. Following the pretest the students participated in a lesson on constructivist teaching using geological time as its central theme. During which the participants were asked to develop a graphic model (timeline) of the geological history of the Earth.

There was a significant increase in content knowledge, for the education students, on the GCKA. However, none of the students improved on their development of the graphic timelines over the course of the study. The most improvement was demonstrated by students at the two lower levels, of four, on Perry’s (1980) continuum of intellectual development. At these stages it is perceived that there are correct answers to questions and solutions to problems. These findings indicate the need to assess students as to their intellectual levels in order to develop effective teaching strategies to improve learning in the educational process.

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Paper number: 10072
Iterative Model Building: Developing preservice elementary teachers’ abilities to uncover students’ scientific thinking to inform instruction
Principal Author: Heidi L Wiebke, Indiana University , hwiebke@indiana.edu
Co-Authors: Meredith A Park Rogers, Indiana University; Vanashri Nargund-Joshi, Indiana University ; Valarie L Akerson, Indiana University
Abstract:
Effective teachers take into account how their students think when planning lessons, but how do teachers develop a knowledge base for doing this and can beginning teachers learn to attend to student thinking with some degree of success? The purpose of this study is to explore one approach that we believe has the potential of initiating the development of such a knowledge base for teachers in their early field experience of their teacher education program. The approach is called Iterative Model Building (IMB) and consists of a continuous but progressive approach to questioning, reflection, and lesson planning. The preservice teachers work in teams of six and work collaboratively through a model that includes weekly formative assessment interviews (FAIs), model building of children’s conceptual understanding, teaching, and reflective practice using a modified Lesson Study. The focus of this study is on the iterative process of the first three elements with attention given specifically to how beginning teachers learn to question, interpret, and make instructional decisions according to student understanding of particular science concepts. Our findings suggest a strong correlation and short term affect between the weekly FAIs and lesson planning modifications. However, the model building sessions seem to have more of a long-term influence on the preservice teachers’ knowledge development for teaching science as they reflect on how the experience of IMB as a whole may impact their future teaching. Implications for the use of an IMB-type approach at other institutions will be discussed, as well as the possibility of adapting it for use with inservice teachers.
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Paper number: 10119
Students’ with Visual Impairments Conceptual Understanding of Sound
Principal Author: Tiffany A Wild, The Ohio State University, wild.13@osu.edu
Co-Authors: Sally M. Hobson, The Ohio State University; Margilee Hilson, The Ohio State University
Abstract:
Very little research has been conducted to determine students’ understanding of sound. Studies related to young children’s understanding of sound and, specifically, studies of visually impaired children’s understanding of these concepts are absent from the literature. Most of the current studies identify the misconceptions of students in middle school, high school, and at the university level (Boyes & Stanisstreet, 1991, Eshach and Schwartz, 2006; Wittmann, Steinberg and Redish, 2003).

An additional limitation of the extant literature is the lack of general science education research conducted with students with visual impairments. Many manuals exist to explain how to teach students with visual impairments in the area of science (Dion, Hoffman & Matter, 2000; Hadary & Cohen, 1978; Koenig & Holbrook, 2000; Kumar, Ramassamy, & Stefanich, 2001; Willoubhy & Duffy, 1989). However, very little research has been conducted to determine the effectiveness of these curricular materials (Erwin, Perkins, Ayala, Fine, & Rubin, 2001; Linn & Their, 1974; Long, 1973; Struve, Their, Hadary, & Linn, 1975; Waskoskie, 1980; Wild & Trundle, 2010a, Wild & Trundle 2010b).

While middle school, high school and university level students have been documented to have difficulty understanding the concepts of sound (Boyes & Stanisstreet, 1991, Eshach and Schwartz, 2006; Wittmann, Steinberg and Redish, 2003), it stands to reason that children might also have difficulty with this topic. Identifying students’ misconceptions of sound is a necessary step in providing opportunities for a more effective learning environment. Examining and refining understandings of sound may build on initial concepts and contribute to a foundation for advancing knowledge related to more complex physical science concepts in their future

The purpose of this study was to understand and describe the misconceptions and conceptual understanding that may exist among students with visual impairments and instructional techniques that may help them develop a scientific understanding.

