Abstract:

As replication of the same study in Australia (2008) and India (2010) and Oman (2012) this study will be conducted for Saudi secondary school students to examine Saudi Arabian high school students’ views about climate change and global warming. An attempt to address part of this problem the researcher has gotten a permission from (Ambusaidi, 2012) to use his instrument in previous research with Omani students to employ a survey instrument focusing on specific environmental behaviors, and beliefs about the possible effects of these particular actions on the amelioration of one major environmental problem which is global warming.

Abstract:

CREST is a five-day professional development program for teachers in GEAR UP affiliated schools conducted at the Rubenstein Ecosystem Science Laboratory and the ECHO Science Center located on Lake Champlain in Burlington, Vermont. As part of the program, eleven middle and high school teachers participated in ongoing research about invasive species (i.e. zebra and quagga mussels) and algal blooms with UVM researchers and teacher educators. Coupled with these research experiences were opportunities for teachers to reflect upon ways to integrate project-based, proficiency-based, and place-based experiences into their STEM teaching practice. Teachers also learned about the natural history and indigenous cultures of the Champlain Basin as well effective methods for implementing the CREST “touchstones” or guiding principles into their classrooms. Overall, teachers were satisfied with their experience and shared that the program met their professional goals and expectations. Program evaluation results revealed that teachers felt that their pedagogical skills and content knowledge were enhanced by the CREST experience with strong indications about place-based education and research pertaining to Lake Champlain.

Abstract:

This presentation highlights the design and theory behind an elementary science methods course incorporating a field experience component in a low-income urban elementary school. This course utilizes investigative and collaborative work where pre-service teachers have an opportunity to identify the scientific misconceptions and understandings that they, and the elementary students they teach, hold.
As a part of this program, teacher candidates through interviews identify their students’ misconceptions about science concepts that then guide both their student and their own subsequent learning. At four different meetings preservice teachers work as pairs to teach groups of four to five students in grades three and five. Their instruction is supported by continual visits from the university based teacher educator. The concepts investigated are primarily in the physical and chemical disciplines. These subjects include, light, sound, energy, force and motion, three states of matter, magnetism and other state mandated concepts.
Drawing upon the Understanding by Design model (Wiggins & McTighe, 2005) for unit development and using the information acquired on misconception interviews, the pre-service teachers analyze the student misconception interview results and review the related Massachusetts NGSS supported STE (Science, Technology, Engineering) standards to develop a performance based engineering design project and related supporting lessons.
Pre-service teachers document and reflect upon the changes in student understanding by examining student work, videos and pictures of the investigations taken with smartphones, collaborative group discussions from each lesson and the final engineering design project. They reflect not only on their student learning but also their own development as teachers and create and edit a video of the experience. Course syllabus and assignments will be shared. Participants in the audience will be encouraged to share their ideas to improve the quality of field experiences for our elementary preservice teachers.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

TEPTs are an approach to engaging and assessing middle school students in authentic NGSS aligned performance expectations that leverage appropriate technologies. Students participating in the TEPT collaborated on an engineering design challenge using technologies that supported and enhanced their ability to successfully complete the challenge and to apply knowledge. The engineering design challenge specific to this study was a scenario where students would design and test a water purification system that would effectively raise the temperature of water to a sterilization temperature. Students used a variety of technologies to successfully meet the challenge. For example, students used Google Drive as a collaborative tool for design and data collection. Additionally, students used a tablet technology that had embedded and add-on scientific probe technology (e.g. temperature probe) that allowed for data collection over time. And finally, students used a cloud-based video editing tool (i.e. http://www.wevideo.com/) to communicate their solutions to the engineering design challenge. Preliminary finds show that students valued the experience of designing and testing the water purification systems and using the various technologies. Future work designing, developing, implementing, and researching TEPTs through Design Based Implementation Research will produce a valuable evidenced based approach to meeting NGSS standards.

Abstract:

This interactive session will highlight through words and images the salient aspects of the Chasing Aurora Project, a STEM-based project partnering the University of Manitoba with northern community and rural schools, teachers, and diverse array of students living in the Canadian province of Manitoba. The Chasing Aurora project centered on developing authentic astronomy-themed curriculum and resources emanating from the wonder and awe of the aurora borealis, which is regularly seen in the back yards of these communities and schools. Punctuated with stunning images of the northern lights aligning with excerpts from the new curricular materials developed throughout the project, this session will capture our efforts towards making science curriculum both geographically and culturally relevant for the teachers to teach, students to learn, and the overall learning experience. Designed for science educators and science teacher educators, this session will detail how the Chasing Aurora resources were developed, introduced, and then used for learning within current k-12 classrooms with diverse and modern student populations. It is our vision that coupling meaningful and authentic science found in nature, like the aurora borealis, with focused pedagogical frameworks that embrace diversity can positively contribute to enhancing the teaching and learning of science.

Abstract:

Adventure: Mississippi River (AMR) represents the kickoff to an annual education series that is based on a source to sea expedition down the Mississippi River. AMR blended real-life adventure with technology to reach students both locally and beyond the Mississippi River watershed. AMR sought to inspire students to experience an adventure in their local environment, understand the potential environmental impacts of their actions, and engage the rich history and diversity of species along the Mississippi River and its immense watershed. The curriculum was designed around the research-based Adventure Learning approach and was delivered direct to classrooms via the latest cloud-based technologies, enhanced with cultural and community connections. The online environment developed for AMR supported student interactions, and collaboration with the Adventure: Mississippi River community (students, adventurers, scientists and the public). The route the expedition team traveled was conducted by paddle and rowboat down the Mississippi River from the headwaters at Lake Itasca (MN) to the terminus at the Gulf of Mexico.

Abstract:

The underlying premise of professional development (PD) is that if science teachers are better prepared, that preparation will translate to improved instructional delivery resulting in an increased student learning outcomes. In fact, this link between what a teacher does and what a student learns is the purpose for all formal programs of teacher education both pre-service and in-service. The increasing emphasis on instructional reform continues to drive the need for realizing the potential of professional learning. Our work is focused on providing PD for practicing teachers that incorporate new literacies and technology within a frame of reformed teaching practice.
Those attending this presentation will gain insight into the details of this PD, our research instrumentation, and analyses along with ongoing research findings of this funded project. One specific example will be data from an examination of the appropriation of professional learning as a result of this project. Determining why teachers implement new pedagogical practices from PD opportunities with such extreme variability is needed.

Abstract:

Abstract:

Abstract:

Abstract:

The purpose of the study was to explore and explain each level of teachers’ discourse analysis when teachers taught with argument based inquiry classroom. The grounded theory qualitative design was used in this study to show the patterns in questioning of teachers from different implementation levels. Three teachers’ classroom were examined one each low, medium, and high level of the implantations. The results indicated that the RTOP was not enough to explain teachers’ implementation levels so more discourse analysis was necessary to explain and promote to teach with argument based inquiry

Abstract:

It is well documented that science teachers struggle to develop standards-based, inquiry-focused instruction (Davis, Petish, & Smithey, 2006). Teachers face many challenges in creating research-based lessons and units due to limited pedagogical content knowledge (PCK) (Lee, Brown, Luft, & Roehrig, 2007) and inadequate curricular resources (Hubisz, 2003; Kesidou & Roseman, 2002). We designed an on-line, educative curricular resource called Binder for secondary science teachers that supports them in building content understanding and then assembling comprehensive, NGSS-aligned learning experiences for their students. We piloted our curricular materials on the topic of convection with three science specialists teaching 160 sixth graders in three diverse urban schools. We sought answers to the questions 1) What do teachers and their students find valuable about 3Ring’s approach to curricular design and support? 2) What do teachers and students find missing or not valuable about the 3Ring approach, and 3) Do students learn content through 3Ring curricular and pedagogical approaches? Findings show that students overwhelmingly found the curriculum to be “fun” and really valued being able to conduct experiments themselves. Teachers found the curriculum enjoyable to teach and much more engaging for students than their usual teaching. They valued the rigor of the curriculum with its focus on learning through experiments and higher order thinking. They also valued the flexibility of the curriculum, the video support, the opportunities to uncover student misconceptions through discussion, and the ability to learn new pedagogical practices through use of the curriculum. Student assessment data indicates that student performance is influenced by the specific learning activities that students participated in and that “heat rises” is a durable misconception.

Abstract:

In an attempt to address poor K–12 science and mathematics instruction which currently exists in the United States (National Academies, 2007), the Next Generation Science Standards (NGSS) calls for student learning to be experiential, incorporate reading, writing and mathematics, encourages students to form explanations using crosscutting concepts in addition to core disciplinary ideas, and apply science and engineering practices (NRC, 2013). Game-based learning (GBL) has the potential to support the three-dimensional learning called for in the NGSS (Boyle, Connolly, & Hainey, 2011). This study examines how high school students interact with a scenario-based educational game, Water Gauge Warrior, designed to teach the engineering design cycle and climate change science concepts. Three main game features are investigated: the use of role play, integrated quizzes, and a narrative storyline. Fifty-one students at two district high schools in a southeastern state participated in a pilot study. Data was collected through classroom observations and an online survey using a five-point Likert scale to gather student perception regarding the game design features, learning of the science content and engineering practices, and satisfaction. The results from the first iteration of the game show that the students liked playing the game (mean=3.43), found the inclusion of a game made learning the topic more interesting (mean=3.69), and felt that it helped them learn about the engineering design cycle (mean=3.45). This presentation will consist of looking at the development of a serious game, considerations in the implementation of game-based learning in the science classroom such as sequencing with other materials, physical environment for playing the game, the teacher’s role, and analysis of the quantitative and qualitative data which provided insight into student perceptions of learning with an educational game.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

As literature in teacher education has reported, it is very difficult to achieve sustainable shifts in instructional practice due to a number of issues, including teachers’ unfamiliarity with how to practice change, their inadequate preparation, or lack of understanding of what the required change entails. Embedded professional development (PD) supported by an instructional “coach” is a promising strategy for addressing the need for teacher changes in science education. The rise of web-based video conferencing technology enabled distance-based instructional coaching (DBIC) to facilitate almost all of the features of school-based coaching, including classroom observation, synchronous video-conference coaching, and sharing necessary materials. The present study draws on empirical data from a specific case of teacher Kara who participated in two larger studies for the two consecutive years. With an in-depth analysis of a single case, this paper first describes how the teacher implemented what she learned from PD without instructional coaching, with coaching, and after coaching. The Vygotsky Space model was applied to analyze an empirical case that we describe in detail, using data from interviews as well as observational and archival data. The results showed how teachers’ changes initiated from a PD program can be effectively sustained by the distance-based instructional coaching that was effective as much as a school-based instructional coaching. In addition, the results showed that the teacher’s changes did not seem to move beyond appropriation process effectively until the teacher received the instructional coaching. However, transformation process seemed to obviously occur during the coaching that provided her with various reflective opportunities. This transformation has appeared to have a significant impact on her students’ achievement test scores in the second year of implementation. By implementing a distance-based (peer) instructional coaching model, science instructional coaching experiences can continue without the ongoing need for a school-based coach.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Teachers in this project are engaged in a five-year teacher leader program with a focus on improving teaching practice through developing teachers’ professional noticing and their ability to attend to student thinking. We have found that these experienced, thoughtful teachers are struggling to make sense of the explanation and argumentation (NGSS SEP 6 & 7) practices. Osborne & Patterson (2012) recently highlighted their concern that these two terms have been confounded. As the teachers in our project initially wrestled with the two scientific practices, they formed their own definitions of explanation and argumentation. Nearly all of the teachers initially indicated that they thought it was easy to distinguish between the two. Their working definitions fell into three general categories. The defining feature of most of the teachers’ work included the idea that engaging in scientific arguments required two perspectives or competing claims, whereas explanation needed only one claim. The idea of counterclaims was important in the working definitions of more than half of the teachers. Applying their definitions, however, proved to be much harder than the teachers expected. As they tried to select evidence of the two practices in their classroom, they found it difficult to separate the explanations from the arguments. Teachers did shared viewing of video clips from their own classrooms. Often, clips that had been selected to represent one of the two practices prompted discussion indicating they actually represented the other practice, or in some cases neither practice. Our work on these two practices will continue during our next summer institute. These are experienced, expert secondary science teachers who are very thoughtful about their practice. We have an explicit focus in the program on student thinking and teacher noticing. The challenges these teachers experience with implementation of the Practices into their middle and high school classes will likely be magnified for novice teachers.

Abstract:

Abstract:

Abstract:

Abstract:

The purpose of this case study was to provide benefit to preservice and inservice science teachers, who have an interest in applying computer representations in their scientific argumentation-based instructions, by examining how the use of a computer representation supported students’ arguments in scientific argumentation-based classrooms. In particular, this study investigated how the quality of 11th grade students’ arguments changed over time in scientific argumentation when they constructed and defended their arguments using the “Gas Properties” simulation. For this purpose, four focus group students from four classrooms were selected as volunteer participants in two Western Massachusetts High Schools. Using “Gas Properties” simulation students discussed a central question the teachers posed with three alternative theoretical accounts of the relationship between the pressures of Helium and air balloons in space. For the fine-grained analysis of the quality of focus group students’ arguments in pair and classroom discussions, I used the modified versions of coding scheme for argument structure from McNeill and Krajcik (2007)’ s categorical aggregation and of analytical framework for the quality of arguments from Osborne et al. (2004a)’ s and Erduran et al. (2004)’ s analytical framework. The results depicted that in pair discussions, argumentation was a way of participants’ collectively supporting a scientific claim based on evidence from the computer simulation and trying to agree on conclusions drawn from these evidence. Therefore, only two focus groups generated the highest quality of arguments with the waxing and waning amount of consensus over time. On the other hand, in classroom discussions focus group students tried to win their opponents over to their points of view and to weaken opposing views with evidence using the computer simulation. This condition led four focus groups to address to all dependent and independent variables of their investigations and produce the highest quality of arguments.

Abstract:

Abstract:

Abstract:

Abstract:

More and more, the push for STEM education reform is reaching into the tradition-laden halls of the university, where new instructional approaches and tools are being introduced in an effort to improve student success rates. Such approaches move well beyond the traditional chalk-filled blackboard lecture and represent a shift from teacher-centered to student-centered instruction (NRC, 2012.)
Physics faculty members at a large urban public master’s university in southern California developed Social Homework (SHW)—a Facebook-like discussion tool designed to 1) encourage legitimate group work among students in a large lecture classroom 2) support meaningful student learning by encouraging in-depth discussions of key problems (rather than Internet-copied solutions) and 3) help students develop confidence in their ability to solve problems and apply physics to their daily lives. Developers wished to support active learning, in which students must identify, sort, and correctly apply new information for meaningful learning to occur (NRC, 2000.)
To better understand the adoption and implementation of the Social Homework tool, a series of interviews with faculty members who used (or considered using) the tool was conducted. Several questions guided this investigation, including
1. What rationale did science and math faculty use to direct their implementation of the Social Homework tool?
2. How did implementation of the tool vary among faculty members?
3. What concerns or challenges did faculty encounter as they incorporated SHW into their classroom.
Findings suggest that implementation of the SHW tool and perceived challenges were dependent on instructor perspective (improved student learning vs. improved faculty teaching) and rationale for course improvement. Data also suggest that faculty have a variety of ideas as to why this tool would contribute to student success. Overall, the case study points to the complexities of introducing science instruction reform efforts at the university level.

Abstract:

This presentation will focus on two aspects of an online course introducing elementary and middle school graduate-level teachers to grades K-8. First, the presenters will share the course contents, sequence, design and supporting documents. The session, however, will primarily focus on features of the course that allowed it to be chosen for a 2014 Blackboard Catalyst Award for Exemplary Course. In addition, the course was further chosen from the pool of awardees as a Directors Choice for Courses with Distinction. Blackboard is a web-based learning management system that serves as a tool for which many universities subscribe that allows professors to create an environment in which they can post course information, necessary documents, virtual learning environments, and many other things by using discussion boards, online tests and quizzes, homework and assignment submissions, and a host of other features. It is often used as a supplement for onsite and hybrid courses. Many other universities use web-based learning environments, such as Prometheus, Moodle, Sakai, among others, that serve similar functions.