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Paper number: 12003
A Disciplinary Focus on Reading in Science
Principal Author: Carmen M Woodhall, University of Central Florida, cmw52755@aol.com
Co-Authors: Vicky Zygouris-Coe, University of Central Florida
Abstract:
Educators, scientists, and business leaders all agree that there is a literacy gap in the education process that could be a major stumbling block to future technological advancements and the production of a scientifically literate society. Some researchers believe that this literacy gap is more about basic literacy than scientific literacy, in that basic literacy is the first necessary step to attainment of scientific literacy (Grant & Fisher, 2010; Klaus-Quinlan & Cazier, 2009; Shanahan & Shanahan, 2008; Moje, 2008). In an effort to fill this gap and mitigate future loss of US economic power, literacy experts are combining forces with content area experts to help equip teachers with literacy strategies that are unique to the discipline. In response to this, the Florida Online Reading Professional Development (FOR-PD), a state-wide online professional development project, was created at the University of Central Florida, College of Education, to advance pre K-12 Florida teacher knowledge about effective reading instruction and improve student learning outcomes. This study chronicles the outcomes of 7 science teachers, in grades 7-12 upon completion of this comprehensive 14-week professional development in terms of probable gains in the application of literacy strategies in their science classrooms. The study also attempts to ascertain through the use of research methods, the attitudinal change in terms of the application of new strategies in the classroom to improve cognition and motivation in the middle and high school science classroom.
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Paper number: 11011
Twitter + Teaching K-8 Students : Revising an introductory secondary science teaching course
Principal Author: Heather M Worsham, University of Missouri, hmworsham@mail.mizzou.edu
Co-Authors: Patricia J Friedrichsen, University of Missouri
Abstract:
We revised our introductory secondary science teacher education course to encourage freshmen to explore science teaching as a career. Our revision focused on connecting our students to K-8 students and to practicing classroom science teachers. We added readings that included inspirational stories of teachers, and a teacher panel of beginning and master classroom science teachers. After the teacher panel, we followed one of the panelists on Twitter to gain a glimpse into the life of a science teacher. The master teacher and her students tweeted hourly, sharing what they were doing throughout the school day. To add an authentic teaching experience for our students, we developed a partnership with our local home school association. Each semester we choose a new theme, such as Insect Day or Earth Science Day. In preparation for teaching the home school students, our students engage in a cycle of planning, peer teaching, and revision. As the culminating activity, we invite K-8 home school students to our campus. Our students set up stations and teach inquiry lessons to the K-8 students. For the final paper, students reflect on their teaching experience and their decision whether or not to pursue science teaching as a career.
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Paper number: 10175
Developing, Implementing, and Assessing Laboratory Experiences Based on the Dimensions of Inquiry
Principal Author: Ann W Wright, Canisius College, wrighta@canisius.edu
Co-Authors: Joeseph Engemann, Brock University; Joeseph Zawicki,
Abstract:
A responsibilities of teachers is to provide laboratory experiences that are differentiated according to the capabilities of their students. In order to help teachers to accomplish this task, the presentation will provide examples of laboratory performance assessments that reflect variation along a continuum of complexity with respect to several cognitive and/or instructional dimensions. These dimensions are organization (integrated, independent, or surrogate), sequence (traditional, begin with data collection [given plan], or begin with analysis [given data table]), structure (structured, guided, or open), and transfer (very near transfer, near transfer, or far transfer). The performance assessments are part of revisions to Science Educator’s Guide to Laboratory Assessment (Doran, Chan, Tamir, & Lenhardt, 2002). The performance assessments are valid, reliable, fair, and easily administered. The assessments test concepts and inquiry skills within middle and high school biology, chemistry, earth science, and physics and are aligned with the National Education Science Standards (NRC, 1996) and the New York State Learning Standards for Mathematics, Science and Technology (NYSED, 1996). The assessments are developed to reflect variation along a continuum of complexity with several cognitive and/or instructional dimensions (henceforth called dimensions of inquiry). The dimensions are structure (structured, guided, or open), transfer (near, moderate, or far), sequence (SQ1, SQ2, or SQ3), and organization (independent, integrated, or surrogate).