More and more universities are requiring professors to create online courses that serve as a convenience to students as well as recruiting a more far-reaching audience than can be targeted by onsite courses alone. The presenters will share their initial reservations regarding the creation of a science education course in an online-only environment in addition to ways they tried to overcome any obstacles. As more and more jobs are posted on the ASTE website and listserv, a larger number prefer candidates who have experience in designing online or hybrid courses for virtual learning environments. The experiences and practical tips shared by the presenters will provide ideas regarding the implementation of various types of basic software that will support other aspects of their own courses. Specific examples will be used from the course itself. Bb reviewers’ comments for course improvements will be shared with attendees.

Abstract:

In this paper we explore middle school science teachers’ learning of inquiry-based instructional strategies through reflection on practice-teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a two-week summer institute in which teachers participated in science content sessions, practice-teaching to middle level students, and small group facilitated reflection sessions on their teaching. For this study, data collection focused on teachers’ recorded dialogue during the facilitator run reflection sessions, the teachers’ daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers’ reflection levels, the themes teachers’ focused on during their reflection sessions, and the influence of the facilitator on the teachers’ reflection levels. Teachers were found to reflect at various reflection levels from simple description to a more sophisticated focus on how to improve student learning with facilitator guidance. Recurrent themes point to the importance of providing situated learning environments, such as the practice-teaching with immediate reflection in this professional development program, for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

Abstract:

Abstract:

The Framework for K-12 Science Education and the Next Generation Science Standards call for curricula that integrate disciplinary core ideas, science practices and crosscutting concepts. However, there are very few models for high school biology curriculum materials—and associated, closely-aligned assessment tasks—that address all three of these dimensions. To address this issue, the Genetic Science Learning Center (GSLC) at the University of Utah and AAAS Project 2061 have collaborated on a project in which the GSLC has developed curriculum materials and Project 2061 has developed associated assessment items.

The six lessons on natural selection, which are designed for grades 9-10, integrate (a) the Life Science Disciplinary Core Ideas of Biological Evolution and concepts from Heredity needed to understand evolution, (b) the Science Practices of Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, and Engaging in Argument from Evidence, and (c) the Crosscutting Concepts of Patterns, and Cause and Effect. Throughout the lessons and assessment tasks students work with skill-level-appropriate data from published scientific research. Through our development process we have learned a number of lessons about utilizing published scientific data in high school curricula that will be shared during the session.

The natural selection lessons have undergone several iterations of revision and pilot testing in 10 teacher’s classrooms across the country with diverse student demographics. In the largest study, students (n=308) showed significant learning gains from pre-test to post-test (t=4.265, p<0.001). Additionally, student ability measured via Rasch modeling also reflected improvement (t=9.289, p<0.001). On the post-enactment survey teachers reported that although the materials were quite different from their typical natural selection lessons they would use the materials again. Taken together, these data show that our approach holds preliminary evidence of promise for increasing students’ understanding of natural selection.

Abstract:

Abstract:

Abstract:

Since the passage of NCLB time allocated to science instruction at the elementary level has decreased. This study provides data indicating that the drop may be more precipitous than originally thought. Participants indicated they teach science multiple times per week by incorporating science content into other subjects. This indicates they do not fully understand what counts as science and what it means to teach science at the elementary level. Even with their skewed understanding of science instruction participants still discussed a general lack of time to teach science with increasing pressures on student reading and math achievement as called for by their states’ accountability policies. Most respondents did not believe their classroom science instruction fulfilled the goals of the NGSS but that they believed the goals were being met in later grades. What is missing from the responses is the acknowledgment that without a foundational understanding of what science is at the elementary level students cannot be expected to apply advanced scientific reasoning in the upper grades.

Abstract:

Abstract:

Abstract:

This proposal describes two non-traditional activities that have been developed and incorporated into an elementary science methods course. The activities are non-traditional (not writing a paper) and they were intentionally developed to promote discussions and thinking around socio-cultural issues in science for preservice elementary teachers (PSETs). In addition to making the science relevant to real world actions the activities specifically target controversial issues such as gender discrimination and racism. The non-traditional assignments include Invitations that encourage students to think about the cultural connections and implications for science, and Reading adult non-fiction texts and completing non-traditional literature roles as weekly homework. This is an important issue for the science education community as it offers another way to engage PSETs in moving beyond science as a set of hands-on activities that are disconnected to the struggles that people face every day.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

This presentation outlines a comparison study that investigates the impact of Teachers as Leaders roles on interactions within a Venture/Vexation activity in the Teacher Induction Network (TIN), an online program for new STEM teachers. TIN is currently in its eighth year of operation and has served over 160 teachers during its existence. TIN has been continually developed through design-based research strategies, the purpose of which is to improve the ways in which teachers interact in an online induction environment. This study explores data from the 2012-2013 and 2013-2014 academic years in order to answer the question: What is the impact of Teachers as Leaders roles on the frequency of teacher interactions, group cohesion, and depth of reflection in the Venture/Vexation activity?
The study includes quantitative, visual, and qualitative analysis, rendered through a sequential multi-phase approach. Phase I identified no statistically significant effect of Teachers as Leaders roles on the frequency of group interactions. Phase II revealed higher incidences of non-presenter-centric network patterns and group cohesion as a result of Teachers as Leaders roles. Phase III indicated an increase in higher-level depth of commentary following the introduction of Teachers as Leaders roles. These findings are of particular relevance to STEM instructors of online or hybrid courses who wish to promote critical thinking, reflective commentary, and community-oriented practice among their participants. Persons who wish to learn more about the evolving design of TIN, the situation of the Venture/Vexation activity in our online environment, and the impact of Teachers as Leaders roles among beginning science teachers are encouraged to attend.

Abstract:

Abstract:

Attention and focus on P-12 STEM education has increased in recent years. Many efforts are underway to promote STEM course selection specifically in engineering and computer science across the nation. In the push to develop these programs and pathways to STEM career selection educational researchers and curriculum developers often, overlook student individual difference as contributing to content knowledge acquisition and development of critical skills as they develop curriculum and work with preservice teachers in the university setting. The purpose of this presentation is to examine the effectiveness of the use of SEGs in a 9-12 science classroom and examine underlying moderating variables of individual difference predicting increased outcomes related to 21st Century Skills and Science Content acquisition. Targeted subjects consist of 585 students enrolled full-time traditional high school science program at the grade 9-12 levels. Results of the mean comparison between the comparison and intervention (SEG Play and Design) groups illustrate a statistically significant difference between each group on the gain score related to Science Content with the intervention group scoring higher. Seeking to promote 21st Century Skill integration and science content acquisition in the science classroom though SEG play can provide disciplinary convergence through underlying cognitive attributes.

Abstract:

Abstract:

Abstract:

Gardens of the Future: What Can Preservice Science Teachers Learn from Permaculture Inspired Innovations? Presentation will provide guiding principles of permaculture as they are used in contemporary children’s garden and connect those ideas to the living systems that they are based upon. Preservice teachers’ initial experience and understandings of gardening as a vehicle for learning science ideas are assessed before and after a series of visits to local children’s garden. After the visits, teacher candidates’ knowledge and ideas about using gardens for science education are reassessed. Findings describe the areas of greatest interest and understanding about garden uses and permaculture are discussed. Instruments used to assess teacher candidates will be shared. This presentation will provide resources and ideas for additional approaches to consider with preservice teacher candidates and children’s gardens.

Abstract:

Abstract:

Attention and focus on P-12 STEM education has increased in recent years. Many efforts are underway to promote STEM career selection specifically in engineering and computer science across the nation. In the push to develop these programs and pathways to STEM career selection, educational researchers and curriculum developers often overlook student characteristics contributing to career selection as they develop curriculum and work with preservice teachers. The purpose of this presentation is to examine underlying profile combinations of latent traits that mediate student STEM career selection while designing and playing a Serious Educational Games. The research question addressed in this study is; what student profile is most likely to select STEM careers when engaged in science learning using a Serious Educational Game (SEG). The methods used within this study combine a number of quantitative analyses including Logistic Regression and Latent Class Profile Analysis. The purpose in the use of these methods is to develop a profile of students in a high school science classroom using a virtual learning environment in the form of a SEG and examine the effects of this profile combination of traits on student career selection as evidenced by Holland Scores on the Career Key test. Chi-square for the logistic regression models are statistically significant, thus indicating that MENTAL ROTATION, ATTITUDE, and 21st CENTURY SKILLS do predict STEM career selection when moderated using a SEG learning environment.

Abstract:

This study looked at representations in general chemistry textbooks to determine elements of the representations likely to enhance or hinder learning of associated concepts. We adapted the Graphical Analysis Protocol (GAP) to look at the proportion of each representation used, the function of each representation, the physical integration of representations with associated text, the presence and nature of captions and labels, whether representations were indexed, and the number of representations that required conceptual integration on a given page. Results indicate that symbolic representations were most prevalent. While most representations served a representational function, about 15% were decorative. While about 80% of representations were directly integrated with text, some of the remaining representations were separated by a whole page from associated text. While most pages had 2 representations that required integration with text or other representations, some pages had as many as 6 representations requiring integration to understand a concept.

Abstract:

Abstract:

Abstract:

Participants at this Roundtable will be engaged in a discussion about Pedagogical Content Knowledge (PCK) and challenges associated with articulating and measuring topic-specific PCK. This roundtable session will provide participants with an opportunity to learn about the STEM Common Measurement System of the Portland Metro STEM Partnership, and discuss the process of developing a PCK measurement strategy for the partnership. To begin this session, the research team will share the Partnership’s efforts to develop PCK measurement tools (rubric, scenarios, and other embedded course assessments), particularly focusing on the development process from Summer, 2013 to Summer, 2014. Furthermore, the environmental science scenarios and embedded discussions that emerged from a garden-based STEM will be highlighted as examples of this work. Following this brief overview presentation, participants will be invited to share their experiences and insights, and to discuss questions related to PCK as a construct and as specifically related to environmental sciences. Collectively, the goal of this session will be to gain a deeper, shared understanding of PCK and how to measure it in practice.

Abstract:

Abstract:

With the incorporation of engineering practices and design in NGSS, in-service science teachers need course work and professional development on these topics. We, a science educator and technology educator, created a graduate course, Engineering Design for the K-12 Science Classroom, to begin to address this need for engineering content for in-service teachers. The overall goal of this course is to provide teachers with an understanding of engineering design and how it may be included within the context of a science classroom through small projects, small changes to experiments, and/or the use of different and distinct vocabulary. We use activities designed for a secondary science classroom which require the teachers to use engineering practices as the student and then access the activities as the teacher. In this syllabus sharing session, we will discuss the details of this course and teachers responses to the course. Overall, the teachers have increased their knowledge of engineering practices, their confidence in teaching engineering, have used engineering practices in their classes following the course, and plan to incorporate more activities in future academic years.

Abstract:

Abstract:

This narrative case study will explore the collaborative processes used to implement a multi-institutional enterprise entitled the Philadelphia Regional Noyce Partnership. Six area colleges and universities and one non-profit organization, that comprise the partnership, have a range of Noyce-funded STEM programs focused on pre-service, in-service and master teacher development. The partnership has endeavored to build synergies and share resources with the goal of strengthening all aspects of the STEM teacher career pipeline in their region. Over the three years of the project, the partners have established working relationships that both enhance the partnership and strengthen each Noyce program, with a forward focus on enacting systemic change in teacher quality and retention in high-need districts. The presentation will discuss the use of a distributed leadership model to achieve the goals of the program. In addition, the paper will offer a critical analysis of the challenges and opportunities that the partners have experienced as they conducted collaborative work across diverse institutions. The presentation will provide a list of action items that other institutions can use to form similar partnership-oriented approaches to STEM teacher development at their home institutions.

Abstract:

Abstract:

Abstract:

Abstract:

Throughout their careers, science teachers are observed, not only by students, but also by methods instructors, cooperating teachers, university supervisors, school administrators, and others. To assist a teacher in enhancing their teaching practice, objective, valid, and reliable data can be useful. We have developed an iPad application for this purpose that consists of four components – pre-observation data, data gathered during the observation of a science lesson, post-observation data, and data analysis and reporting. Our presentation includes a discussion of (1) the challenges we are attempting to address through the development of this iPad application, (2) the variety of uses for the application, (3) the “nuts and bolts” of using the application, and (4) limitations of the application. We will also discuss the kinds of data analysis that can be performed, results from using the app with student teachers, and research related to such.

Abstract:

In this presentation we will share an innovative idea for engaging preservice elementary teachers in multidisciplinary lesson planning around socioscientific issues (SSI) that involved co-planning and co-instruction by science and social studies educators in methods courses. Additionally, we will report on the relationship between the preservice teachers’ personal negotiation strategies related to an SSI and the ways in which they felt about and approached multidisciplinary elementary lesson planning. We also will compare initial lesson plans with plans students revised following our co-instruction. Implications include the potential benefits of multidisciplinary collaboration of elementary teacher educators when it comes to helping preservice teachers plan for the teaching of socially relevant science topics of a controversial nature.

Abstract:

This research is a mixed-methods, 3-year study investigating the effects of science and mathematics teacher professional development (PD) on teachers in 2 middle schools in neighboring rural, low-income districts in a southeastern U.S. state. The 21 teachers experienced 2-3 years of an inquiry-based, technology-infused teacher PD program supported by monthly online sessions. We investigated teachers’ beliefs and practices before and throughout the intervention. We collected state end-of-grade assessment data for mathematics (grades 6-8) and science (grade 8) and tracked 2300 students, approximately half of whom were taught by at least one of these teachers over the 3 years of the project. The research questions examined for this study are: What are the impacts of a technology-infused math and science intervention on teacher beliefs and practices?; Do the mathematics and science assessment scores of students in project teachers’ classrooms differ from those of students who are not in project teachers’ classrooms, and does the number of project teachers matter?; Does teaching with instructional technologies as promoted in the PD disproportionately improve the achievement of students who are African American?; What do teachers’ reflections indicate about changes about their classrooms? We found that there were significant increases in both the teachers’ reform-based teaching beliefs and comfort in using new technologies, although the RTOP data indicated that most instruction was teacher-centered. Students who had more project teachers scored significantly higher on mathematics and science assessments; this effect was significant for African American but not Caucasian students. Additionally, students, particularly African American students, with more years of project teachers scored significantly better on assessments, with the most impressive gains for students with project teachers over 3 years. Teachers’ reflections indicate that their use of technologies was transformative and that students had positive affective responses to using the instructional tools.

Abstract:

TeachLivE TLE is a virtual teaching simulation, used in our science teacher preparation program to assess for, and develop, specific teaching skills. During this session the participants will see how it works, hear how it is used in our program, and the evidence indicating it changes teaching. Also get the opportunity to try it out by teaching or talking to five avatar students.
*Experience how it works: First, we will demonstrate a real-time TeachLivE session, using a floating/sinking activity with the avatar students to model the Explore phase of a 5 E’s lesson. Participants will see how the avatar students respond to questions, ask the teacher questions, interact with other students, and misbehave in class. This will be followed by questions from the audience about operating parameters and what is needed to use TeachLivE at their university.
* Hear how it is used in our program: At UWM, we use the virtual teaching simulation in various classes from basic introduction to teaching, up through the two semester sequence of science methods courses, and in relationship to the classroom management course. This will provide the audience with a sense of possibilities and how this tool aids in teaching skill development, and aids in preparation for emerging certification assessments such as edTPA.
* Evidence indicating it changes teaching: The Gates Foundation has become a national sponsor for research arising primarily from the University of Central Florida, the TeachLivE TLE development site. Their research indicates that four 10 minute sessions with TeachLivE can alter a specific teaching skill that translates into a clinical setting with real students in a regular classroom. Our work at UWM indicates TeachLivE has benefit at beginning and advanced levels of pre-service teacher preparation.
* The opportunity to experience TeachLivE TLE: Finally, the last segment of the session is open for audience members to experience what it is like to teach avatar students, so we will rotate people through short interactive sessions with the avatars.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Although science teachers regularly participate in PD experiences involving reform-based practices, even our best teachers struggle to change their teaching practices to coincide with these pedagogies, and when they do change, it occurs at differential rates. The aim of this study was to better understand teachers’ self-systems by analyzing their experiences in a PD institute program through the lens of professional identity. This multiple case study involved five high school science teachers participating in a summer PD initiative. Data were collected through interviews, written reflections and exploration and commitment cards. Data were analyzed using the Theoretical Model of Professional Identity (Kaplan, et al., 2012), which highlights the dynamic interplay of teachers’ self-perceptions, beliefs, purposes, and practices. The model of professional identity served to capture teachers’ experience of the PD, including tensions that arose as they began to explore portions of their professional identity. This emergent model can provide a conceptual tool for future use as well as guide evaluating and designing PD experiences for teachers.

Abstract:

Engaging students in argumentation through the use of evidence has been identified as an important core practice in science education. Socioscientific issues (SSIs) can be used as tools to promote argumentation, as they are relevant to learners’ lives, promote scientific literacy, and can help to engage students in participating in evidence-based reasoning. Although these topics are heavily studied within the field, understanding how learners’ beliefs, and the beliefs of their peers, affect their argument construction is little understood. Using this reasoning, we focused the purpose of this study on investigating how learners construct arguments for specific perspectives on socioscientific issues in various critical friend pair formations. In addition, we investigated how personal beliefs about particular socioscientific issues can impact learners’ argumentation of socioscientific issues with their peers. As such, we sought to answer the following research questions: What kind of arguments do students make when their critical friend has a similar versus an opposing student belief about a socioscientific issue? What patterns exist? How do students revise their arguments when they are exposed to evidence either opposing or supporting their initial belief and/or assigned position? Will students adopt evidence to support their belief or evidence to support their assigned position?
We focused on a population of 15 preservice science teachers taking a middle grades science methods course at a large Midwestern public research university. Data collection included a presurvey on students’ beliefs prior to the unit, a written reading response, several iterations of written arguments, discussions between critical friends, and whole class discussions. In our analysis, we found that learners were not able to use evidential reasoning to support their beliefs prior to the unit. However, using the claim-evidence-reasoning framework and critical friend pairings provided learners with opportunities to synthesize more focused arguments, regardless of their initial beliefs.

Abstract:

Abstract:

This study examined content knowledge and views about climate change of 33 high school science teachers and their 1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America’s Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. While teachers’ views about climate change were more aligned to climate scientists’ views, their students’ views did not change significantly. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated higher climate change science knowledge.

Abstract:

Abstract:

The Framework for K-12 Science Education (NRC 2012) emphasizes the teaching of Scientific Practices as one of the three key dimensions of science education. In order for pre-service teachers to be competent and confident in using these Scientific Practices, they must have had personal experiences in their own college science classes in using them. College science teachers should incorporate the use of the Scientific Practices in their courses both as a way of engaging all students and also as a means of modeling “best teaching practices” for their students, some of whom will be the future K-12 science teachers.
One method for implementing the Practices of Science in the college science classroom is through the use of Team-Based Learning (TBL) (Metyoer, et al. 2014). The TBL model is designed to enable students to reach a higher level of learning. “The primary objective in TBL is to go beyond simply covering content and focusing on ensuring that students have the opportunity to practice using course content to solve problems” (Michaelsen, Knight, and Fink 2004; Sweet and Michaelsen 2012). This is accomplished through formation of permanent, strategically formed teams that engage in a cycle of learning including several phases. Team-Based learning has been successfully implemented in medical and health sciences programs to help develop problem solving skills as well as leadership, teamwork, and communication (Parmelee, et al. 2009).
The purpose of this ongoing research concerns the implementation of elements of Team-Based Learning (TBL) in a large introductory lecture course for biology majors (including all pre-service science teachers), The Principles of Biology. Our three hypotheses for this IRB-approved study were that 1.) TBL would not change students’ content knowledge as compared to prior semesters without TBL; 2.) Students would have a more positive attitude about teamwork after experiencing TBL; and 3.) TBL would have a positive effect on students’ thinking skills.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

This paper is a continuation of a research study presented at the 2014 ASTE Conference of our effort to help pre-service elementary teachers learn to teach science within the context of envisioning and creating their own science content videos. Our research reports on an innovative approach of using technology tools to connect science content and pedagogy in an elementary science methods course. Specifically, we report the planning and rationale of using pre-service teachers’ original science videos aligned with specific phases of the 5E instructional model as well as scientific practices articulated by the Next Generation Science Standards.

Pre-service teachers determined the science concepts to be explored in their movie and the specific 5E phase (Engage, Explore, Explain, Elaborate, Evaluate) that best reflected the movie’s content and purpose. During the first phase of this project, pre-service teachers could choose to work alone or in pairs while in phase two, the teachers worked in pairs within a group of six. In both phases, they used a variety of contemporary technology tools (laptops/iPads/smartphones) to create and edit their video suitable. Finished movies were posted to our course YouTube channel.

Data were collected from three sources: a) responses to pre-movie and post-movie prompts recorded using Google Voice, b) post-movie anonymous written surveys, and c) the submitted science concept movies.

Findings suggest that pre-service teachers became more knowledgeable of the appropriate placement of created video within a 5E science teaching and learning sequence for increased impact for both teachers and students.

Results also indicate that participants found great value in this project from both a practical and theoretical perspective, and look forward to applying this knowledge in their future classrooms. Implications include authentic integration of technology to promote science teaching and learning. Issues related to some disparities among the participants in terms of the value of ‘freedom’ will also be presented and discussed.

Abstract:

Abstract:

Abstract:

This study explored how 16 K-8 preservice special education (PS-SPED) teachers defined and characterized scientific inquiry. Participants were graduate and undergraduate special education (SPED) majors selected from an inquiry-based science teaching methods course. In the course, students were taught various science teaching methods including inquiry. Each participant taught two science lessons (one exclusively using inquiry), were video recorded and they were encouraged to watch the videos and write reflection papers. Each participant appeared for a post course interview where they elaborated their understandings, views and plans for scientific inquiry in detail. Qualitative analysis of data from interview transcripts, course completion questionnaires, teaching videos, lesson plans, reflection papers and planning commentaries inform this research. Key findings include that:
1. Studied PS-SPED teachers defined inquiry as an interactive teaching method.
2. Inquiry was characterized by a learning-by-doing approach; the direct experience support learning in their students.
3. Questioning was a prominent feature that characterized science inquiry.
4. Teachers played a supporting role in an inquiry based classroom with SPED students.
5. Studied PS-SPED teachers were sensitive about learners’ special needs when it came to practice of inquiry in a SPED classroom.
Findings add to the comprehensive picture of inquiry as perceived by PS-SPED teachers, a community whose science inquiry experiences have remained largely unexplored. Implications for such findings are discussed with reference to both science education and special education contexts.

Abstract:

Through a five-year, NSF supported professional development program that seeks to recruit, prepare and retain STEM professionals in secondary science careers, we are studying how the formation of their professional identity influences their dispositions towards implementing reform-based practices and their decision to remain in the K12 profession. We have been developing intentional experiences during the pre-service and induction phases using Gee’s identity framework and Goodwin’s notion of professional vision as the lenses through which we see the teachers’ development as competent and active members of the teaching community of practice. Herein we describe the theory base for our study, the research methods for studying the teachers’ identity formation and progress, and the nature of the professional development experiences that we hope will positively impact their views of using research-based practices in their classrooms and their choice with respect towards remaining in the career for an extended period of time.

Abstract:

Abstract:

Abstract:

The Pedagogical Content Knowledge for Science Teaching (PCKST) framework has been advanced as a means for preparing teachers to be more successful facilitators of science learning. PCKST directs teachers towards creating proper learning environments, understanding curricular goals, and planning for instruction that first identifies student and teacher misconceptions before directing instructional strategies and assessments at refining them. Some of the tenets of the PCKST have been addressed by the new Next Generation Science Standards (NGSS), which orients science teachers towards practice-based learning by integrating content and application and focusing instruction on the construction of explanations, rather than providing content and associated inquiry in isolation. NGSS also clarifies science curricula by outlining performance expectations and creating a coherent progression both within and across grades. Unfortunately, the NGSS does not address teachers’ knowledge of student learners, and fails to recognize that both students and teachers carry alternate conceptions into the classroom. These misconceptions are not easily relinquished, and cannot simply be replaced by new knowledge. Rather, existing knowledge must be refined and integrated with new information before any grasp of new standards can be achieved. The NGSS has offers little in the way of instructional strategies that might help teachers move away from the traditional passive lecture, and towards classroom measures that address misconceptions and engage students in active understanding of content and practice across integrated concepts. This session will introduce science teachers and science teacher educators to a strategy for defining student misconceptions prior to engagement in any NGSS standard in the classroom, and prompt the development of an instructional approach that first helps students recognize their own misconceptions as inadequate before making refinements that result in the deeper understandings sought after by the NGSS.

Abstract:

Abstract:

Science notebooks have become fixtures in elementary classrooms, as a place to record data during an investigation and for students to synthesize their thinking. With the influx of tablet devices in elementary classrooms, the notebook has the potential to move from a traditional composition book to a digital format. This study examined 10 fourth and 10 fifth graders (20 total) use of a composition style notebook and a digital science notebook. For this study, Notability, an application developed by Ginger Lab, served as the digital science notebook. The teacher and students were first introduced to science notebooks in the fall of 2013, incorporating a paper-based notebook into their daily science lessons. In the spring of 2014, the class switched from using a paper notebook to a digital science notebook. As part of this research, the teacher taught two observation-based lessons using materials with which students were familiar, one in the fall and one in the spring. Notebooks were collected and a content analysis was conducted to determine the elements students used in the two formats. Findings indicated there was a higher incidence of drawing and writing in the paper-based notebook and use of photos in the digital notebook. While the higher incidence of photos may not be surprising, the lower incidence of drawing and writing in the digital notebook was unexpected, as the application was chosen for the ability to include these recording strategies. Such findings could be the result of the functionality of the notebook format, experience or comfort level with the notebook formats, teacher direction, and/or time allotted to the activity. While digital notebooks offer different opportunities for recording, such as photographs and audio and video recording, as well as traditional methods, such as drawing and writing, the benefits and drawbacks of a digital science notebook are not fully understood. Further research is needed to realize the impact a move to digital science notebooks could have on student learning of science practices and concepts.

Abstract:

Alternatives to traditional teaching practice and assessment provide researchers an opportunity to explore student learning and motivation. The Great Smoky Mountains Institute at Tremont (GSMIT) developed a program to promote student-centered inquiry through the use of media and technology-driven instruction. School groups participating in this program produced music videos parodying popular songs, which deliver accurate scientific information regarding a concept(s) that can be directly tied to a group’s classroom learning objectives. Grounded theory methodology was used to identify initial areas of impact for stakeholders participating in this pilot study. Results include an increase of intrinsic motivation and science content knowledge for participant students. Additional outcomes for teachers, connections to schools and communities, and the potential use of these open source resources are discussed.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

This cross-cultural study describes young children’s (ages 48-60 months) observational knowledge of day and night cycles, which is foundational in the development of mental models. The purpose was to compare U.S. and Turkish children’s knowledge to identify similarities predicted by framework theory. Fifty-six children (27 U.S. and 29 Turkish) participated in the study. Children from both cultures were recruited from publicly funded preschools. Slightly more than half of the children were boys (17 U.S. and 12 Turkish) and 44.8% were girls (10 U.S. and 17 Turkish). Semi-structured interviews were individually conducted, recorded digitally, transcribed and analyzed using the constant comparative method. Rasch analysis was used to examine the difficulty level of interview questions and to compute outcome measures for parametric statistics. The performances of U.S. and Turkish children and boys and girls on interview questions were compared using a two-way ANOVA test.
The ANOVA results indicated that there was no statistically significant difference between U.S. and Turkish children (F (1, 52) =0.06, p>0.05) or between boys and girls (F (1, 52) =0.64, p>0.05). Nation by gender interaction also was not statistically significant (F (1, 52) =0. 01, p>0.05). These results suggest that overall performances of U.S. and Turkish children were comparable.
The results demonstrate the observational knowledge of preschoolers from two cultures have great similarities as predicted by the framework theory (Vosniadou & Brewer, 1992; Vosniadou, Vamvakoussi, & Skopeliti, 2008). Findings of the present study suggest that U.S. and Turkish preschoolers are able to make comparable informal observations of the sky.

Abstract:

Abstract:

This qualitative study examines affective and micro-social dynamics of small group work during inquiry-based laboratory activities that foster or hinder science learning in three 9th grade science classes (N=54) – one environmental science class and two biology classes. In the environmental science class data were collected during a unit on enzymes through videotaped group observations of a series of inquiry-based laboratory activities conducted over a period of three weeks and through follow-up student focus group interviews. In both biology classes data were collected through videotaped group observations of one inquiry activity (“The snail lab”) conducted over three consecutive class periods (each 75 minutes). The activity was part of the unit on photosynthesis and cellular respiration, and was modified in collaboration with the teachers to follow a particular format: question/problem given; open (student-designed) procedure and solution; selection of materials given; and if necessary, prompts for different steps given; e.g., for note taking or argument development.
Results based on data analysis of two randomly chosen groups per class suggest that successful group work and meaningful science learning only takes place when students collectively construct a triple problem solving space as they work on the different inquiry tasks. The group must attend to and develop the “content space” (the problem to be solved), the “relational space” (the challenges based on social interactions within the group), and the “affective space” (the emotional life of the group). In one group, successful group work depended on positive affective, relational and content spaces, while another group was unsuccessful because of the lack of content space and negative relational space. The results point to that all three spaces have to be collectively developed and maintained during the group work. If groups fail to manage any of the three collective spaces, group collaboration is unsuccessful and science learning is minimal.

Abstract:

Abstract:

Abstract:

Recent national documents call for improvements in K-12 STEM education to increase STEM literacy and motivate students to pursue STEM fields (NRC, 2011). Problems faced by society are complex and multidisciplinary, often requiring an integration of STEM concepts in order to solve them. This integration of STEM disciplines offers students an opportunity to experience learning in a real-world, multi-disciplinary context. Unfortunately, STEM is currently taught as isolated disciplines, not reflecting the natural interconnectedness of these disciplines, which has consequences for student interest, knowledge, and performance. Despite the push to bring STEM to K–12 education, there is a lack of opportunities for teachers to participate in professional development, and existing curricula are not currently designed to support teachers’ integration efforts (NAE, 2009).
EngrTEAMS is an NSF Mathematics and Science Partnership involving partners from higher education and K–12 schools designed to promote K–12 STEM integration. The overarching goal is to increase learning of science and mathematics by using an engineering design-based approach for integrated STEM instruction to guide professional development and curricular design. The paradigm of STEM integration that guides our project involves the merging of the STEM disciplines in order to: 1) deepen student understanding of STEM disciplines, 2) broaden student understanding of STEM disciplines through exposure to socially and culturally relevant STEM contexts, and 3) increase interest in STEM disciplines (Authors, 2012).
EngrTEAMS was designed to support extensive professional development that included teacher-led curriculum development and was supported by instructional coaching throughout the academic year. These four papers discuss professional development that includes instructional coaching, teachers’ experiences with implementing STEM curriculum, teacher and student discourse during an engineering design challenge, and science teachers’ experiences with incorporating math.