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Paper number: 11061
An Interdisciplinary Human Biology, Health and First Aid Based Curricula For Elementary School Students

Principal Author: Ann W Wright, Canisius College, wrighta@canisius.edu
Co-Authors: Sue Dale Tunnicliffe, University of London
Abstract:
Curricula should be built on the existing knowledge of students with information and activities that connect to such and the their everyday world so that learning has a meaningful contact. However, with the requirements of politicians, district leaders, and school administrators for test results, activities must also help students learn to perform well on a test and produce meaningful learning which is possible with integrated biology. The biology curricula being used in schools continues to be scrutinized and criticized because the lack of improved students’ performance. As biology instructors we are urged to consider whether we teach for the test or teach meaningful cohesive biology. We have been asked whether we have a moral duty to teach our pupil’s holistic biology and not snippets and contrived answers for exams (Tunnicliffe and Uerckert, 2007). A new biology curriculum should, according to Rowland (2007), ‘grab young people’s interest and teach them things which will be useful to society… biological knowledge should help people make ethical life choices.’ New human biology of the USA curricula is an important of health advocacy. Health advocacy is when students demonstrate the ability to advocate for personal, family, and community health (Tappe, M. K., and Galer-Unti, R. A. 2001). We want to make a case that human biology is an ideal discipline to bring in life skills without putting further pressure on teachers or adding to the curriculum (Tunnicliffe, 1986). Knowledge of basic first aid, health, and wellness is surely applied biological knowledge (Rowland, 2007) which is extremely useful to society. In a classic paper, Klausemeier (1961) states, “a main reason for education is to facilitate learning situations outside of class” (p. 352).

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Paper number: 13006
Using news reports to explore the hidden connection between daily life and ecology
Principal Author: Yael M Wyner, City College of New York/Secondary Education/Department of Biology, ywyner@ccny.cuny.edu
Abstract:
Pre-service and in-service teacher educators require tools to help students connect their every day life to the natural environment. This experiential session will explore an abbreviated version of an online activity that uses published news articles to connect daily life and human activity to the natural world. In this activity, participants are asked to discover the environmental stories hidden in regular news stories that appear to be unrelated to the ecological interactions of natural systems. This session will provide a valuable tool to help science teacher educators personally connect their students to human impact on ecological interactions of the natural world. Connecting daily behavior to its impact on the natural world is an important step for engaging students in the learning of environmental science.
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Paper number: 11040
A Cross-National Study on the Sun- and Moon-Related Learning Experiences in Standards-Informed Elementary Science Curricula
Principal Author: Li-Ling Yang, Roger Williams University, lyang@rwu.edu
Co-Authors: Kristina Soprano, Roger Williams University; Meredith L McAllister, Butler University
Abstract:
The overarching goal of this study is to examine what is considered most important regarding the depth, breadth and content of space science concepts as reflected in current national science education standards and elementary science curricula in Taiwan and the US. Major findings of this study include that many skills and concepts articulated in the standards in both countries are similar, though their classifications and details provided for each grade span are not the same; most space science content is addressed more specifically in Taiwan’s standards than in those of the US. Insights (an elementary science curriculum in the US) exhibits more amount of learner self-direction but expects students to comprehend more sun- and moon-related concepts in about the same amount of time than does Taiwan’s curriculum. Differences in these two curricula could be attributed to the varied content expectations for different clusters of grade span in the science standards. This comparative study allows the international science education community to become aware of performance and standards in different countries, which in turn helps direct focus to areas of science education requiring immediate attention, such as standards, curriculum, and textbook development through international benchmarking.
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Paper number: 11023
Exploring a Chinese High School Chemistry Teacher’s Conceptual Understandings and Practical Interpretations of Formative Assessment
Principal Author: Xinying Yin, Indiana University-Bloomington, yinx@indiana.edu
Co-Authors: Gayle A Buck, Indiana University - Bloomington
Abstract:
Formative assessment provides a means to successfully scaffold learning. However, under the pressure of high-stakes exams, transmission styles of teaching are persistent in the “teach-to-test” Chinese high school science classes. The purpose of this study was to explore the potentials and challenges of integrating formative assessment in this high-stakes context and with large classroom sizes. We aimed to develop understandings of a high school chemistry teacher’s transforming conceptual understandings and teaching practice of formative assessment through collaborative action research and to inform professional development.