Abstract:

Abstract:

Understanding the meaning of culturally relevant teaching and learning is a complex process mediated by teachers’ individual cultural backgrounds, biases, and experiences. Teachers working within Native American communities, need to consider culturally inclusive instruction, which includes place-based, interdisciplinary, and inquiry approaches. More so, science teachers working in Native American communities can benefit by embracing these practices in order to make deeper connections between indigenous wisdom and western science for their students. We analyzed semi-structured exit interviews, individual teacher reflections, and classroom observations collected during a three-year professional development program, to unearth how teachers describe and connect inquiry, place-based, and interdisciplinary approaches when teaching climate science content. We found that while these teachers agreed that hands-on learning was successful with their students, they felt inhibited in their ability to facilitate and manage inquiry related lessons due to time constraints and behavior management. Most teachers believed that connecting coursework to the “place” or community in which the students live and interact, fostered in-depth understanding and enthusiasm. However, a constant need for new curricula and teaching activities focused in and around their schools was described as major barrier to practicing place-based teaching. Finally, in order to practice interdisciplinary approaches, teachers felt that they needed to develop trust with tribal communities, work along side students and their families and genuinely respect their traditions and practices. Non-Native teachers felt that expressing culture in a way that aligns with both spoken and unspoken history and tradition was a challenge for them, because they were not raised in a community with similar multi-generational cultural norms.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Professional development experiences for teachers are often fairly short, lasting a week or less. Within this reality, how can professional developers maximize teacher change and growth in a weeklong experience? In the Genetic Science Learning Center’s highly selective and popular summer institute programs, secondary-level biology teachers learn cutting-edge science from researchers, develop student learning goals related to that content, and then collaboratively develop ideas for a widely-used science education website. Recent research on the impact of the Institutes on teachers’ professional learning revealed that teachers experienced change and growth in their classroom practice, increased their understanding of science content and processes, felt valued for their skills, and gained a renewed sense of professionalism. This presentation will describe the Institutes, their impacts on teachers’ growth, and suggestions for applying key elements to other professional development programs.

Abstract:

Abstract:

Abstract:

Researchers agree that the ability to notice key events in the classroom and interpret those events are important skills as teachers develop a “professional vision” that allows them to be more effective and confident in the classroom (Fernandez, Llinares, & Valls, 2013; van Es & Sherin, 2002). In addition, Mason (2011) noted that “awareness is what enables action” (p.45). Most teacher preparation courses focus on planning for and implementing engaging activities, but not as much time is spent on diagnostic teaching (listening to students, noticing important understandings, and using that information), and, as it is an important component of reform teaching, should be a larger portion of our coursework and professional development (Schoenfeld, 2011). This session will report on the activities and the examination of how and what elementary preservice teachers noticed specifically concerning student understanding and evidence of learning as they taught a unit on composting and a unit on force/motion in a first grade classroom. Additionally, preservice teacher interns attended professional development with their cooperating teachers on collaborative examination of student work. The ability to notice was then measured through video, interviews, and transcriptions of the post observation conferences where student work was examined. Results of this pilot study will be presented as well as ideas about how teacher educators might scaffold the ability to notice and analyze student understanding in preservice teachers.

Abstract:

Abstract:

Abstract:

The study of equitable education of girls in urban schools has offered many insights in the last few years; this research paper in positioned as an examination of culturally relevant approaches to educating girls in urban school districts. Various research points to the marginalization of girls in science education. Many treat the equitable education of girls in urban schools as an issue of social justice, however, the problem extends beyond the scope of social injustices.

Urban schools have certain characteristics that combine to hamper science education for poor urban children. Students in these schools traditionally have lower grades and higher dropout rates than schools outside urban centers; restricted access to school-based and community-based resources, including great teachers; schooling practices that discriminate against poor students by consistently tracking them into lower-level classes with teacher-centered instruction; and the culture of school conflicts/competes with the culture of home, especially for poor or immigrant students (Barton, 2001).

Urban educators face further problems because they have to attempt to reconcile markedly disparate identities present in students, particularly African-American and Latino children. “Identities, as well as teacher responses to these identities, are shaped by gender, race, and class relations,” (Brickhouse, 2000); therefore, identities are neither single nor stable. For some students, coming to school involves putting on an identity that is far removed from the one assumed at home; learning to participate in school involves a ‘cultural border crossing’ (Aikenhead & Jegede, 1999, Aikenhead, 2001).

This research study will present the ideas of urban girls in science through the lense of K-12 educators.

Abstract:

Abstract:

Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. For the first time in history students can become virtual researchers and collect and share scientific data. Very little is known about how realistic remote investigations are and how immersed the students are in the experience. This study, conducted with high school students (n = 72) and their teachers (n =3), explored the impact of students’ perception of ownership and virtual presence during a remote investigation using a scanning electron microscope. Students were randomly assigned to one of two treatment groups: students able to select their own insect to use during the remote investigation, and students that did not select their own insects to view during the remote investigation. The results of this study showed that students’ in the experimental group reported being more present (less distracted) during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. Students indicated the remote investigation was very real; however, the teachers of these students were less likely to describe the investigation as being real. Issues of ownership and virtual presence in remote investigations are discussed.

Abstract:

Abstract:

Abstract:

Although they feel confident in their ability to teach the core ideas of their discipline, our teacher candidates often report that they underestimated the challenges of teaching academic language to diverse groups of learners. In an effort to help our candidates think more creatively about language functions and demands, and to help them gain skill in using technology in an authentic and engaging manner, we have begun to develop a podcast series. Funded in part by an NSF Noyce Scholarship grant, our podcast is called “Telling Biology,” and the premise is scientists, teachers, and students telling stories about biology. These science stories can serve both as engaging introductions to concepts as well as a means of connecting academic language and everyday discourse for English Learners. Teacher candidates help to edit and produce the podcasts and design “Teacher’s Guides” that explicitly connect academic language and disciplinary ideas from the stories. The roundtable presentation will discuss the initial stages of the project, including successes and challenges, and will also share some podcasts and teachers guides. We will also discuss technical aspects and structures of the project.

Abstract:

Abstract:

Abstract:

Abstract:

In the last decade, research on teacher professional development (PD) reached what was termed a consensus on key features of highly effective programs. However, this vision has recently been challenged by rigorous studies finding little long-term increase in teacher or student knowledge from PD adhering to these key design principles. These high profile and disappointing results have called into question the consensus on effective PD as well as district funds going toward these efforts.

This study addresses this present dilemma in science teacher professional development research by expanding the frame of analysis to include not only the PD program features and outcomes, but also the learners themselves. We sought to understand the ways in which 16 secondary science case study teachers, participating in multi-year, multi-site science PD, incorporated the principles and practices from a series of PD experiences into their individual classrooms. In doing so, we expand current models of science teacher learning by investigating the roles teacher personal characteristics and reasons for engaging in PD play in mediating teachers’ implementation of PD principles and practices in their classrooms.

Our findings indicate a clear connection between teacher characteristics, specifically teachers’ purpose for participating in PD and teachers’ active collaboration, and their implementation of the principles and practices emphasized during the PD experiences. The case study teachers who implemented the principles and practices from the PD most comprehensively across their curriculum tended to come to the PD experience with a general goal of growing professionally and engaged collaboratively in the PD experience. In contrast, those teachers that implemented the principles and practices from the PD in less comprehensive ways were far less likely to demonstrate these tendencies. These findings highlight an important dynamic in teacher professional growth: the role of teachers’ own perspectives and engagement in the learning process.

Abstract:

Abstract:

Abstract:

For decades, educational reformers have encouraged more constructivist style classrooms. However, these reform movements have consistently come and gone without fully attaining the intended impact on student achievement. Since reformers understand that teacher practice is one of the key determinants to student achievement, it is clear that part of the reason reform movements aren’t completely successful is because of the struggle to effectively change teacher practice. Research supports the idea that PD aids in teacher growth and change for some but not all. A number of variables including individual differences across teachers’ goals, beliefs, attitudes, values, and perceptions could impact the efficacy of PD programs. This study utilizes a sequential explanatory mixed method design to investigate specific individual differences in science teachers’ values. In doing this, we intend to better understand if and how science teachers’ values impact how they perceive situations that occur in inquiry-based classrooms. Participants include middle school science teachers who have been engaged in at least one year of PD designed to increase the quality and quantity of their inquiry instruction. We feel that the findings from this study will begin to inform researchers of the complex relationship between goals, values, and perceptions and thus the choice that teachers make to engage in inquiry-based behavior. This knowledge will better enable researchers to realize the importance of paying attention to how teachers interpret information regarding inquiry-based instruction when they develop PD. With a better understanding of the connection between person variables such as goals and values and teacher perceptions, we can begin to better understand why certain teachers choose to enact inquiry-based behavior following a PD and others do not.

Abstract:

Abstract:

With the understanding that teachers share their environmental world-view with their students, this interactive paper session explores how pre-service and in-service teachers and students connect their daily lives to environmental issues and ecological function.
In order to better understand this topic, we interviewed urban pre-service and in-service elementary and secondary science teachers (N=20) and urban high school students (N=20) to ask the question: How do urban teachers and students understand the relationship between their daily life activities and ecosystem function? Preliminary coding of interview responses shows that students and teachers are more successful at connecting daily life to environmental issues than they are at connecting daily life to the ecological concepts assessed, the carbon cycle, water cycle, nitrogen cycle, and food webs. Furthermore, when interviewees connected ecological concepts to daily life, they had an easier time explaining why the ecological concept is important for daily life than explaining how the daily life activity affects the ecological function (e.g. they may explain why the water cycle is important for the food people eat, but do not consider the ways in which the food people eat affects the water cycle). Other patterns that emerged are that the majority of interviewees were unsure of the nitrogen cycle and that students and teachers most clearly understood the water cycle and food webs, even though misconceptions still exist. In this session, we will use our findings as a starting point for further discussion about this topic.

Abstract:

Abstract:

Abstract:

Two events are impacting science teacher education: the release of the Next Generation of Science Standards (NGSS) (Achieve, 2012) and the national focus on teacher quality (Darling-Hammond, et al., 2011). Caught in the confluence of these two events, science teachers will need to have sound content knowledge to meet these standards and as they are evaluated by student achievement scores. Unfortunately, it is not clear what counts as sound science content knowledge, nor is there agreement about what constitutes content knowledge that can lead to sound instructional practice.
Some views of content knowledge are based on metrics that involve content courses completed, subject matter assessments, or other competency assessments. Outside of these assessments, there are different descriptions of what counts as content knowledge. Schwab (1978) discusses content knowledge as consisting of substantive structures and syntactical structures. Another discussion of teacher content knowledge consists of content knowledge as composed of declarative, procedural, and conditional statements (e.g., Saderholm, Ronau, Brown, & Collins, 2010). A topic that has a strong presence in the science teacher education field is pedagogical content knowledge (PCK). Work in this area has been primarily descriptive (e.g., Kind, 2009; Van Driel & Berry, 2010), but it has implications for how teachers are supported in building their content knowledge for teaching.
While these areas offer useful characterizations of content knowledge, there is a need to conceptualize content knowledge differently (National Research Council, 2011). We will explore two different approaches. One approach uses a Science Knowledge for Teaching framework, which draws upon the work on Ball, Thames, and Phelps (2008). The other approach illustrates content knowledge through different representational approaches. These approaches hold different benefits and opportunities to science teacher educators as they work with new and experienced science teachers.

Abstract:

Classification is a key factor in human cognition; it can be said that human beings progressively realize the world by finding out tendencies via classification. In order to enhance capacity in classification, those who study science education have included classification in developing science curricula as a key factor since 1960s. In this study, we analyzed eye-movement of elementary school students in performing biology classification tasks based on cognitive styles.
Participants in the study were 40 individuals, 23 have analysis cognitive style, 17 have wholistic cognitive style. The participants were classified by the results of CSA(Cognitive Style Analysis test). Their eye movements data like as fixation time, fixation duration, and saccades were collected while they were solving the classification problem. The collected data was analyzed by the experts of the science education and eye movement measurement.
SMI’s Eye Tracker was used to collect eye movement data while the Begaze software analyzed the task performing process and eye movements.
The findings of this study are twofold. First, there is a significant difference in students’ scan sequences by students’ cognitive style. Wholistic Group spent little time on scanning details but focused on the whole shape. On the other hand, Analytic Group concentrated on the details and particulars. They checked one by one, after that they scanned whole objets.
Second, the process of the classification is different by students’ cognitive style. WG classified the objects through scanning the all objects, examining object by object, comparing all-around and establishing a criterion. AG classified the objects through examining object by object, comparing the objects of details, comparing all-around, and establishing a criterion.
In sum, this study revealed the processes of classification thought of learners with wholistic cognitive style and ones with analytic cognitive style, and that discussions focusing on results can be extended to be process-centered.

Abstract:

This study aimed to develop a program to enhance student’s observing and inferring skills and evaluate the effectiveness of it. The basic science process skills are essential skills to acquire integrated science process skills. A program to enhance student’s observing and inferring skills were developed and thirty students in 5th and 6th grade from South Korea participated. The program is composed of ten steps: five steps for observing skill and five steps for inferring skill. To assess the effectiveness of the program, three assessment tools were used before and after the application of program. Participants took test of science process skills, interviewed after test and the eye movement during observing and inferring problem solving process was tracked. Participants were categorized according to the evaluation. Successful achievers were group A and unsuccessful achievers were group B. Eye movement data before the application of program showed some meaningful differences between groups. Eye movement of group A changed as the characteristics of problem changed whereas the eye moveiment of group B stuck to same tendency regardless of problems. Also as the difficulty of problem arose, group B’s average problem solving time was dramatically decreased since they give up to solve it. When reading the question for the first time, remarkable difference was found. Even though group A spent less time on reading question part, they focused longer on keywords longer. It means that unsuccessful problem solvers experience difficulty in understanding the question and have unproductive cognitive process. The program was designed as an observing and inferring immersion program: ten steps and five operational activities. After the application of the program, test of science process skill, interview and eye movement tracking followed. Not only the TSPS score of group B increased, their attitude toward science changed in positive direction. Also the change of eye movement suggested that invisible change in cognitive process took place.

Abstract:

Abstract:

Abstract:

In redesigning a physics course for prospective elementary and middle school teachers, I considered the following general issue: How can I engage students in learning about the science underlying discussions of global climate change? In particular, I pondered: what do I want my students to learn about global climate change? Why? What relevant science concepts and practices would be accessible for the students I teach? Given those instructional goals, how could I create a coherent story line that includes global climate change as an integral component of the course? What evidence could I gather to document the students’ learning? What explorations could I design to foster that learning?
This was a form of practitioner research in which I documented and interpreted my own teaching practices and students’ learning during the current version of the physics course (Spring 2014, n=17). We focused upon the physics underlying two aspects of global climate change: the greenhouse effect and rising sea levels. Data sources included video recordings of each class session, copies of students’ work such as the ‘textbooks’ they wrote for each unit, their postings on an electronic bulletin board, and responses to questionnaires about the course as well as their responses on homework, midterm, and final. I developed narrative interpretations of these data to create a case study that other instructors may find helpful in designing ways to engage their students in learning about global climate change. The case study presents examples of students writing their own textbooks about their explorations of the physics underlying the greenhouse effect and rising sea levels through activities in class, discussions with friends and/or family members, reflections on university, state, national, and international websites about global climate change, consideration of social impacts, and review of educational policies such as recommendations relevant to global climate change in the Next Generation Science Standards.

Abstract:

The purpose of this paper was to assess the validity of multiple-choice questions in measuring fourth graders’ ability to interpret graphs about motion and temperature. We administered 6 multiple-choice questions about motion and temperature to 28 fourth grade students after they learn how to create and interpret graphs using motion and temperature concepts. We also interviewed all 28 students and asked them to explain their answers. We found that there can be a mismatch between students’ multiple-choice answer selection and their explanations for their multiple-choice answers.

Abstract:

The Science, Technology, Society (STS) effort, which promotes the teaching of science in its social context, encourages students to 1) value science and technology while recognizing their power and limitations, 2) recognize that science, technology, and society are interconnected, and 3) participate in responsible decision making as citizens (Bybee, 1993). Before an STS curriculum can be developed and implemented effectively, teachers’ beliefs must be compatible with the goals of the STS curriculum. The purpose of this mixed method study is to examine the above-mentioned predictions about the relationship between various environmental education (EE) and STS components. The presentation will focus specifically on the relationship between elementary pre-service teachers’ levels of environmental literacy and views toward STS instruction before and upon completing an STS-oriented science methods course. The findings indicated significant correlation between pre-service teachers’ initial environmental literacy and views toward STS issues and STS instruction as assessed through the two instruments. The correlation between the initial views toward STS issues and views toward STS instruction was high indicating a greater relationship between these two variables. Post environmental literacy, views toward STS issues, and views toward STS instruction were significantly correlated. The interview data about students’ knowledge of environmental and STS issues, perceived skills in analyzing and resolving such issues, views toward such issues, willingness to take action to resolve such issues, and their attitude toward and willingness to utilize an STS-based framework for their instruction corroborated with the correlation findings discussed above. This study would be valuable to the science educators who will ultimately bear the responsibility of preparing pre-service teachers in the implementation of an STS oriented instruction through influencing their views and beliefs toward STS issues and instruction and their level of environmental literacy.

Abstract:

This study investigates the extent to which teachers’ beliefs about reformed science teaching and learning and classroom practices concerning inquiry-based instruction changes following participation in a large mid-Atlantic university’s year-long RET-PLC professional development program. More specifically, it examines how having secondary science teachers experience an authentic research learning environment as novice scientists and participating in professional learning community meetings that focus on translating research experiences to inquiry-based lessons in the classroom might facilitate changes in their beliefs about reformed science teaching and classroom practices concerning inquiry-based instruction. Quantitative methods were used to explore this study’s research questions. Data was collected using the Beliefs about Reformed Science Teaching and Learning (BARSTL) survey instrument and the Reformed Teacher Observation Protocol (RTOP). Supported with NASA funding, twelve tenured secondary science teachers participated in a large mid-Atlantic university’s RET-PLC professional development program. The implications of this study’s findings suggest that RET programs that incorporate a professional learning community component can help to shift teachers’ initial beliefs about reformed science teaching and learning and classroom practices concerning inquiry-based instruction, and help them to increase the level of inquiry in their science lessons. Another implication of this study’s findings is that teacher professional development models need to be developed to help teachers effectively plan more time for students to conduct inquiry-based activities, to communicate findings based on evidence, and to develop questions to investigate themselves. Moreover, the findings of this study can help to inform science teacher education and professional development programs in creating more fruitful experiences for these professionals, and help them to align their beliefs and practice more toward the constructivist visions of current reform efforts.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

We need an educational system that prepares students for working in the Information Age, not the Industrial Age (Reigeluth, 1994). James Paul Gee, a preeminent scholar on games and learning, has argued that while school has set aside some of the best learning principles, games have embraced and incorporated them (Gee, 2007). Mobile science learning games show promise for promoting scientific practices, collaborative problem solving, and high engagement—when designed appropriately. Mobile augmented reality (AR) games have achieved this goal most effectively through the use of interdependent, differentiated roles. This experiential session will provide the opportunity to not only play a portion of the collaborative game but also to learn about the research study and classroom implementation. First, participants in this experiential session will play the mobile AR game called School Scene Investigators: The Case of the Mystery Powder, a forensic science mystery game designed to promote Next Generation Science Standards (NGSS) through collaborative problem solving and game-based learning. The game is played with iOS devices and quick-response (QR) codes. Second, participants will learn about the research results that supports the use of mobile AR games for science education. Using an open-ended instrument designed to measure next generation scientific practices and a self-report flow survey, research with this game empirically assessed flow and learner’s scientific practices. In comparison to a control group, game players had significantly higher levels of flow and scientific practices. Research results with the urban middle school students also suggested that the game design model promote successful collaboration amongst players.

Abstract:

Elementary preservice teachers are typically intimidated by science. This intimidation too often leads them to either not teach science or teach science by following prescriptive curricula that misrepresent how science works and perpetuates misconceptions regarding the nature of science (NOS). To combat these problems, preservice elementary teachers ought to understand ways to teach that accurately model the NOS and draw students’ attention to NOS ideas.

This action research study took place over three consecutive semesters. The goal of the study was to improve the NOS instructional practices of preservice elementary teachers (PSETs). Data sources included: lesson artifacts, videotaped lessons delivered by PSETs, and interview-based reflections of PSETs. The elementary science methods course in which the study took place was modified after each semester to account for insights gained along the way and ongoing data collection/analysis provided insight into the efficacy of course modifications. Results suggest that PSETs can meaningfully plan for NOS instruction but struggle to use student thinking in the act of teaching about NOS. Some course strategies designed to help PSETs react to and use student thinking will be discussed.

Abstract:

Abstract:

Global climate change (GCC) is a pressing issue to address in both science and environmental education. Despite ongoing educational efforts, students at all levels still experience difficulties in reasoning scientifically about multiple perspectives on GCC. This grounded theory study aimed to develop a comprehensive model that captures the cognitive processes involved in reasoning about climate issues and potential variables that may affect such reasoning. Twenty-six undergraduate students participated in this study. Constant comparative analysis of data from interviews and written assessments revealed that students were mostly drawn to the surface features of evidence on GCC rather than its scientific meanings and values. While prior knowledge may not directly affect the complexity of students’ evidence evaluation, it contributed to their level of self-efficacy when discussing about climate issues and thus how they approached contradicting arguments. Furthermore, even though all participating students acknowledged the relative correctness of competing perspectives about GCC, they predominantly favored arguments that supported their own beliefs with weak scientific reasoning about the opposing arguments.
The present study contributes to current discussions on the essence of reasoning when one is faced with multiple perspectives regarding GCC. This grounded theory not only captures the cognitive processes when students evaluated competing evidence and arguments, but the relationship between scientific reasoning, epistemological understandings, and personal beliefs. From a holistic perspective, this work lays a foundation for future endeavors in curriculum design as environmental educators attempt to facilitate scientific reasoning in climate change education. Furthermore, this research constitutes our first steps in bridging cognitive research with science and environmental education. Researchers in the community of science teacher education may find it informative as they promote teachers’ scientific reasoning and argumentation in professional development.

Abstract:

For so many years,changing beliefs was considered to be prerequisite for changing practices. However, research on professional development indicated the relationship in the other direction as well. In this study, we investigated the influence of a one-year professional development program that emphasized training of middle school in-service teachers to implement inquiry-based instruction on their behavioral and affective changes, and their students’ achievement. Secondly, we tested Guskey’s model of Staff Development and the relationships among teachers’ behavioral and affective change and student achievement. As in Guskey’s Model, findings from this study indicated the necessity of evidence of student achievement as a method for teachers to change their practices. Teacher Change Model emerging from our data could not indicate any links between variables in general for teacher change, but mostly on their sub-constructs.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

The use of student-authored books is a strategy that is gaining momentum in STEM education for helping students explore complex content in ways that are personally relevant, but that can also inform others. This study explored how student-authored books were implemented in an environmental education summer camp and what impacts it had relative to other program activities. The book used text and art from the 9th grade, urban participants to form a story about pollution in the Chespeake Bay and how citizens could address it through positive stewardship behaviors. Other major components of the camp included: 1) Student-directed conversations with scientists (e.g. Scientist Dinner); 2) Elizabeth River Project (i.e. an area NGO) activities; 3) Student-authored book development; 4) Coast Guard ship tour; 5) Research vessel cruise with scientists; 6) Hands-on STEM activities (e.g. Build-A-Buoy); 7) STEM career activities (e.g. Port Logistics); and 8) Canoe exploration of the Elizabeth River. Data were collected on all major components relative to: 1) student knowledge of environmental science; 2) student knowledge of college and careers; 3) students engagement in environmental advocacy; and 4) intergenerational learning. Using a mixed-methods, case study approach, findings indicated that all participants developed book text containing accurate environmental science content, however, the amount of content and the quality of the text varied dramatically. The book making was perceived to have less importance relative to other program components regarding college and career opportunities, but was considered very important with helping them become a better environmental steward. The book also proved to be an effective tool for intergenerational learning. Conclusions and recommendations for future implementation are provided, including incorporating more structured prompts for text development.

Abstract:

Abstract:

Abstract:

Conceptual understanding in high school chemistry can be difficult because students must learn to translate between macroscopic phenomena, particulate models, and symbolic representations. High quality instruction includes student-centered support for this type of learning. We have developed an observation protocol, Representations in Chemistry Instruction (RICI), which can help science teacher educators and researchers evaluate instruction using multiple representations in high school chemistry classes. Teachers participating in a long-term (two and a half year) professional development program, aimed at improving the quality of their inquiry-based chemistry instruction, used the RICI to evaluate lessons developed by their peers. Researchers also used the RICI to monitor the progress of the teachers as they discovered Johnstones’ Triangle to guide changes in the use of representations that they incorporated into their instructional practice. This study assessed the reliability of the RICI with multiple raters, compared how the teachers used the RICI with how chemistry education researchers used it to evaluate newly developed lessons, and examined how teachers changed their practice of using representations in instruction over the first year and a half in the professional development program.

Abstract:

Abstract:

Abstract:

Abstract:

The discussion of gender-related issues in science and mathematics has recently focused upon the academic achievement of at-risk males. This paper reports upon four years of work with single-sex male classes for science and mathematics in the applied stream in an Ontario public secondary school. This action research project came through discussion between a school counselor, department chairs and the school administration regarding the Ontario “student success” initiative and its application within their school. The first years of the project saw boys-only 9th grade classes for both math and science, followed by single sex math in 10th grade. Later years focused solely upon 9th grade. Early indicators showed considerable success for the initiative, with 100% of students gaining credit for the 9th grade course. Other positive areas include improved student attendance, reduced behavioral tensions and extended opportunities for in-class discussions and argumentation. A strong active-learning approach was found to be most successful, as students saw meaning in their mathematics and science classrooms. For many of the teachers, this was a period of increased professional stress, but those whose regular practices engaged students adjusted more quickly to the needs of these classes. Teacher continuity from 9th to 10th grade classes was an important factor in the development of enduring relationships. In the final 2 years, declining school enrolment (1050 to 850 over 2 years) and changes in personnel, both for administrators and classroom teachers significantly affected the flow and progression of the project.

Abstract:

Abstract:

Abstract:

Abstract:

This study examined the potential association between participation in the design process for Serious Educational Games and changes in learner affect and cognition within the treatment group, following a larger study comparing between groups. Linear regression methods indicated that learners who took a more active role in the design process as measured by investigators showed greater gains in their interest in learning science and their understanding of the content embedded in the SEG. While not the only factor in play, this study establishes that use of design processes may be important to fostering learner interest in STEM fields, teaching the cross cutting concepts in NGSS, and in further expanding learner understanding of content.

Abstract:

Even after completing high quality teacher preparation, teachers need support for continued learning. Designing a program to provide beginning teachers with this support requires a well thought out curriculum to promote professional growth. Teacher learning is an ongoing process. Thus, we have designed a university-based mentoring program for beginning science teachers that is a continuation of their formal teacher education. The mentoring program is an extension of a one-year, graduate, preservice program, which follows the K-12 calendar, placing interns in classrooms from August through June. The mentoring phase of the program is grounded in the same philosophical framework as the preservice phase, meaning educative experiences are organized through learning progressions, which are continuous and coherent with prior experiences. This provides an incremental sequence from novice to expert performance mediated by instruction. As we have developed the program, we have considered what teachers need to learn and know in their beginning years of practice. Educative mentoring is a viewpoint that helps us to determine how to design a quality program that addresses the learning needs of beginning teachers. To do this, we build on driving questions when developing a curriculum that gets progressively more sophisticated overtime. We are currently in year two of the mentoring program and are in the process of improving the curriculum design based on initial data. Our presentation will describe how this program uniquely takes on the challenge to connect preservice education to continued learning for beginning teachers. We will discuss the philosophical framework for the program and the program structure. Participants will be engaged in a discussion about designing mentoring programs that meet the needs of beginning science teachers. The sharing of our program design will advance our thinking about ways to support the continued learning of science teachers.

Abstract:

Abstract:

Abstract:

So frequent and widespread are the challenges to teaching evolution in public schools, that it may be said that the issue has reached epidemic proportions. In this presentation an argument will be presented that the anti-evolution movement in the United States has reached epidemic proportions. As such, a parallel will be drawn between the rise and ongoing epidemic of tobacco use and the anti-evolution movement. By utilizing the tobacco epidemic as a case-study, a model for addressing epidemics is presented such that those seeking to curtail the anti-evolution movement can ascertain the work that lies ahead to do so. A multifaceted campaign has been developed and carried out to address the tobacco epidemic and such a multifaceted campaign is necessary to address the anti-evolution epidemic. There is much to be learned from the response to the tobacco epidemic and much work that lies ahead for science educators seeking to curtail the anti-evolution movement.
An epidemiological model can be operationalized to address the anti-evolution movement in order to develop effective research and educational interventions. To address this model several categories were created including, research, K-12 education, public education, government regulations and college and university science education. Our intention is that with the help of our colleagues, we can provide a sense of the work that has been conducted in each category, identify the questions that have yet to be answered, and outline a model for better understanding what actions need to be taken.
During the roundtable discussion we will introduce the question “What must be done to eliminate, or at least minimize, the anti-evolution movement?” Utilizing the multifaceted approach typically employed to address an epidemic; the science education community may collectively develop a model for addressing the anti-evolution movement. This model will function as a roadmap as science educators move forward to address the anti-evolution movement in the United States.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Research demonstrates that a “Learning Cycle” approach can result in greater achievement in science, better retention of concepts, improved attitudes toward science and science learning, improved reasoning ability, and superior process skills than would be the case with more traditional instructional approaches (e.g., see Abraham & Renner, 1986; Beeth & Hewson, 1999; Gerber, Cavallo, & Marek, 2001). Despite the overwhelming evidence supporting the efficacy of a Learning Cycle approach, research shows that teachers’ understanding and use of the Learning Cycle may be poor (Lindgren & Bleicher, 2005) and that teachers fail to grasp this instructional model, even after extensive training (e.g., Settlage, 2000). Our work in a 5-year professional development program suggests that teachers’ difficulties are also related to their ability to recognize a coherent “conceptual storyline” (Ramsey, 1993) within lessons. We noted that even those teachers who could select activities that fit the purpose and intent of each phase of the learning cycle struggled to choose activities that were connected to one another so that there was a logical progression of concepts. In this presentation, we will share examples of teacher-created 5E lessons that illustrate weak and strong conceptual storylines. We will also present the assessment tools we have designed to help elicit teachers’ understanding of the 5E learning cycle model, as well as their ability to recognize a coherent conceptual storyline within a 5E lesson sequence.

Abstract:

Abstract:

Abstract:

Abstract:

This study characterizes the novice and expert behaviors of in-service K-12 teachers attending a 3-day science-themed professional development workshop at a large research university. Thirteen participants attended the workshop and participated in pre-/post-tests and an activity involving a large set of astronomy data. Nine of the participants contributed to more in-depth data collection including field notes during the activity and one-on-one interviews. Of these nine participants, three were female and six male, and five teach STEM subjects. Pre-/post-test gains were calculated, and all materials were coded for themes. The authors found a great diversity in behaviors among the participants, with some possessing traits more similar to experts in astronomy, and some more similar to novices. All teachers demonstrated ability to pick out simpler trends in the data while some were able to observe more complex trends as well. Participants with stronger background in the content were better able to make connections between disparate ideas, and exhibited better metacognitive skills, for example they showed initiative to look up unfamiliar terms online. Surprisingly, all the teachers exhibited difficulty communicating their ideas to each other, with those who appeared to have more expert traits having difficulty making their ideas understood by the others with more novice traits. This implies the need for further content-based professional development opportunities for both expert and novice in-service teachers.