Students’ “thinking aloud” and self-reflection tasks based on their regular practice are effective and important formative strategies in this context, both providing rich information for the teacher and enhancing students’ metacognitive strategies. As the teacher’s original views about students’ learning and assessment were challenged by the revealed students’ learning, his teaching practice was changing including assessment tasks, interpretation of students’ responses and instructional feedback. By the end of the study, his conceptual understandings of formative assessment had also transformed to become more accurate and broader, although some limitations remained after this study. The teacher’s and students’ experience of this formative assessment process was explored and the collaboration between the teacher and the researcher was discussed too. This study suggests that it is realistic to integrate formative assessment in Chinese high school science classroom to enhance students’ conceptual understanding and meet the imperative needs for high-stakes exam preparation. Also, classroom teachers implementing formative assessment through collaboration with university researcher or professional development experts is a favorable way as well as a critical “breakthrough point” for in-service teachers to break the current highly structured traditional teaching in Chinese high school science classrooms and move toward socio-constructivist based instruction.

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Paper number: 11057
Promoting the literacy component of science and technology literacy in elementary teacher education courses
Principal Author: Larry D Yore, University of Victoria, lyore@uvic.ca
Co-Authors: Christine D Tippett, University of Victoria
Abstract:
‘Science and technology literacy for all’ are central goals of education in North America, but the reform documents in Canada and the United States do not clearly define these constructs nor illustrate the essential and necessary nature of language and literacy in doing, learning, and using science and technology. Surveys of university scientists’ and engineers’ use of literacy strategies revealed the essential and necessary roles of language in scientific research and technological design focused on constructing ideas and persuading others as well as reporting results. Research has demonstrated extremely high correlations amongst language, mathematics and science literacies for teenagers in participating countries in the first cycle of the Programme of International Student Assessment (PISA 2000-2009). Unfortunately, many elementary and middle school teachers have not had personal or professional learning experiences that help them incorporate authentic disciplinary literacy experiences in their teaching of science and technology.

We have developed and used a vision of science and technology literacy that incorporates fundamental literacy, scientific and technological understanding and the utilization of these understandings in the public debate about science, technology, society and environment issues. Literacy serves as the mediating link between conceptual knowledge and knowledge utilization, but is a component that is missing in most interpretations of disciplinary literacy in science and technology. This presentation will demonstrate the activities and assignments used in two elementary science and technology education courses that embed language tasks and literacy strategies into hands-on/minds-on inquiry and design experiences. These speaking-listening, writing-reading, and representing-interpreting experiences stress metacognition, habits of mind, reasoning, and information communication technologies subsumed within the fundamental literacy component of science and technology literacy for all and the critical thinking and reflection represented in ‘best practices’.