Abstract:

Abstract:

Abstract:

We are involved in the development and implementation of a cross-disciplinary, 12-semester-unit (4-course) Science, Technology, Engineering, and Mathematics (STEM) Concentration in LS at our institution, a regional, comprehensive university in California. LS majors typically enter the credential program for elementary teaching, but interest from this group of students in science courses beyond what is required has been limited. The STEM Concentration affords a transformative science learning experience for future elementary teachers through deliberately designed integrative courses with these shared purposes: (a) increase interest in and generate excitement for teaching and learning science; (b) provide coherent and connected science learning opportunities; (c) model research-based and inquiry-oriented science pedagogy; and (d) facilitate awareness of the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas of the Next Generation Science Standards. In this paper, we share our approach to the design of these connected courses and our plan for multidisciplinary faculty collaboration and professional development.

Abstract:

The learning sciences have become a highly valuable field for the development of curricular and assessment tools throughout research, policy, and practice. In lieu of confirming much of the research out in science teacher education now, this paper brings together the theoretics of learning progressions and the disability studies in education to propose an inquiry into what this author coins as continuums of complexities for science teacher education research.

Albeit there is supportive research that emphasizes that core cognition and its respective neurological mechanisms are similar across populations ascribed as developmentally neurotypical, there persists a sufficient argument that cognitive science has too readily simplified the conceptual realm of cognition and its organizational representations. An inquiry into science teacher education through this paradigm holds promise if applied in a way that considers education a socio-cultural entity that produces exclusion and inclusion, but risks exacerbating current positioning practices of students, and their teachers, if not considerate to the ideology laden in its theoretics.

This author’s analytic argument supports the integrating of the epistemic work done by two seemingly parallel disciplinary foci to, in turn, develop a theoretics for intersecting these fields. This paper emphasizes the theoretics of learning progressions as they are proposed by the author to be applied to epistemics in science teacher education, with an interwoven necessity for a disability studies in education lens to be taken for a critical paradigm whereby the learning sciences have fallen short – culture and context.

The considerate pathology to analyze a pathway to what many science education initiatives propose as important staples of teacher education and professional development should focus on what this author emphasizes as continuums of complexities that become aligned with the conceptions and perceptions that said teacher-learners hold toward science, education, society, and knowledge acquisition.

Abstract:

Abstract:

This study use a multiple case study to investigate relationship between elementary teachers’ Epistemic Orientation toward Teaching Science (EOTS) and their instructional practices. This study aims to identify core elements of EOTS that impact instructional practices and to understand in what ways these core elements of EOTS are related to epistemological, social and physical dimensions of scientific practice. To conceptualize EOTS the study examines three experienced elementary teachers and compares how their thoughts and beliefs influence their instructional practices. EOTS is operationally defined in this study as a general way of viewing or conceptualizing science teaching. EOTS shapes a teacher’s instructional practices, involving enactments of plans and interactive discussions, all of which determine how well the teacher engages students in scientific practice. This idea rests on a foundation of epistemological theories developed by educational psychologists (e.g. Hofer & Pintrich, 1997). Yet, whether beliefs about learning and teaching should be included in epistemological beliefs remains controversial. Building on research into teacher beliefs, this study will empirically explore the beliefs of three teacher subjects, to characterize the core elements of their EOTS. Using this novel approach, this study aims to improve the understanding of how, in the real world, teachers’ thoughts and beliefs shape general ways of viewing teaching science and how those views are reflected in teaching practices that foster students’ learning about science. Empirical findings of the study will provide important implications for elementary teacher education and professional development, as well as theoretical view of teachers’ orientations and practices to teach science through scientific practice.

Abstract:

Nanomaterials, nanotechnology, nanoparticles, nano, nano, nano! The vastness of the fields of study make for defining, let alone teaching nanoscale concepts, very difficult (Hingant and Albe, 2010) especially for secondary school teachers. Couple this with curriculum standards that leave very little time for “off-topic” discussions and teachers who are less than confident in the subject matter, and the results are dismal when it comes to helping students understand the world on the nanoscale. In addition, the Next Generation Science Standards maintains a strong component of engineering practices embedded across the standards. Incorporating this within the curriculum can be of a concern to traditional science subject teachers as they tend to have little background in engineering and are unclear how to proceed. However, revealing the intricate world of nanoscience and nanotechnology does not require major curriculum changes. Activities presented in this experiential session were part of a week-long professional development workshop presented to secondary math and science teachers at a large university in the Southeastern United States. The purpose of this workshop was to strengthen content knowledge related to the fields of science that embrace the interdisciplinary concepts of nanoscience and nanotechnology. In addition to working with scientists and researchers, teachers participated in activities that coupled the nanoworld with the content standards for grades 9-12.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

This presentation reports on the use of visual data, specifically drawings, to assess pre-service teachers’ science content knowledge, and instructional practices. The purpose of this paper set is to bring together researchers of four studies who have used visual data, specifically drawings, to investigate and assess two phenomena: (1) pre-service teachers’ conceptual understanding of science content knowledge, and (2) pre-service teachers’ beliefs, conceptions, and perceptions pertaining to instructional practices. In doing so, the authors hope to engage in dialog with each other and the audience about their findings and thus, spark conversations concerning (1) the “hows” and (2) the “whys” of incorporating drawings into their research agendas. Additionally, the authors hope to prompt the audience to rethink about visual data as a research methodology to study and generate knowledge pertaining to science teacher education. The titles of the papers are: (1) Using Drawings to Elicit Pre-Service Teachers’ Informal Science Instructional Practices; (2) Using Drawings to Investigate Prospective Biology Teachers’ Conceptions of Teaching Biology; (3) Framing Prospective Elementary Teachers’ Conceptions of Dissolving as Drawings; and (4) Framing Prospective Elementary Teachers’ Conceptions of Buoyancy as Drawings.

Abstract:

Abstract:

Food constitutes an important pedagogical component of elementary science. Nonetheless, research on how teachers approach topics such as food and eating is surprisingly scarce. This study attends to this limitation by means of an exploratory examination of oral food discourse — whole-class discussions about food and eating led by three elementary teachers while reading children’s science books aloud. Our discourse analysis revealed varied pedagogical practices. Treated as “foods of luxury”, sugary food items such as ice cream, cookies, and chocolate were appraised negatively by two teachers. The first teacher repeatedly condemned (i.e. expressed negative judgment of) students’ emotional appreciation of sugary treats such as ice cream on moral grounds. Likewise, the second teacher negatively appreciated chocolate products on nutritional grounds (as “bad food” that did not meet one’s calorimetric needs or provided eaters with a balanced diet). Both of these teachers resorted to negative evaluation of taste-based food consumption (i.e., eating for pleasure) while discouraging excessive consumption — defined qualitatively by the first teacher as simply eating beyond a point of minimum sensorial satisfaction, and quantitatively by the second teacher as an unbalanced calorimetric state wherein energetic input superseded output. By contrast, the third teacher appraised food culturally. Rather than focusing on nutritional or emotional aspects of pumpkin consumption, attention was given mainly to cultural meanings of pumpkins pervasive in American culture such as jack-o’-lanterns (food for decoration and celebration). Our findings underscore the many pedagogical benefits and potential challenges of engaging students in talk about food in the science classroom. It is argued that elementary teachers need to adopt discursive practices that take into account the complex and often contradictory relationships that children establish with food in different facets of their lives.

Abstract:

Abstract:

Abstract:

Visuals are central to science literacy, and serve a wide range of purposes including, elaboration, economy of information, understanding, remembering, persuasion, and analysis. (Darian, 2001) This case study compares student-generated Visual Literature Logs (Visual Lit Logs) and student-generated written summaries in response to science text using semiotic visual analysis, and is premised on the idea that words and pictures do not capture or convey meaning in the same way, and individuals have differing talents and interests that lend themselves to modes of representation beyond language. (Gardner, 1982)
One approach to teaching visual literacy is to explicitly teach observational, technical and/or representational drawing. This approach makes intuitive sense because these types of drawings each require a linear, methodological and convergent process. Another way to develop visual literacy is to begin with a more creative, divergent process that also develops capacities and dispositions for creativity by having students respond to science text from their imagination. The act of creating an external representation of an idea, process, or concept requires the creator to generate linkages between language and visual (Bailey & Van Harken, 2014). Bailey & Van Harken argue that as the reader invents connections between visual and text a metaphor is created making knowledge more accessible because the learner’s cultural knowledge provides an entrance point to understanding the unfamiliar. (2014)

During a university-level course students were assigned to read three books. Learners selected one of he books and assigned to make 10 Literature Log (Lit Log) entries as they read. All students chose to create visuals, which I refer to as Visual Lit Logs. For the remaining books students wrote traditional student-generated written summaries. The Literature Log categories assigned included:

Personal Relevance
Creative Expression
Quote
Visual Presentation
Sense
Reality Research
Science & Society
Compare & Contrast
Visual Reading Summary

Abstract:

The goal of this ongoing research is to find and assess the ways that zoos can continue (and improve upon) the creation of environments for sparking and nurturing interest in animals, conservation, and science in general. In particular I am interested in examining the experiences of children in zoos since this is an understudied but critical stage for interest development. These experiences may be important for the field of science education since development of interest is often considered an important prerequisite for the decision to major in science in college and ultimately pursue it as a career choice (Tai et al, 2007; Maltese & Tai, 2010; Lent et al, 1994).
In order to study the process of interest development within the zoo setting, I developed a survey that sought to assess the current interest of child zoo visitors in science concepts as well as the types of experiences that triggered their interest within the zoo. The survey asked questions of both the child visitor and their accompanying adult and a major part of the survey was a portion meant to be filled out through the duration of the visit. The second component of this research was carried out through the use of personal video cameras worn by children throughout their zoo visit. This was meant to provide qualitative data surrounding the experiences of children visitors to further examine the role of a zoo visit in interest development. Results illuminate the role of animal behavior, interactives, signage, and parental discussion in the development of interest among child zoo visitors.

Abstract:

Abstract:

Abstract:

We observed five undergraduate education students as they experienced inquiry rich, historically contextualized instruction. The focus of instruction was the historical development of the theory of plate tectonics. Activities included comparing different historical models of earth dynamics (porous earth, contracting earth, continental drift, and expanding earth), exploring an earthquake machine, and using maps of seafloor data for constructing tectonic plate boundaries. With a model-based-learning framework, we analyzed observation field notes, participants’ recorded conversations and written products of the activities and discerned instances of arrested model development. For example, participants described tectonic plates (inconsistent with science) as entities separated in space, which can “smash together” or “break apart”. We explain this common, description as an artifact of the use of a scientific metaphor; the tectonic “plate”. Our common, and powerful experience with ceramic plates is that they are separate in space, can break apart (when dropped), or can smash together (when pushed). Our brain defaults to such experiences when we use the metaphor, hiding aspects of the concept without our knowing. Participants also showed difficulty developing a model of rocks deforming elastically (the source of earthquakes). We assert that based on student experiences that rocks and/or “plates” are rigid and brittle, the idea of their elastic properties is a premature concept; meaning, students cannot connect this concept in a few, simple, logical steps to their own knowledge base (Stent, 2002). These two frameworks, the use of scientific metaphors and prematurity, show promise in understanding why students experience difficulties learning scientific concepts. They also afford structure to two possible interventions (and topics for future study): 1) the use of new metaphors with fewer limitations and 2) explicit exposure of limitations, and 3) design of a “few, simple, logical steps” to connect a “premature” concepts to students’ prior knowledge.

Abstract:

The purpose of this study was to investigate teacher epistemological beliefs and the influence of those beliefs on practice during nature of science (NOS) instruction. The timing of this study was centered on a nine-week NOS unit. Both quantitative and qualitative data were collected. Quantitative measures were used to determine relative levels of epistemological beliefs for both personal epistemological beliefs and understandings of the nature of science. Qualitative measures were employed to look at potential relationships between teacher’s SEBs, EBs, pedagogical practice and other impediments to teachers’ practice. Participants for the investigation included eleven sixth grade physical science teachers. An interpretative mixed methods design was used to seek out major themes as they related to classroom practice.

Results indicated it was those participants with more sophisticated understandings of NOS were able to move beyond the teaching of the scientific method. Personal epistemological beliefs may play a larger role than might be expected in governing the quality of instruction with regards to NOS instruction. It was those participants with the greater personal epistemological beliefs that were able to present NOS in a more constructivist manner and move beyond the scientific method.

Abstract:

Abstract:

Current reform in science education calls for a responsive style of instruction necessitating the ability to notice and interpret what is happening within the framework of a lesson to more effectively address students’ needs. This case study focuses on a team of five preservice teachers (PSTs) teaching a five lesson science unit on properties of solids and liquids during their early field experience, which is taken in conjunction with their science methods course. We examined how a content-specific moderated community of practice that used video as a focusing tool of the PSTs’ weekly teaching could support their growth in using a responsive style to teaching. We sought to understand this growth in two ways: the impact it had on their ‘in the moment’ teaching captured each week on video, as well as their perceptions about their future teaching of the topic and science in general. We found growth in the PSTs’ pedagogical content knowledge regarding how students think about properties of solids and liquids and how this expertise then influenced their proficiency of designing and implementing need-based curriculum. This growth was evidenced in their increased ability to identify opportunities to elicit students’ thinking and their acceptance of the learning cycle model for lesson planning as a useful way to elicit students’ thinking in order to scaffold a deeper understanding of concepts. The PSTs also demonstrated an awareness of and ability to pull out and use the big ideas from content standards to guide their curricular decisions, the importance of setting up of learning situations that allow for constant assessment of student learning, and the role that questioning serves in this process.

Abstract:

Abstract:

Abstract:

This research is preliminary one for students’ learning progression research with the focus on astronomical contents as well as practices, which are thinking skills mainly. To guide students’ learning concepts of astronomy with the contents and practices, it is essential for teachers to be equipped with appropriate PCK to guide students to learn concepts progressively. To meet this goal of research, the research team investigated the status quo of teachers’ PCK at natural setting of teaching astronomy at elementary level as the preliminary one. This research will provide the basic data to be used for the research to develop the teaching progression of PCK to make students understood astronomical concept as well as thinking skills. The research team observed each lesson and evaluated each participant’s PCK with the developed PCK analyzing tool, which consists of 4 categories, such as knowledge of student understanding (KSU), knowledge of curriculum (KC), knowledge of teaching strategies (KTS), and knowledge of knowledge of assessment (KA). The researchers checked each indicator qualitatively and relatively (from 0 to 4) with the evidences of content and practices envisioned in NGSS (Next Generation Science Standards). In addition to this, all participants were interviewed to illustrate their different orientation of teaching science since teachers do not use materials which do not match their views of teaching and learning. The results of this study were as follows; first, six elementary teachers displayed weak PCK in teaching astronomical core ideas. Second, there had not specific PCK identified depending on topic (planets or constellation related) in four components. Third, all participants believed that students are necessary to have opportunities of experiencing learning by doing science. Fourth, teachers showed the instruction of spatial thinking practices where students could achieve concepts of astronomy as envisioned at Standards. More results will be introduced to indicate how this preliminary research can be used as basic data for learning progression.