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Paper number: 10025
Epistemological Orientations to Socioscientific Issues in High School Students: A Cross-Cultural Perspective
Principal Author: Dana L Zeidler, University of South Florida, Zeidler@usf.edu
Co-Authors: Ben Herman, University of South Florida; Mitch Ruzek, University of South Florida
Abstract:
The purpose of this investigation was to examine, from a cross-cultural perspective, students’ epistemological patterns of reasoning about socioscientific issues (SSI), and to identify potential interactions of cultural and scientific identity. Mediating factors associated with students’ argumentation and discourse about SSI, as well as the public’s understanding of science, has been identified as an important area of investigation in the field of science education. This mixed-methods design included over 300 students from Jamaica, South Africa, Sweden, Taiwan, and the United States. Students responded to instruments designed to assess their epistemological conceptualizations and justifications related to distributive justice, allocation of scarce medical resources, and epistemological beliefs over five dimensions related to scientific knowledge. Four iterations of a coding scheme produced over 97% inter-rater agreement for four independent coders. Results indicate there is a consistent trend toward epistemological congruity within a given culture, and distinct emphases on how scientific knowledge is constructed among countries. Thematic Categories are compared and contrasted and connections to socioscientific reasoning and implications for research and pedagogy are discussed. In many ways, our findings show a degree of epistemological congruence among the samples of students from these countries. For example, while inductively deriving and then examining the Qualitative Taxonomies of SSI Justification (Tables 2-6) from each country, we were struck by the unity of common themes across the five countries. Students from Jamaica, South Africa, Sweden, Taiwan and the USA were all well represented in the five major qualitative categories consisting of: 1) Fairness; 2) Pragmatism; 3) Emotive Reasoning; 4) Utility; and 5) Theological Issues. In contrast, there are some instances of differences among students from different countries in terms of the relative emphasis placed on certain preferences for deciding which characteristics of distribution justice were important. Implications to science teacher education are discussed.
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Paper number: 11049
Fostering a virtual community of practice to improve elementary science teachers’ inquiry teaching in China
Principal Author: Hongqin Zhang, University of Massachusetts-Amherst, hongqin@educ.umass.edu
Abstract:
The purpose of this study is to explore the relationship between a virtual community of practice (VCoP) and elementary science teachers’ view of 5E’s instruction and practice for inquiry teaching in China. The Community of Practice was fostered through a district elementary science teachers’ research meeting through which science teachers could situate their learning by their own practicing, interact with other teachers and specialists to develop their new ideas. The primary learning way is by online discussion. The action of fostering the virtual community of practice consists of having a clear vision, framing an active VCoP network and building, and creating knowledge ecology. A district elementary science superintendent, a master elementary science teacher and a science educator from USA support this virtual community of practice. To track those teachers’ changes of views and practice, videotapes about teachers’ classroom teaching were taken from teachers’ regular classroom teaching, and from lesson-based teaching and research meeting. Online discussions including voice-based conversation and text-based conversation were kept. Teachers’ reflections, diaries and interviews were also documented.

This study conducts case studies to explore and describe the impact of the VCoP approach in improving elementary science teachers’ inquiry teaching. Four teachers from different schools which locate in rural or suburb were selected as research samples.

This study highlights the ways to improve science teachers’ inquiry teaching by VCoP approach, the evolutions of knowledge about inquiry from knowing to critical thinking to changing by different actions of the VCoP, and some factors inside and outside of the VCoP which affect science teachers’ inquiry learning and teaching. It is especially important to teacher educators who seek to develop a sustained teacher professional development with relatively low cost and who concern on the influence of quality relationship, social factors and community approach to learning.

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Paper number: 10208
Teaching Science through the Lens of Gravity
Principal Author: Esther L Zirbel, Brown University, esther_zirbel@brown.edu
Abstract:
Many students shy away from learning physics because they find it dry, abstract, and irrelevant. In particular the way students learn about force, motion, and gravity in middle and high schools is tedious, unintuitive, and boring. Unfortunately contemporary topics that are more interesting are not covered, presumably because these are too difficult to follow. However this is a misconception and is rooted in the fact that the teachers themselves are not sufficiently educated in these contemporary topics. My point is that this is a shame as many teenagers do have an interest in topics like black holes, time travel, and warps in space. In fact, not teaching modern physics is a lost opportunity because it could potentially be used to inspire and excite young students in the more tedious aspects of physics. In this paper I will show that counter to popular belief some of these more contemporary topics are indeed appropriate for middle and high school students.

Currently students in the middle and high school classroom painstrikingly learn about the counter-intuitive and 300 year old Theory of Gravity as proposed by Newton while they could learn about the much more recent, more inspiring, and actually “easier to comprehend” Theory of Gravity (actually the Theory of General Relativity) as proposed by Einstein. In this paper I will show that certain aspects of General Relativity intuitively make more sense to students than Newton’s Theory of Gravity. Following that I will propose strategies of how to teach General Relativity to teenagers. An added bonus of this approach is that Einstein’s Theory explains other topics that all students have heard about and are curious and excited about. Such topics include understanding the basics about black holes and about space-time travel.

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