Abstract:

This mixed methods study explores college biology students’ perceptions of the utility of evolution knowledge during a college level evolution course. Students were surveyed about their evolution acceptance and interviewed about their views of evolution and evolution learning with a special emphasis on the extent to which knowledge of evolution is personally useful or important for others. The sample consisted of 14 college biology majors enrolled in an upper-level evolution course. Evolution acceptance data were collected via both the quantitative MATE survey as well as open-ended interview questions. Evolution utility and importance data were collected via the individual interviews. Data analysis included quantitative descriptive statistics, qualitative coding for acceptance/personal utility/general importance of evolution, and mixed methods data integration via a joint display. Three main findings emerged. First, biology majors found evolutionary knowledge to be only marginally useful for their future careers. Utility differed according to different intended careers with prospective science teachers finding evolution knowledge most useful and those intending medical careers finding evolution knowledge least useful. Second, biology majors found evolution learning in general to be important for others, even more than they found evolution personally useful. Finally, evolution acceptance was not generally related to perceptions of personal utility or general importance of evolution.

Abstract:

Preparing teachers to effectively use digital technologies calls for adaptations to the way pre-service teachers are being prepared and reforms in the design of professional development for in-service teachers who may not have had the same exposure to these tools in their preparation programs. This paper describes how participation in methods courses that incorporate a strong emphasis on the use of technology and how participation in technology-based professional development impacted pre-service teachers and math and science in-service teachers technological pedagogical content knowledge (TPACK) respectively. The TPACK framework includes: technology knowledge, content knowledge, pedagogy knowledge, pedagogical content knowledge, technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge. Pre-service teachers participated in training mentor teachers on using the iPad for instruction within their school placements, presented at a state education conference, and planned STEM-based learning opportunities for K-6 students in after-school sessions. In a separate study, in-service teachers were participants in a Race to the Top STEM grant, From Earth to Space with STEM. The grant included a cross-curricular focus with CCSS-ELA, which allowed for the integration of digital technology tools for processing the science and math content through reading, writing, and speaking/listening strategies. Grant activities incorporated technology for collecting and analyzing data as well. There was a strong emphasis on the use of the iPad, Vernier Labquest, and Web 2.0 interactive technologies. Participants in both research populations significantly increased TPACK. In-service teachers increased their content knowledge on the STEM-based content included in the grant activities. We are currently analyzing pre-post video footage of each participant’s classroom instruction. Implications will be shared for intentionally linking the constructs of TPACK with edTPA.

Abstract:

This interpretivist study described discourse practices in three linguistically diverse elementary science classrooms. Because people participate in science through the medium of discourse, it is important to examine students for whom language may present a barrier to participation. Participants were three elementary science teachers selected from the control group of a broader state-wide investigation. These teachers were purposefully selected because they taught in linguistically diverse schools (greater than 40% of the student population are ELLs). Data included 25 hours of classroom observations and semi-structured interviews. Observation write-ups and transcripts were analyzed through analytic induction (Erickson, 1986). Results in the form of three, linked, analytic assertions were generated: (1) The teachers’ instruction was driven by the high-stakes state end-of-course (EOC) assessment, (2) The teachers lacked pedagogical content knowledge (PCK), and (3) The teachers’ perceived pressures from the EOC assessments and limited PCK limited classroom science discourse. Results of this investigation may provide understanding of the factors that influence discourse practices in linguistically diverse science classrooms. Future research will explore how the skills and knowledge gained in professional development aimed at improving teachers’ science discourse practices is enacted in a linguistically diverse classroom.

Abstract:

This research presentation will provide key insights into the curriculum design process of elementary teachers and graduate students working in collaborative design teams while developing a STEM-integrated curricular unit. Data from 12 days of teacher professional development focused on curriculum design for this applied case study will include: curriculum design conversations of 3 unique teams, 12 individual semi-structured interviews, and daily reflective journal submissions by all 12 participants. Analysis of the data collected was conducted using constructed grounded theory. Participants’ conversations were also analyzed using discourse analysis to further explore the convoluted nature of talk-in-interaction that occurs during curriculum design conversations.
Preliminary analysis indicates that team interactions of teachers and graduate students present various opportunities for professional learning and understanding of the constructs needed to successfully integrate STEM at an elementary school level. Emerging themes that will also be discussed include the inter-connected patterns of design conversations and the impact of team cohesiveness on the design process.

Abstract:

Abstract:

Abstract:

Citizen-science projects call on individuals to gather data for use by scientists to investigate research questions. The Vanishing Firefly Project is a citizen science project asking participants to engage in annual census of fireflies in their local environment. The purpose of this exploratory study is to examine age-related differences among our citizen scientists in terms of their nature of science views and their attitudes toward science and the environment. Our findings indicate that our K-12 citizen scientists have less accurate and less sophisticated views on the nature of science. In addition, our K-12 participants had less positive attitudes toward science and the environment. Our presentation will explore these findings as well as discuss our project’s current and future activities to improve nature of science conceptions and attitudes towards science and the environment, especially in our K-12 citizen scientists.

Abstract:

This poster presentation will provide examples of images which were used in a study completed examining how matter is depicted in science textbooks and children’s tradebooks for K-8 students. The images illustrated will focus on submicroscopic representations of solids, liquids and gases in terms of structure of matter, density, motion of particles, pure compounds or elements, and mixtures. Of concern is the fact that all generic solids, regardless of whether representing pure compounds or mixtures, were illustrated using a single type of particle. Another concern in depicting density was the use of the same kind of particle to illustrate the composition of a floating ball and a marble. In some images of solids, springs were used to illustrate the forces acting between particles which are not bonded together. However, in chemistry, springs are used to indicate the flexibility of bonds between atoms. Motion was illustrated using a series of small arcs around particles in solids. In liquids motion was also shown with the small arcs but other types of motion found in liquids were not included. Liquids and gases were also depicted using single types of particles but they differed in the spacing between particles. We will provide examples of illustrations that have been oversimplified to the point of potentially misrepresenting the intended concept. In addition, textbooks sometimes do not delineate the limitations of the images nor provide accurate mapping of correct science to the image. Children’s tradebooks provided mostly macroscopic representations of solids as is appropriate for ages 5 to 9 however we found numerous errors in the narrative such as cold moves towards warmer objects and that steam is described as water vapor instead of small droplets of water.

Abstract:

The Next Generation Science Standards (2013) focus on developing students’ abilities to effectively communicate about scientific theories—some of which are highly scrutinized in the public sphere such as evolution. However, integration of public communication into the teaching of controversial science topics such as evolution is yet to be fully and systematically examined by science educators. We sought to understand the ways in which students approach such complex communication tasks. Our examination of text-mediated communication of evolution to the public illuminates the variety of ways that students can discursively frame a controversial science topic, including metaphorically, symbolically, monologically, and dialogically. Students’ images and word choices undergird important conceptual and communicative aspects of the topic of evolution within public science discourse. Communicating evolution to the public encourages students to extend beyond the walls of the classroom and create meaningful communication products that can help deepen their engagement, identify points of weakness in their understanding, and learn content and discourse skills through actively participating in the public communication of science.

Abstract:

Abstract:

The National Science Foundation (NSF) has funded the Center for Research on Learning (CRL) at the University of Kansas to study how social media can be used in the high school Biology classroom to foster the practice of scientific argumentation and support the new Next Generation Science Standards (NGSS). This poster session will take place after the first year of funding and will be our opportunity to report the first iteration of our findings.

Our research has two aims. First, we are exploring the knowledge and skills science teachers need to work within the TPACK Framework (Mishra & Kohler, 2006). Specifically, we are exploring the technology of social media, the pedagogy to support student engagement in scientific argumentation, and the content of one science unit through an iterative design process to design more effective professional learning for teachers. Thus, this research addresses:
1. What technological knowledge and technological professional learning supports are needed to facilitate the use of social media?
2. What pedagogical knowledge and pedagogical professional learning supports do teachers require to support student development of argumentation practices?
3. What content knowledge and content professional learning supports are needed?

Our second aim relates to students’ use of social media to engage in argumentation and to learn science content, so the project also addresses:
1. How do students use social media to engage in scientific argumentation?
2. To what extent do students who engage in scientific argumentation within social media improve their learning about the practice of argumentation?
3. To what extent do students who engage scientific argumentation within social media learn the core ideas in science content?

Abstract:

Whether pursuing careers in STEM field or understanding claims by advertisements, the ability to identify, analyze, critique, and rebut arguments is important for students. There is solid evidence that students can benefit from learning how to analyze and construct arguments. However, the literature on teacher pedagogical knowledge of argumentation is still emerging. The purpose of this presentation is to explain the goals, activities, and outcomes for a grant-funded professional development on argumentation for science teachers from rural high schools. The professional development experience consisted of three parts: (a) intensive one-week institute in June 2014 focusing on critiquing scientific arguments (reading, speaking, and writing), (b) intensive one-week institute in August 2014 focusing on constructing scientific arguments (speaking and writing), and (c) four full-day follow-up sessions, one during each quarter where teachers collaboratively analyze student work on argumentation assignments. Data from the pre-test on the key factors of argumentation showed a clear trend of conflagration of argumentation with experimentation. Teachers stated that they thought an argument needed a “manipulated variable, a dependent variable, a control, and constants along with repeated trials…” (Teacher 2, pre-test, 6/24/14). At the beginning of the week, teachers tended to produce tools that supported smaller tasks for students’ first learning about argumentation such as graphic organizers that had empty spaces for students to write in a claim, the multiple pieces of evidence that could support the claim and the reasoning that connected them. As the week progressed, teacher products included 2-dimensional analytic scoring rubrics that would help students to self-monitor contributions to whole group argument discussions. The products turned in by teachers at the end of the first week of summer institute included complete lesson plans with argumentation efforts that were contextualized into the content.

Abstract:

Abstract:

These papers present research that has been conducted in response to the lack of quality research on STEM education at a time when STEM schools and curricula are becoming more widespread throughout K-12 education. The three papers will include work focused on a new elementary school and its interdisciplinary STEM curriculum; three middle schools where teachers are implementing STEM curricula, project-based learning, and STEM practices; and a high school where the science and engineering teachers collaborate on interdisciplinary projects. The research presented will provide insights into how STEM school teachers are making sense of STEM teaching and learning and the implementation of interdisciplinary curricula focused on science and engineering practices.Our preliminary findings show that teacher collaborations across content disciplines are critical for integrated, project-based curricula to succeed.

Abstract:

Abstract:

Studies have examined students’ and instructors’ feelings toward clicker use, however, none have conclusively determined their efficacy. This presentation discusses two sequential studies, both of which used mixed methods to elucidate clicker efficacy with regards to college student performance on summative assessments (i.e., tests). In the first study, we conducted semi-structured interviews with professors and students, observed each class session, categorized the clicker and exam questions according to the Blooming Biology Tool (Crowe, Dirks, & Wenderoth, 2008), and analyzed students’ exam grades accordingly. From the data collected, we found that, while the instructors viewed the purpose of clickers in similar ways, their implementation was different. Also, while there was not a significant difference in performance between topics addressed and not addressed with clickers, the types of questions asked with clickers compared to the exam questions did have some impact on student performance. Students also appreciated the use of clickers and viewed different types of questions asked as being useful for their learning. In the second study, clicker efficacy was studied according to what was learned from the first study. Varying depths of feedback were given to students to determine the amount sufficient for improving student learning but also reasonable given the large class size. Findings from both studies indicate determining clicker efficacy needs to involve more than a simple quantitative analysis of students’ exam performance. The method of clicker implementation, the questions asked, and the feedback given also must be considered when determining whether they are effective tools for formative assessment in classrooms. Implications regarding each of these factors, and suggestions for further study, will be discussed.

Abstract:

Abstract:

University scientists, science educators, and a scientific illustrator investigated perceptions, values, and barriers of art instruction and graphic representation in science classrooms. A small pilot study with university science instructors (N=6) first reflected on the role of art in science classrooms, and identified mechanisms by which visual representations could be incorporated. Following a brief storyboarding demonstration, participants noted how their perceptions changed through the active process demonstration of a scientific concept. All participants noted interest in incorporating effective graphic representation within their classrooms (e.g., biology, chemistry, geosciences, physics), and identified preferred topics of additional instruction as Visual Storytelling (VS) and Lesson Plan Development (LPD). For VS, the art instructor provided a brief overview to participants (N=6) about understanding visual grammar, developing visual relationships, and variables to consider when developing a lesson. Reflective surveys probed participants’ perceptions, and content analysis of responses revealed the greatest areas of change in participants. The importance of planning, effective use of board space, and visual development of a hierarchy of knowledge emerged as stable themes. Science instructors (n=5) in the individual LPD session focused on visual representations of concepts they regularly taught in introductory college science classrooms. Discussion, feedback, and implementation resulted in improved lesson delivery for all topics. Participants reflected on the role of process within visual construction in classrooms, and predicted positive impacts for their students as a result of these sessions. Although the role of art and visual construction in science classrooms has been neglected, our results indicate that brief instructional sessions in professional development format can provide in-service instructors with confidence to implement effective graphic classroom construction—to ultimately benefit their students.

Abstract:

To prepare student science teachers to cultivate student learning, teacher preparation programs are emphasizing inquiry and reflective practice in courses (Cochran-Smith, Barnatt, Friedman, & Pine, 2009). At a national level the Next Generation Science Standards call for a focus on inquiry and modeling effectively in the classroom. During student teaching experiences, mentor science educators can contribute to these reforms more effectively by implementing specific practices and skills that these reforms focus on. My review of research and my own experiences in the area of mentor science teaching concentrates on ways to better develop and support student science teachers to segue into their induction years. For example, teacher preparation programs rely on science educators in the classroom to facilitate the day to day student teaching experience. Even though teacher preparation programs are communicating practice guidelines within these policies mentioned above, student teachers need to develop practices and skills that align to new education reforms as part of their teaching experience. Furthermore, these skills and practices need to be communicated to student science teachers in a proactive manner from their cooperating. Science teacher preparation programs are dependent on the classroom science teacher to aid the prospective teacher in connecting coursework to practice. The student teaching experience is important, communication between program and mentor teacher is critical. For ASTE education researchers and science mentors, understanding how to effectively develop student teachers’ so that the student teaching experience is positive for every science educator will become more important as teacher induction programs continue to have success.

Abstract:

This presentation challenges the contemporary discourse in science education, where discourse from a Foucauldian sense structures, constructs, and constitutes perceptions of reality. In this paper we argue that key to students developing stances of autonomous moral agents ready to face the moral complexity of the world, is an evidence based ‘ethic of belief’. This stance is grounded in the role of autonomy in providing a challenge to the contemporary discourse and reconnecting students to science. Our work is based on a conception of autonomy as the ability of the individual to make important choices for her or himself. This requires an understanding of the political and social context in which the student lives and a high level of democratic participation. Therefore, for students, to act as autonomous agents, they must continually develop cognitive resources necessary for autonomous choices. In this, science education must stress an understanding of what counts as evidence. This will require that students are taught, and have experience in, assessing evidence for its quality, legitimacy, veracity, strength and import. Further, this evidence has to be publicly verifiable and debatable, as so much of the evidence we depend on is rooted in our scientific description of the world. Therefore, learning to demand and assess (and make decisions for themselves based on) evidence will require that students are introduced to, and given experience in, epistemic practices that promote understanding of scientific concepts. In this paper therefore, we will highlight, the development of the contemporary discourse and the power which it currently has on science education; the increasing disconnect between science, society and science education in terms of values; the nature of autonomy and the relationship between autonomy, science, and science education; and, the implications for science education (and broader education), if autonomy is seen as foundational to science education.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

Citizen science projects can be instrumental in raising awareness of local environmental issues (Bonney et al., 2009; Brossard, Lewenstein, & Bonney, 2005; Cohn, 2008). Without the need for specialized equipment, people can participate in science as a community studying their own urban ecology. Well-designed projects become powerful tools when the people involved in data collection are the people whose actions have the potential to affect change (Dickinson et al., 2012). Behavior change is associated with projects that are long-term or involve sustained participant engagement (Bonney et al., 2009). Encouraging citizens to collaborate with scientists over time necessitates understanding what motivates participants to take part in these projects (Devictor, Whittaker, & Beltrame, 2010). This study examines participant demographics and the motivational factors influencing initial participation in a citizen science project. Participants were given a series of possible motivations and asked to rate how motivating each reason was to them. Researchers in the study looked for differences in motivation based on demographic factors. Findings show the Vanishing Firefly Project has reached a homogenous group of people with similar motivations for contributing. These findings are important to science teacher education because they highlight the need to provide informal science opportunities that are welcoming to a more diverse population.

Keywords: Citizen Science, Motivations, Environmental Education, Diversity

Abstract:

Abstract:

Abstract:

Abstract:

The desire for students to participate in learning environments similar to the work of scientists remains a goal of the science education community. While we know scientists develop and share new findings through multiple representations, applying this form of learning to a classroom situation is challenging. Many teachers are taking on this challenge by providing opportunities for their students to demonstrate an understanding of the science content through the use of multiple representations and modalities. However, to date, no studies have explored elementary teachers’ enactment of multiple representations and student meaning-making through multimodalities. Using a case study approach, we reviewed three primary teachers’ (K-2) science instruction to understand what multiple and multimodal representations their students are engaging in to learn about the Properties of Matter. Our findings indicate the teachers are providing their students multiple representation learning experiences. However, we also found instances where the teachers are missing some critical representations or are enacting representations incorrectly. Additionally, we discovered the students were able to identify their senses and use their senses to make observations, but had difficulty with transferring their sensory observations to written and verbal explanations. Often the difficulties the students experienced were attributed to their teachers’ limited instructional support or lack of content knowledge. Implications on how to better support teachers with including multiple and multimodal representations in their instruction and potential avenues for future research will be discussed.

Abstract:

Abstract:

Abstract:

Although research documents short-term changes in science instruction due to professional development, the extent to which professional development can prompt long-term changes is unclear. The majority of studies about the effects of professional development on science instruction focus on the time period directly following the professional development activities. Few studies examine the longevity of professional development outcomes. In this session, we discuss findings from an NSF-funded study that investigated the extent to which a three-year, state-funded teacher professional development program designed to improve K-2 science education led to changes that persisted beyond the funding period. The study used a longitudinal, mixed-methods approach and examined persistence of changes in teachers’ content knowledge, self-efficacy, instructional time, and instructional practices in science. The study also examined the extent to which school contexts and resources provided ongoing support for teachers to implement what they learned in the professional development. Data sources, collected over a five-year period, included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. Findings indicated a general pattern of decline during the two years after the program ended; but outcomes tended to remain higher than before the professional development. Contextual factors such as resources, curricular demands, administrative support and collegial support varied widely across schools. These contextual factors influenced the amount of time teachers devoted to science as well as their decisions about instructional strategies. Without the professional development program, variations and shifts in school-level support appear to exert substantial influence on whether or not instructional changes in science persist over time.

Abstract:

In light of the effects of No Child Left Behind and the de-emphasis in k-8 science instruction along with the current push for Science, Technology, Engineering, and Mathematics (STEM) Education to increase 21st century learning skills, a course for school leadership teams was developed as a partnership with the University of Nevada, Reno (UNR) and the Washoe County School District (WCSD) as part of the Teacher Incentive fund (TIF) 3 federal grant to help failing schools become more successful. This project is in the first year of a five year implementation to transition seven elementary, one middle and one high school that have been designated as “failing” schools with low socio-economic status and high ELL populations to become STEM designated schools. Included with the nine new schools, four other elementary schools in various stages of STEM implementation were also included in the course to help guide the politics and share success and challenges of the implementation process. The course covered the entire first year and meet once a month at a local elementary school. Topics of the course included an introduction to STEM, Inquiry, NGSS, CCSS, ELL teaching and learning strategies, as well as many other foundational topics that were associated with developing a STEM implementation plan. After the first year of planning, the schools have now tested some of the ideas presented in class and have developed implementation plans for the next school year. One of the products that was developed from this group was the Nevada STEM Implementation Framework that acts as a transition guide for all schools with a desire to become STEM focused. Results indicate a high satisfaction for course content and STEM learning, but also illustrate the frustration that is present when implementing such a large change at a school site.

Abstract:

Abstract:

Abstract:

The change from teacher dominated to student controlled classrooms is not easy as teachers fear poorer learning. However, in context based education students need more autonomy. Mandatory context based curricula for the natural sciences were introduced in 2013 in the Netherlands. To support teachers during preparation and implementation, teacher design teams (TDT) were set up. In a TDT subject teachers from different schools under supervision of a teacher educator, (re)design student learning material suitable for context based education, subsequently enact this is their classes, and discuss the outcomes. In 2012, nine chemistry teachers participated in such a TDT. The teachers realized that autonomous cooperative learning groups would be appropriate, but wondered how to monitor student progress as their concern was that students would not stay on task, make mistakes without being corrected and that this would only surface after the final test. A group log was designed to allow students to record their progress during each period. Each group had to write down all results from their activities and all answers to questions, and had to answer specific questions related to the cooperation process and products. To do this the group had to reflect on their cooperation.
During the design of the material in the discussions in the TDT one concern often surfaced: how often do teachers need to check the logs, what information do they need to provide and how time consuming is all this?
Four teachers class enacted the learning material plus group log. These teachers were interviewed after use at school, group interviews with their students were held, and the logs analyzed.
The results showed that teachers needed between 3-5 minutes per log after each period for feedback. They stressed that this time was well invested as they could see how students had worked and what the result was.
Students were also positive, and especially appreciated teachers’ quick feedback.
The log stimulated student interaction, guided the learning processes, and stimulated reflection.

Abstract:

In this study, we have focused on a course component, the Home Inquiry Project, incorporated in a science methods course with the intention of enhancing participating elementary pre-service teachers’ experiences, attitude, and knowledge with regard to specific science content and the general process of scientific inquiry. We explored 1) how candidates would carry out an inquiry task of their own choice outside of class and with minimal guidance and steering from the instructor, 2) how they connect that experience with in-class experiences and discussions focusing on the nature of science, scientific inquiry, and inquiry-based teaching, 3) their overall experiences and attitude toward this course component and the inquiry process in general, and 4) how they envision the connection between this experience and their learning with their future teaching practices. This study employs a mixed-method approach consisting of the collection and analysis of multiple data sources. It is evident that the assignment is a worthwhile experience for the students, enriches their overall course experience, and has the potential to result in improved content knowledge and understanding of the process of scientific inquiry and the nature of science among the participants. Furthermore, participants view the experience favorably and have the opportunity to make connections to course goals and also reflect on the application of this experience in their classroom science teaching through the discussions and various reflective tasks. Some have even implemented this type of activity during their student teaching and initial year of teaching. This line of study has immense implications for the preparation of a scientific literate teacher population who will be largely responsible for cultivating a scientific literate student population. We anticipate that teachers who have experienced, and thus have a better understanding of the process of scientific inquiry, will more frequently and readily implement such practices in their own future classrooms.

Abstract:

Abstract:

Abstract:

Abstract:

This study utilized a quantitative pre / post / post posttest experimental design to determine whether there was a statistically significant difference between a personalized and interactive web-based technology explanation phase versus a traditional textbook reading during a 4th grade 5E integrated STEM unit of instruction. The sample used in this study consisted of 46 fourth grade students from a school in a large western United States school district. The sample of students consisted of a combination of two similar ability and like-demographic classes from the same school. The school has a 100% free and reduced lunch rate and 87% of the students are classified as English Language Learners (ELL). The experimental technology group consisted of 22 students and the control textbook group had 24 students. Throughout the unit of instruction, during the explanation phase, one group was directed to read from the Scott Foresman fourth grade science textbook. Students then participated in a whole class discussion led by the teacher. Students shared responses and completed their daily science journal for the topic at this time. The teacher clarified understanding and cleared up misconceptions to insure that all students received the correct content. The technology group used the Collaborize Classroom to access teacher provided links (www.collaborizeclassroom.com). The students in this group were given the choice of using the teacher provided links to answer the same explanation phase questions, or to research and visit sites on their own. The students then responded to the explanation phase questions in an online discussion format using Collaborize Classroom. Results show that the experimental group receiving the web-based technology rich instruction scored higher on the posttest than the control group receiving the text based explanation phase (P<.001). Additionally, when the post posttest scores were examined for retention, the experimental group again scored higher than the control group (p<.003).

Abstract:

Abstract:

Abstract:

Implementing student-centered scientific research in k-12 education is essential in preparing students for the current global workforce. The life skills and research skills incorporated in the student-centered scientific research process mimics the necessary life skills needed for future careers. In an effort to support the teachers of a regional science fair in promoting student-centered scientific research, a Fall 2013 professional development was designed to incorporate teaching strategies that would provide a unique scientific inquiry method along with an informational seminar related to project paperwork, design, implementation and presentation. Archived data from the 2014 science fairs were analyzed. The results showed that the scores had no statistical difference for professional development participation. However, when compared with the archived data from 2013 science fairs, all teachers (beginners, novice, experienced or master teachers) who participated in the professional development showed and increase in mean scores and rankings. Novice or beginning teachers showed the greatest increase in mean score (115-117%). Therefore, this study suggests that novice or beginning teachers need additional training for scientific inquiry in the pre-service programs and/or professional development that focuses on teaching methodology for in depth scientific inquiry that invests in the students areas of interest.

Abstract:

Abstract:

Abstract:

Abstract:

Abstract:

TALES directly addresses two of the three main education goals for NASA: to attract and retain students in STEM disciplines and to engage Americans in NASA’s mission. Through the creative stories and NASA-related activities, TALES “…engages students in NASA content for the purpose of developing a deeper understanding.” Storytelling provides a mechanism for inspiring interest in a topic, where the students will want to learn more. Storytelling is ingrained in the fabric of human life (Myers 2001). Stories resonate with life experiences and have the power to profoundly change our perceptions of the world around us…stories inspire creativity and thought. Providing NASA-related science and math content, through storytelling and hands-on or inquiry-based activities, will inspire a population traditionally underserved in STEM, by providing a personal connection or culturally relevant connection with NASA-related content. This connection, in turn, will inspire them to engage more deeply in and pursue STEM disciplines.

Storytelling helps a child develop literacy and critical thinking skills; Creating the stories around the exciting discoveries of NASA provides an engagement hook into STEM. Through the creative stories and NASA-related activities, TALES educates student learners by incorporating “…specific STEM knowledge and skills using NASA resources. These activities promote new knowledge acquisition and strengthen an individual’s skills.” Stories allow us to communicate scientific ideas in an alternative method, one in which there is a social context. “Framing science concepts and research efforts in this narrative structure grabs the audience’s attention and fosters its sustainment. Explaining science like you would tell a story makes interaction with the material more accessible” (Williams, 2013). Providing deep and meaningful opportunities for students to make connections with the content, science and engineering, increases literacy!

Abstract:

Abstract:

Abstract:

Abstract:

Educators have recognized that Web-based interactive mapping applications such as Web-based geographic information systems (Web GIS) have the capacity to promote geospatial thinking by: a) enabling powerful, multidisciplinary visualization, analysis, and synthesis of data, b) expanding student understandings of Earth science, and c) enhancing inquiry in natural and social sciences (Bodzin & Anastasio, 2006; Kerski, 2008). In addition, Web GIS are essential tools for Earth, environmental, and ecological science research. It provides a scale independent tool that allows users to manipulate and analyze very large data sets to discover geospatial patterns related to the earth’s surface. Recent Web GIS development capabilities that include the use of Javascript APIs can provide for the customization of both the Web GIS interface and tools to reduce the cognitive load that learners may experience when compared to typical desktop GIS software applications that are designed for industry and not for use in school settings. The capability to manipulate structural relations in data dynamically in a Web browser to produce new graphical data representations make Web GIS a valuable tool to support geospatial thinking and reasoning in a school setting (Bodzin et al., 2013; Kulo & Bodzin, 2013). This ASTE experiential session presents a series of interactive mapping learning activities for use in science methods courses that promote important science content and process skills while promoting geospatial thinking and reasoning skills. The session highlights how interactive mapping applications can be used in science classroom learning activities that align to the goals stated in the Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2011) and the Next Generation Science Standards (Achieve Inc., 2013).

Abstract:

A Tuskegee University led multi-institution, multidisciplinary Math and Science Partnership (MSP) of the National Science Foundation (NSF) is implementing contemporary evidenced-based interventions to improve Science education in the middle grades in ten school districts of the socio-economically and educationally disadvantaged Alabama Black Belt region. The corner stone of the partnership is the development, classroom delivery and evaluation of unconventional, but innovative NanoBio science-based course modules to teach middle grades science concepts in the ten partner school districts. To-date, thirty-five such modules have been developed and tested by the partnership, some of which have been published by the Alabama Learning Exchange (ALEX). Partnerships are critical in the development of our modules, which include collaborative efforts by STEM and education faculty, and in-service and pre-service teachers.
The partnership offers an extensive teacher training component to prepare approximately 80 in-service middle grades science teachers in the use of the course modules in the classroom. Approximately 7,000 students across the partnership are benefiting from these newly created instructional resources, many of whom come from groups that are traditionally underrepresented in STEM.
In this paper, we will discuss a specific course module that has recently been developed for use by 7th grade science teachers in partnership schools to teach the Life Science concepts of antibodies, antigens, vaccines, growth & regulation. We will describe the various iterated and incremental phases in its development including its design, creation, implementation and testing. We will also share the module’s effectiveness in the classroom through data on student learning outcomes. The discussion of the module will be preceded by a description of the motivation and rationale of the Tuskegee University led MSP partnership, which is also often referred to as the “NanoBio Science partnership”.

Abstract:

This multiple case study investigated how six female elementary teachers’ argumentation discourse patterns related to students’ discussions in the science classroom. The purpose of this study was to explore the differences in argumentation discourse between teachers with high-level RTOP scores and teachers with medium-level RTOP scores and low-level RTOP scores in terms of the frequency of argumentation components in science classrooms. One category of classroom characteristics that emerged through the analysis of the teachers’ transcripts and recorded class periods was structure of teacher and student argumentation which was defined as an interaction in which the teacher and students challenged, defended, supported, or rejected each other’s ideas with or without evidence in the class. Results showed that the differences between the teachers’ and students’ discourse patterns were associated with the teachers’ modified Reformed Teaching Observation Protocol (RTOP) scores. There was no difference between the teachers and students in medium and low RTOP score classes so they were incorporated into one group when evaluating results. Teachers and students in high RTOP score classes were more likely to challenge, defend, support and reject each other’s ideas when discussing a topic than teachers and students in medium and low-level RTOP score classes. Students in the high-level classes used the critique component of argumentation (e.g., challenging, defending, supporting, and rejecting) rather than the construction component of argumentation (e.g., information seeking and elaboration) more frequently than the teachers and students in the medium-level and low-level classes.

Abstract:

Inclusive science education in charter schools is one of the essential instructional approaches in addressing the educational needs of students with disabilities in general education settings. In the United States there are few charter schools that effectively implement special education in general and science inclusion in particular. There is sufficient information about the effect of inclusion on students with disabilities in charter schools, however lack of data and research fail to address the effect of inclusive education on general education population in charter schools (Schneider & Buckley, 2003; VanderHoff, 2008).
This study investigated the attitudes of 8th grade students without disabilities towards students with disabilities in inclusive science classrooms at a charter middle school. This study included the collection and analysis of quantitative data using a non-equivalent quasi-experimental design to determine if students without disabilities in inclusive charter middle school science classrooms were positively or negatively affected by the process of being educated with their learning-disabled peers within inclusive science classrooms. The study included two science lessons on density and an attitude measurement survey.
Following my presentation, I invite participants to engage in a brainstorming discussion about the following topics: Do students without disabilities have negative or positive feelings towards students with disabilities in inclusive science classrooms? Can science inclusion be an effective solution in providing academic services for all students?

Abstract:

Abstract:

Abstract: