WorldWideScience

Sample records for science classroom students

  1. Science Students' Classroom Discourse: Tasha's Umwelt

    Science.gov (United States)

    Arnold, Jenny

    2012-04-01

    Over the past twenty-five years researchers have been concerned with understanding the science student. The need for such research is still grounded in contemporary issues including providing opportunities for all students to develop scientific literacy and the failure of school science to connect with student's lives, interests and personal identities. The research reported here is unusual in its use of discourse analysis in social psychology to contribute to an understanding of the way students make meaning in secondary school science. Data constructed for the study was drawn from videotapes of nine consecutive lessons in a year-seven science classroom in Melbourne, post-lesson video-stimulated interviews with students and the teacher, classroom observation and the students' written work. The classroom videotapes were recorded using four cameras and seven audio tracks by the International Centre for Classroom Research at the University of Melbourne. Student talk within and about their science lessons was analysed from a discursive perspective. Classroom episodes in which students expressed their sense of personal identity and agency, knowledge, attitude or emotion in relation to science were identified for detailed analysis of the function of the discourse used by students, and in particular the way students were positioned by others or positioned themselves. This article presents the discursive Umwelt or life-space of one middle years science student, Tasha. Her case is used here to highlight the complex social process of meaning making in science classrooms and the need to attend to local moral orders of rights and duties in research on student language use, identity and learning in science.

  2. Students' Regulation of Their Emotions in a Science Classroom

    Science.gov (United States)

    Tomas, Louisa; Rigano, Donna; Ritchie, Stephen M.

    2016-01-01

    Research aimed at understanding the role of the affective domain in student learning in classrooms has undergone a recent resurgence due to the need to understand students' affective response to science instruction. In a case study of a year 8 science class in North Queensland, students worked in small groups to write, film, edit, and produce…

  3. University Students' Perceptions of Their Science Classrooms

    Science.gov (United States)

    Kaya, Osman Nafiz; Kilic, Ziya; Akdeniz, Ali Riza

    2004-01-01

    The purpose of this study was to investigate the dimensions of the university students' perceptions of their science classes and whether or not the students' perceptions differ significantly as regards to the gender and grade level in six main categories namely; (1) pedagogical strategies, (2) faculty interest in teaching, (3) students interest…

  4. Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

    Science.gov (United States)

    Lee, Jeong-A.; Kim, Chan-Jong

    2017-09-01

    This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

  5. A Theoretical Understanding of the Literature on Student Voice in the Science Classroom

    Science.gov (United States)

    Laux, Katie

    2018-01-01

    Background: Incorporating student voice into the science classroom has the potential to positively impact science teaching and learning. However, students are rarely consulted on school and classroom matters. This literature review examines the effects of including student voice in the science classroom. Purpose: The purpose of this literature…

  6. Examining classroom interactions related to difference in students' science achievement

    Science.gov (United States)

    Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

    2003-01-01

    The current study examines the cognitive supports that underlie achievement in science by using a cultural historical framework (L. S. Vygotsky (1934/1986), Thought and Language, MIT Press, Cambridge, MA.) and the activity setting (AS) construct (R. G. Tharp & R. Gallimore (1988), Rousing minds to life: Teaching, learning and schooling in social context, Cambridge University Press, Cambridge, MA.) with its five features: personnel, motivations, scripts, task demands, and beliefs. Observations were made of the classrooms of seventh-grade science students, 32 of whom had participated in a prior achievement-related parent-child interaction or home study (P. R. Portes, M. F. Zady, & R. M. Dunham (1998), Journal of Genetic Psychology, 159, 163-178). The results of a quantitative analysis of classroom interaction showed two features of the AS: personnel and scripts. The qualitative field analysis generated four emergent phenomena related to the features of the AS that appeared to influence student opportunity for conceptual development. The emergent phenomenon were science activities, the building of learning, meaning in lessons, and the conflict over control. Lastly, the results of the two-part classroom study were compared to those of the home science AS of high and low achievers. Mismatches in the AS features in the science classroom may constrain the opportunity to learn. Educational implications are discussed.

  7. Graduate students teaching elementary earth science through interactive classroom lessons

    Science.gov (United States)

    Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

    2014-12-01

    Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

  8. Examining student-generated questions in an elementary science classroom

    Science.gov (United States)

    Diaz, Juan Francisco, Jr.

    This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher--student interactions influence learning. This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher--student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study. The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help

  9. Student Engagement in a Computer Rich Science Classroom

    Science.gov (United States)

    Hunter, Jeffrey C.

    The purpose of this study was to examine the student lived experience when using computers in a rural science classroom. The overarching question the project sought to examine was: How do rural students relate to computers as a learning tool in comparison to a traditional science classroom? Participant data were collected using a pre-study survey, Experience Sampling during class and post-study interviews. Students want to use computers in their classrooms. Students shared that they overwhelmingly (75%) preferred a computer rich classroom to a traditional classroom (25%). Students reported a higher level of engagement in classes that use technology/computers (83%) versus those that do not use computers (17%). A computer rich classroom increased student control and motivation as reflected by a participant who shared; "by using computers I was more motivated to get the work done" (Maggie, April 25, 2014, survey). The researcher explored a rural school environment. Rural populations represent a large number of students and appear to be underrepresented in current research. The participants, tenth grade Biology students, were sampled in a traditional teacher led class without computers for one week followed by a week using computers daily. Data supported that there is a new gap that separates students, a device divide. This divide separates those who have access to devices that are robust enough to do high level class work from those who do not. Although cellular phones have reduced the number of students who cannot access the Internet, they may have created a false feeling that access to a computer is no longer necessary at home. As this study shows, although most students have Internet access, fewer have access to a device that enables them to complete rigorous class work at home. Participants received little or no training at school in proper, safe use of a computer and the Internet. It is clear that the majorities of students are self-taught or receive guidance

  10. Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

    Science.gov (United States)

    Goodale, T. A.

    2016-02-01

    Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and

  11. The book of science mysteries classroom science activities to support student enquiry-based learning

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    McOwan, Peter; Olivotto, Cristina

    2015-01-01

    In this booklet, you will be introduced to an exciting new way to teach science in your classroom. The TEMI project (Teaching Enquiry with Mysteries Incorporated) is an EU-funded project that brings together experts in teacher training from across Europe to help you introduce enquiry-based learning successfully in the classroom and improve student engagement and skills.

  12. Student perception of writing in the science classroom

    Science.gov (United States)

    Deakin, Kathleen J.

    This study examines factors that shape four student's perceptions of writing tasks in their science classroom. This qualitative retrospective interview study focuses on four students concurrently enrolled in honors English and honors biology. This research employs a phenomenological perspective on writing, examining whether the writing strategies students acquire in the Language Arts classroom manifest in the content areas. I also adopt Bandura's theoretical perspective on self-efficacy as well as Hillock's notion of writing as inquiry and meaning making. This study concludes that students need ample opportunity to generate content and language that will help reveal a purpose and genre for writing tasks in the content areas. Although all four students approached the writing tasks differently in this study, the tasks set before them were opportunities for replication rather than inquiry Through the case studies of four students as well as current research on content writing, this project works to inform all content area teachers about student perceptions of writing in the content areas.

  13. Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

    Science.gov (United States)

    Chu, Man-Wai; Fung, Karen

    2018-04-01

    Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

  14. How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

    Science.gov (United States)

    Whittington, Kayla Lee

    This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

  15. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  16. The effect of classroom instruction, attitudes towards science and motivation on students' views of uncertainty in science

    Science.gov (United States)

    Schroeder, Meadow

    This study examined developmental and gender differences in Grade 5 and 9 students' views of uncertainty in science and the effect of classroom instruction on attitudes towards science, and motivation. Study 1 examined views of uncertainty in science when students were taught science using constructivist pedagogy. A total of 33 Grade 5 (n = 17, 12 boys, 5 girls) and Grade 9 (n = 16, 8 boys, 8 girls) students were interviewed about the ideas they had about uncertainty in their own experiments (i.e., practical science) and in professional science activities (i.e., formal science). Analysis found an interaction between grade and gender in the number of categories of uncertainty identified for both practical and formal science. Additionally, in formal science, there was a developmental shift from dualism (i.e., science is a collection of basic facts that are the result of straightforward procedures) to multiplism (i.e., there is more than one answer or perspective on scientific knowledge) from Grade 5 to Grade 9. Finally, there was a positive correlation between the understanding uncertainty in practical and formal science. Study 2 compared the attitudes and motivation towards science and motivation of students in constructivist and traditional classrooms. Scores on the measures were also compared to students' views of uncertainty for constructivist-taught students. A total of 28 students in Grade 5 (n = 13, 11 boys, 2 girls) and Grade 9 (n = 15, 6 boys, 9 girls), from traditional science classrooms and the 33 constructivist students from Study 1 participated. Regardless of classroom instruction, fifth graders reported more positive attitudes towards science than ninth graders. Students from the constructivist classrooms reported more intrinsic motivation than students from the traditional classrooms. Constructivist students' views of uncertainty in formal and practical science did not correlate with their attitudes towards science and motivation.

  17. The perception of science teachers on the role of student relationships in the classroom

    Science.gov (United States)

    Mattison, Cheryl Ann

    With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.

  18. The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science

    Science.gov (United States)

    Tas, Yasemin

    2016-01-01

    This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…

  19. Students' Perceptions of the Learning Environment in Tertiary Science Classrooms in Myanmar

    Science.gov (United States)

    Khine, Myint Swe; Fraser, Barry J.; Afari, Ernest; Oo, Zeya; Kyaw, Thein Thein

    2018-01-01

    We investigated students' perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory…

  20. Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

    Science.gov (United States)

    Hunley, Rebecca C.

    For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

  1. Attending to Student Epistemological Framing in a Science Classroom

    Science.gov (United States)

    Hutchison, Paul; Hammer, David

    2010-01-01

    Studies of learning in school settings indicate that many students frame activities in science classes as the production of answers for the teacher or test, rather than as making new sense of the natural world. A case study of an episode from a class taught by the first author demonstrates what productive and unproductive student framing can look…

  2. Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries

    Science.gov (United States)

    Kaya, Sibel; Rice, Diana C.

    2010-07-01

    This study examined the effects of individual student factors and classroom factors on elementary science achievement within and across five countries. The student-level factors included gender, self-confidence in science and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the USA and four other countries, Singapore, Japan, Australia and Scotland, were reported. Multilevel effects were examined through Hierarchical Linear Modelling, using the Trends in International Mathematics and Science Study 2003 fourth grade dataset. Overall, the results showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student level, higher levels of home resources and self-confidence and at the classroom level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the USA and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the USA and Australia. Recommendations for practice and policy were discussed.

  3. Elementary Students Using a Tablet-Based Note-Taking Application in the Science Classroom

    Science.gov (United States)

    Paek, Seungoh; Fulton, Lori A.

    2016-01-01

    This exploratory study investigates the potential of a tablet-based note-taking application (TbNA) to serve as a digital notebook in support of students' classroom science practices. An elementary teacher (Grades 4-5) from a public charter school integrated a TbNA into her science class for one semester while participating in professional…

  4. Assessing Students' Attitudes and Achievements in a Multicultural and Multilingual Science Classroom.

    Science.gov (United States)

    Hadi-Tabassum, Samina

    1999-01-01

    Takes a qualitative and quantitative look at the curriculum and teaching of a two-way immersion eighth-grade solar energy science classroom and examines its implications for education policy and reform. Results for a class of 25 students indicate that the approach increases the retention rate of Hispanic students. (SLD)

  5. Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

    Science.gov (United States)

    Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

    2016-01-01

    The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…

  6. Flipping around the classroom: Accelerated Bachelor of Science in Nursing students' satisfaction and achievement.

    Science.gov (United States)

    El-Banna, Majeda M; Whitlow, Malinda; McNelis, Angela M

    2017-09-01

    The flipped classroom approach is based on shared responsibility for learning by students and teachers, and empowers students to take an active role in the learning process. While utilization of this approach has resulted in higher exam scores compared to traditional approaches in prior studies, the flipped classroom has not included learners in Accelerated Bachelor of Science in Nursing (ABSN) programs. To examine differences on exam scores and satisfaction of teaching between a 3-week flipped and traditional classroom approach. Mixed methods, crossover repeated measures design. Private school of nursing located in the eastern United States. 76 ABSN students. Two separate sections of a Pharmacology course received either 3-weeks of flipped or traditional classroom during Period 1, then switched approaches during Period 2. Two exam scores measuring knowledge and a questionnaire assessing satisfaction of teaching were collected. Focus groups were conducted to learn about students' experience in the flipped classroom. Descriptive statistics, Wilcoxon rank sum test, and stepwise linear mixed model were used to analyze quantitative data. Focus group data were transcribed, coded, and categorized in themes. Students in the flipped classroom achieved significantly higher scores on the first Pharmacology exam than students in the traditional classroom, but there was no significant difference on the second exam. Three themes emerged from focus groups on student perception of integrating the flipped approach: don't fix what isn't broken; treat me as an adult; and remember the work is overwhelming. Both traditional and flipped classroom approaches successfully prepared students for the Pharmacology exams. While results support the use of the flipped approach, judicious use of this instructional pedagogy with dense or difficult content, particularly in accelerated programs, is recommended. Instructors should also provide students with enough information and rationale for using

  7. Student control ideology and the science classroom environment in urban secondary schools of sudan

    Science.gov (United States)

    Harty, Harold; Hassan, Hassan A.

    An examination was made concerning the relationships between Sudanese secondary science teachers' pupil control ideology and their students' perceptions/observations of the psychosocial environment of their science classrooms. One hundred secondary science teachers were classified as possessing humanistic (N = 20) or custodial (N = 20) control ideologies. A class (N = 40) of students was randomly selected for every teacher in both groups. The findings revealed that no significant relationships existed between the control ideologies of the teachers and their students' perceptions/observations of the classroom environment. Custodialism in control ideology was significantly related to the classroom environment psychosocial aspect of low support. Discussion and implications of the findings have been approached from both Sudanese and American perspectives.

  8. Teacher and student perspectives on motivation within the high school science classroom

    Science.gov (United States)

    Pickens, Melanie Turnure

    The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational

  9. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  10. Mapping classroom experiences through the eyes of enlace students: The development of science literate identities

    Science.gov (United States)

    Oemig, Paulo Andreas

    The culture of a science classroom favors a particular speech community, thus membership requires students becoming bilingual and bicultural at the same time. The complexity of learning science rests in that it not only possesses a unique lexicon and discourse, but it ultimately entails a way of knowing. My dissertation examined the academic engagement and perceptions of a group (N=30) of high school students regarding their science literate practices. These students were participating in an Engaging Latino Communities for Education (ENLACE) program whose purpose is to increase Latino high school graduation rates and assist them with college entrance requirements. At the time of the study, 19 students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question: What kind of science classroom learning environment supports science literate identities for Latino/a students? was addressed through a convergent parallel mixed research design (Creswell & Plano Clark, 2011). Over the course of an academic semester I interviewed all 30 students arranged in focus groups and observed in their science classes. ENLACE students expressed interest in science when it was taught through hands-on activities or experiments. Students also stressed the importance of having teachers who made an effort to get to know them as persons and not just as students. Students felt more engaged in science when they perceived their teachers respected them for their experiences and knowledge. Findings strongly suggest students will be more interested in science when they have opportunities to learn through contextualized practices. Science literate identities can be promoted when inquiry serves as a vehicle for students to engage in the language of the discipline in all its modalities. Inquiry-based activities, when carefully planned and implemented, can provide meaningful spaces for students to construct knowledge, evaluate claims

  11. Student cognition and motivation during the Classroom BirdWatch citizen science project

    Science.gov (United States)

    Tomasek, Terry Morton

    The purpose of this study was to examine and describe the ways various stakeholders (CBW project developer/coordinator, elementary and middle school teachers, and 5th through 8th grade students) envisioned, implemented and engaged in the citizen science project, eBird/Classroom BirdWatch. A multiple case study mixed-methods research design was used to examine student engagement in the cognitive processes associated with scientific inquiry as part of citizen science participation. Student engagement was described based on a sense of autonomy, competence, relatedness and intrinsic motivation. A goal of this study was to expand the taxonomy of differences between authentic scientific inquiry and simple inquiry to include those inquiry tasks associated with participation in citizen science by describing how students engaged in this type of science. This research study built upon the existing framework of cognitive processes associated with scientific inquiry described by Chinn and Malhotra (2002). This research provides a systematic analysis of the scientific processes and related reasoning tasks associated with the citizen science project eBird and the corresponding curriculum Classroom BirdWatch . Data consisted of responses to surveys, focus group interviews, document analysis and individual interviews. I suggest that citizen science could be an additional form of classroom-based science inquiry that can promote more authentic features of scientific inquiry and engage students in meaningful ways.

  12. Revisiting the silence of Asian immigrant students: The negotiation of Korean immigrant students' identities in science classrooms

    Science.gov (United States)

    Ryu, Minjung

    This dissertation is a study about Korean immigrant students' identities, including academic identities related to science learning and identities along various social dimensions. I explore how Korean immigrant students participate in science classrooms and how they enact and negotiate their identities in their classroom discursive participation. My dissertation is motivated by the increasing attention in educational research to the intersectionality between science learning and various dimensions of identities (e.g., gender, race, ethnicity, social networks) and a dearth of such research addressing Asian immigrant students. Asian immigrant students are stereotyped as quiet and successful learners, particularly in science and mathematics classes, and their success is often explained by cultural differences. I confront this static and oversimplified notion of cultural differences and Asians' academic success and examine the intersectionality between science learning and identities of Asian immigrant students, with the specific case of Korean immigrants. Drawing upon cultural historical and sociolinguistic perspectives of identity, I propose a theoretical framework that underscores multiple levels of contexts (macro level, meso level, personal, and micro level contexts) in understanding and analyzing students' identities. Based on a year-long ethnographic study in two high school Advanced Placement Biology classes in a public high school, I present the meso level contexts of the focal school and biology classes, and in-depth analyses of three focal students. The findings illustrate: (1) how meso level contexts play a critical role in these students' identities and science classroom participation, (2) how the meso level contexts are reinterpreted and have different meanings to different students depending on their personal contexts, and (3) how students negotiated their positions to achieve certain identity goals. I discuss the implications of the findings for the

  13. Is there a correlation between students' perceptions of their middle school science classroom learning environment and their classroom grades?

    Science.gov (United States)

    Snyder, Wayne

    The purpose of this study was to determine if the marking period grades of middle school science students are correlated with their perception of the classroom learning environment, and if so could such an indicator be used in feedback loops for ongoing classroom learning environment evaluation and evolution. The study examined 24 classrooms in three districts representing several different types of districts and a diverse student population. The independent variable was the students' perceptions of their classroom learning environment (CLE). This variable was represented by their responses on the WIHIC (What Is Happening In This Class) questionnaire. The dependent variable was the students' marking period grades. Background data about the students was included, and for further elaboration and clarification, qualitative data was collected through student and teacher interviews. Middle school science students in this study perceived as most positive those domains over which they have more locus of control. Perceptions showed some variance by gender, ethnicity, teacher/district, and socio-economic status when viewing the absolute values of the domain variables. The patterns of the results show consistency between groups. Direct correlation between questionnaire responses and student grades was not found to be significant except for a small significance with "Task Orientation". This unexpected lack of correlation may be explained by inconsistencies between grading schemes, inadequacies of the indicator instrument, and/or by the one-time administration of the variables. Analysis of the qualitative and quantitative data led to the conclusion that this instrument is picking up information, but that revisions in both the variables and in the process are needed. Grading schemes need to be decomposed, the instrument needs to be revised, and the process needs to be implemented as a series of regular feed-back loops.

  14. Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

    Science.gov (United States)

    Tsai, Liang-Ting; Yang, Chih-Chien

    2015-05-01

    This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

  15. Understanding Science Teaching Effectiveness: Examining How Science-Specific and Generic Instructional Practices Relate to Student Achievement in Secondary Science Classrooms

    Science.gov (United States)

    Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

    2017-01-01

    In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student…

  16. Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

    Science.gov (United States)

    Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina

    2016-10-01

    Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students' perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students' emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students' perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.

  17. The Student Actions Coding Sheet (SACS): An Instrument for Illuminating the Shifts toward Student-Centered Science Classrooms

    Science.gov (United States)

    Erdogan, Ibrahim; Campbell, Todd; Abd-Hamid, Nor Hashidah

    2011-01-01

    This study describes the development of an instrument to investigate the extent to which student-centered actions are occurring in science classrooms. The instrument was developed through the following five stages: (1) student action identification, (2) use of both national and international content experts to establish content validity, (3)…

  18. The effects of student-level and classroom-level factors on elementary students' science achievement in five countries

    Science.gov (United States)

    Kaya, Sibel

    The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are

  19. Improving Student Writing: Methods You Can Use in Science and Engineering Classrooms

    Science.gov (United States)

    Hitt, S. J.; Bright, K.

    2013-12-01

    Many educators in the fields of science and engineering assure their students that writing is an important and necessary part of their work. According to David Lindsay, in Scientific Writing=Thinking in Words, 99% of scientists agree that writing is an integral part of their jobs. However, only 5% of those same scientists have ever had formal instruction in scientific writing, and those who are also educators may then feel unconfident in teaching this skill to their students (2). Additionally, making time for writing instruction in courses that are already full of technical content can cause it to be hastily and/or peremptorily included. These situations may be some of the contributing factors to the prevailing attitude of frustration that pervades the conversation about writing in science and engineering classrooms. This presentation provides a summary of past, present, and ongoing Writing Center research on effective writing tutoring in order to give science and engineering educators integrated approaches for working with student writers in their disciplines. From creating assignments, providing instruction, guiding revisions, facilitating peer review, and using assessments, we offer a comprehensive approach to getting your students motivated to improve their writing. Our new research study focuses on developing student writing resources and support in science and engineering institutions, with the goal of utilizing cross-disciplinary knowledge that can be used by the various constituencies responsible for improving the effectiveness of writing among student engineers and scientists. We will will draw upon recent findings in the study of the rhetoric and compositional pedagogy and apply them to the specific needs of the science and engineering classroom. The fields of communication, journalism, social sciences, rhetoric, technical writing, and philosophy of science have begun to integrate these findings into classroom practice, and we will show how these can also

  20. The effects of professional development related to classroom assessment on student achievement in science

    Science.gov (United States)

    Mazzie, Dawn Danielle

    This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

  1. Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

    Science.gov (United States)

    Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

    2017-12-01

    In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.

  2. Hands across the divide: Finding spaces for student-centered pedagogy in the undergraduate science classroom

    Science.gov (United States)

    Spier-Dance, Lesley

    This study explored college science students' and instructors' experiences with student-generated and performed analogies. The objectives of the study were to determine whether the use of student-generated analogies could provide students with opportunities to develop robust understanding of difficult science concepts, and to examine students' and instructors' perspectives on the utilization of these analogies. To address my objectives, I carried out a case study at a university-college in British Columbia. I examined the use of analogies in undergraduate biology and chemistry courses. Working with three instructors, I explored the use of student-generated analogies in five courses. I carried out in-depth analyses for one biology case and one chemistry case. Data were collected using semi-structured interviews, classroom observations, researcher journal logs and students' responses to assessment questions. My findings suggest that involvement in the analogy exercise was associated with gains in students' conceptual understanding. Lower-achieving students who participated in the analogy activity exhibited significant gains in understanding of the science concept, but were unable to transfer their knowledge to novel situations. Higher-achieving students who participated in the activity were better able to transfer their knowledge of the analogy-related science topic to novel situations. This research revealed that students exhibited improved understanding when their analogies clearly represented important features of the target science concept. Students actively involved in the analogy activity exhibited gains in conceptual understanding. They perceived that embodied performative aspects of the activity promoted engagement, which motivated their learning. Participation in the analogy activity led to enhanced social interaction and a heightened sense of community within the classroom. The combination of social and performative elements provided motivational learning

  3. Historical short stories as nature of science instruction in secondary science classrooms: Science teachers' implementation and students' reactions

    Science.gov (United States)

    Reid-Smith, Jennifer Ann

    This study explores the use of historical short stories as nature of science (NOS) instruction in thirteen secondary science classes. The stories focus on the development of science ideas and include statements and questions to draw students' and teachers' attention to key NOS ideas and misconceptions. This study used mixed methods to examine how teachers implement the stories, factors influencing teachers' implementation, the impact on students' NOS understanding, students' interest in the stories and factors correlated with their interest. Teachers' implementation decisions were influenced by their NOS understanding, curricula, time constraints, perceptions of student ability and resistance, and student goals. Teachers implementing stories at a high-level of effectiveness were more likely to make instructional decisions to mitigate constraints from the school environment and students. High-level implementers frequently referred to their learning goals for students as a rationale for implementing the stories even when facing constraints. Teachers implementing at a low-level of effectiveness were more likely to express that constraints inhibited effective implementation. Teachers at all levels of implementation expressed concern regarding the length of the stories and time required to fully implement the stories. Additionally, teachers at all levels of implementation expressed a desire for additional resources regarding effective story implementation and reading strategies. Evidence exists that the stories can be used to improve students' NOS understanding. However, under what conditions the stories are effective is still unclear. Students reported finding the stories more interesting than textbook readings and many students enjoyed learning about scientists and the development of science idea. Students' interest in the stories is correlated with their attitudes towards reading, views of effective science learning, attributions of academic success, and interest in

  4. The impact of podcasts, screencasts, and vodcasts on student achievement in the science classroom

    Science.gov (United States)

    Pena, Ruben, Jr.

    Educators in today's society are in search for different ways to reach their students in order to keep them engaged and active in the learning process. There are several strategies that teachers have utilized in the classroom in order to reach all students. Now seen more in the classroom is the use of technology in one form or another. There are several types of technologies that one may employ while in the classroom, but seen more recently is the use of podcasts, screencasts, and vodcasts. The major purpose of the study was to investigate the impact of using podcasts, screencasts, and vodcasts in conjunction with science curriculum on student academic achievement. Two intermediate schools from the south Texas region were chosen as a convenience sample for the study because one school utilized the technology of podcasts, screencasts, and vodcasts at the student created level while the other school did not utilize podcasts, screencasts, and vodcasts at the student created level. The researcher collected scores from curriculum based assessments that were aligned with the Texas Essential Knowledge and Skills (TEKS) for comparison between the two different groups, while controlling grade five science TAKS scores for group equalization. Once all data was collected, scores were entered into the Statistical Package for the Social Sciences (SPSS) and were analyzed using an analysis of covariance. The ANCOVA allowed the researcher to see that differences among curriculum based assessments scores existed between the two different schools. Scores were higher for the students who utilized podcasts, screencasts, and vodcasts at the student created level when compared to those scores for students who did not utilize podcasts, screencasts, and vodcasts at the student created level. This study showed the benefits reaped of having students create their own podcasts, screencasts, and vodcasts. Having students create their own technology has them actively engaged in the learning

  5. Making connections: Exploring student agency in a science classroom in India

    Science.gov (United States)

    Sharma, Ajay

    India has been a free country for more than half a century now. In this time, the state has succeeded to a large extent in providing universal access to at least elementary education to all the citizens. However, the quality of education provided in state-run schools remains far removed from the ideals endorsed in policy documents. The vast majority of Indian poor, especially in rural areas, depend upon state-run schools for access to education. However, the low quality of education provided in these schools militates against their hopes and efforts for securing a better future through education. Undergirded by concerns over the raw deal students of government run schools get in rural India, this study is an ethnographic exploration of science learning in a rural middle school classroom in India. The study was conducted in the government middle school at the village Rajkheda, in the Hoshangabad district of the state of Madhya Pradesh, India. The study focused on the nature and scope of student participation in a middle school science classroom of rural school in India. Taking a socio-cultural perspective, it explored student participation in science classroom as engagement in a socioculturally mediated dialogue with the natural and the social world. Thus, two parallel yet intersecting themes run through the narrative this study presents. On one hand, it focuses on students' efforts to both learn and survive science as taught in that school. While on the other, it details the nature of their engagement with and knowledge of their immediate material world. The study shows that through active engagement with their local material and social world, students of the 8th grade had acquired an extensive, useful and situated funds of experiential knowledge that enabled them to enact their agency in the material world around them. This knowledge revealed itself differently in different contexts. Their knowledge representations about school science and the material world were

  6. Examining student conceptions of the nature of science from two project-based classrooms

    Science.gov (United States)

    Moss, David M.

    The purpose of this research was to develop descriptive accounts of precollege students' conceptions of the nature of science from two project-based classrooms, and track those conceptions over the course of an academic year. A model of the nature of science was developed and served as the criterion by which students' beliefs were evaluated. The model distinguishes between two major categories of science, the nature of the scientific enterprise and the nature of scientific knowledge. Five students were selected from each class and interviewed individually for 30-45 minutes each, six times over the year. Data from semi-structured, formal interviewing consisted of audio-recorded interviews which were transcribed verbatim. All passages were coded using codes which corresponded to the premises of the model of the nature of science. Passages in the transcripts were interpreted to develop a summary of the students' conceptions over the year. Qualitative methodologies, especially formal interviewing in conjunction with participant observation, were effective for uncovering students' conceptions of the nature of science, adding to the knowledge base in this field. The research design of the current study was a significant factor in explaining the inconsistencies seen between findings from this study and the literature. This study finds that participants at both classroom sites held fully formed conceptions of the nature of science for approximately 40 percent of the premises across the model. For two-thirds of the elements which comprise the premises, participants held full understandings. Participants held more complete understandings of the nature of scientific knowledge than the nature of the scientific enterprise. Most participants had difficulty distinguishing between science and non-science and held poor understandings of the role of questions in science. Students' beliefs generally remained unchanged over the year. When their conceptions did evolve, project

  7. The impact of the inclusion of students with handicaps and disabilities in the regular education science classroom

    Science.gov (United States)

    Donald, Cathey Nolan

    This study was conducted to determine the impact of the inclusion of students with handicaps and disabilities in the regular education science classroom. Surveys were mailed to the members of the Alabama Science Teachers Association to obtain information from teachers in inclusive classrooms. Survey responses from teachers provide insight into these classrooms. This study reports the results of the teachers surveyed. Results indicate multiple changes occur in the educational opportunities presented to regular education students when students with handicaps and disabilities are included in the regular science classroom. Responding teachers (60%) report omitting activities that formerly provided experiences for students, such as laboratory activities using dangerous materials, field activities, and some group activities. Also omitted, in many instances (64.1%), are skill building opportunities of word problems and higher order thinking skills. Regular education students participate in classes where discipline problems related to included students are reported as the teachers most time consuming task. In these classrooms, directions are repeated frequently, reteaching of material already taught occurs, and the pace of instruction has been slowed. These changes to the regular classroom occur across school levels. Many teachers (44.9%) report they do not see benefits associated with the inclusion of students with special needs in the regular classroom.

  8. Influence of teacher-directed scientific inquiry on students' primal inquiries in two science classrooms

    Science.gov (United States)

    Stone, Brian Andrew

    Scientific inquiry is widely used but pervasively misunderstood in elementary classrooms. The use of inquiry is often attached to direct instruction models of teaching, or is even passed as textbook readings or worksheets. Previous literature on scientific inquiry suggests a range or continuum beginning with teacher-directed inquiry on one extreme, which involves a question, process, and outcome that are predetermined by the teacher. On the other end of the continuum is an element of inquiry that is extremely personal and derived from innate curiosity without external constraints. This authentic inquiry is defined by the study as primal inquiry. If inquiry instruction is used in the elementary classroom, it is often manifested as teacher-directed inquiry, but previous research suggests the most interesting, motivating, and lasting content is owned by the individual and exists within the individual's own curiosity, questioning and processes. Therefore, the study examined the impact of teacher-directed inquiry in two elementary fourth grade classrooms on climate-related factors including interest, motivation, engagement, and student-generated inquiry involvement. The study took place at two elementary classrooms in Arizona. Both were observed for ten weeks during science instruction over the course of one semester. Field notes were written with regard for the inquiry process and ownership, along with climate indicators. Student journals were examined for evidence of primal inquiry, and twenty-two students were interviewed between the two classrooms for evidence of low climate-related factors and low inquiry involvement. Data from the three sources were triangulated. The results of this qualitative study include evidence for three propositions, which were derived from previous literature. Strong evidence was provided in support of all three propositions, which suggest an overall negative impact on climate-related factors of interest, motivation, and engagement for

  9. Classroom to Community: Field Studies for Exercise Science Students

    Science.gov (United States)

    Melton, Deana; Dail, Teresa K.

    2017-01-01

    The field of kinesiology has seen growth in terms of the number of highly specialized subdisciplines, such as exercise physiology, motor learning, biomechanics, sport and exercise psychology, and fitness management. While some undergraduate students may be comfortable with a chosen concentration, others may enter the kinesiology curriculum lacking…

  10. Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

    Science.gov (United States)

    Velayutham, Sunitadevi; Aldridge, Jill M.

    2013-01-01

    The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on…

  11. The Student Actions Coding Sheet (SACS): An instrument for illuminating the shifts toward student-centered science classrooms

    Science.gov (United States)

    Erdogan, Ibrahim; Campbell, Todd; Hashidah Abd-Hamid, Nor

    2011-07-01

    This study describes the development of an instrument to investigate the extent to which student-centered actions are occurring in science classrooms. The instrument was developed through the following five stages: (1) student action identification, (2) use of both national and international content experts to establish content validity, (3) refinement of the item pool based on reviewer comments, (4) pilot testing of the instrument, and (5) statistical reliability and item analysis leading to additional refinement and finalization of the instrument. In the field test, the instrument consisted of 26 items separated into four categories originally derived from student-centered instruction literature and used by the authors to sort student actions in previous research. The SACS was administered across 22 Grade 6-8 classrooms by 22 groups of observers, with a total of 67 SACS ratings completed. The finalized instrument was found to be internally consistent, with acceptable estimates from inter-rater intraclass correlation reliability coefficients at the p Observation Protocol. Based on the analyses completed, the SACS appears to be a useful instrument for inclusion in comprehensive assessment packages for illuminating the extent to which student-centered actions are occurring in science classrooms.

  12. Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students

    Science.gov (United States)

    Riedell, Kate Elizabeth

    The Individuals with Disabilities Education Act (IDEA, 2004) cemented the fact that students with disabilities must be placed in the least restrictive environment and be given the necessary supports to help them succeed (Lawrence-Brown, 2004). This provides significant challenges for general education teachers, especially in an era of standards based reform with the adoption of the Common Core State Standards (CCSSI, 2014) by most states, along with the Next Generation Science Standards (NGSS, 2013). While a variety of methods, strategies, and techniques are available to teachers, there is a dearth of literature that clearly investigates how teachers take into account the ability and motivation of students with special needs when planning and implementing curriculum, instruction, and assessment. Thus, this study sought to investigate this facet through the lens of differentiation, personalization, individualization and universal design for learning (UDL) (CAST, 2015), all of which are designed to meet the needs of diverse learners, including students with special needs. An embedded single-case study design (Yin, 2011) was used in this study with the case being differentiated and/or personalized curriculum, instruction and/or assessment, along with UDL for students with special needs, with each embedded unit of analysis being one eighth grade general education science teacher. Analyzing each sub-unit or case, along with a cross-case analysis, three eighth grade general education science teachers were observed over the course of two 10-day units of study in the fall and spring, as they collected artifacts and completed annotations within their electronic portfolios (ePortfolios). All three eighth grade general education science teachers collected ePortfolios as part of their participation in a larger study within California, "Measuring Next Generation Science Instruction Using Tablet-Based Teacher Portfolios," funded by the National Science Foundation. Each teacher

  13. Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

    Science.gov (United States)

    Dimick, Alexandra Schindel

    2012-01-01

    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

  14. Understanding children's science identity through classroom interactions

    Science.gov (United States)

    Kim, Mijung

    2018-01-01

    Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.

  15. Measuring student engagement in science classrooms: An investigation of the contextual factors and longitudinal outcomes

    Science.gov (United States)

    Spicer, Justina Judy

    This dissertation includes three separate but related studies that examine the different dimensions of student experiences in science using data from two different datasets: the High School Longitudinal Study of 2009 (HSLS:09), and a dataset constructed using the Experience Sampling Method (ESM). This mixed-dataset approach provides a unique perspective on student engagement and the contexts in which it exists. Engagement is operationalized across the three studies using aspects of flow theory to evaluate how the challenges in science classes are experienced at the student level. The data provides information on a student's skill-level and efficacy during the challenge, as well as their interest level and persistence. The data additionally track how situations contribute to optimal learning moments, along with longitudinal attitudes and behaviors towards science. In the first part of this study, the construct of optimal moments is explored using in the moment data from the ESM dataset. Several different measures of engagement are tested and validated to uncover relationships between various affective states and optimal learning experiences with a focus on science classrooms. Additional analyses include investigating the links between in the moment engagement (situational), and cross-situational (stable) measures of engagement in science. The second part of this dissertation analyzes the ESM data in greater depth by examining how engagement varies across students and their contextual environment. The contextual characteristics associated with higher engagement levels are evaluated to see if these conditions hold across different types of students. Chapter three more thoroughly analyzes what contributes to students persisting through challenging learning moments, and the variation in levels of effort put forth when facing difficulty while learning in science. In chapter four, this dissertation explores additional outcomes associated with student engagement in science

  16. The Effects of Interactive Word Walls on Students with Learning Disabilities in the Secondary Science Classroom

    Science.gov (United States)

    Eustace-DeBaun, Casey Elizabeth

    Effective approaches for teaching vocabulary to various populations of learners is a topic of current research (Barr, Eslami, & Malatesha, 2012) yet little research is dedicated to students with learning disabilities in the science classroom. Within this study the interac-tive word wall was used as a tool to build vocabulary and to encourage usage of new sub-ject-specific terminology. The experiment utilized quasi-experimental pre-post test com-parison group design using interrupted time-series (Johnson & Christiensen, 2007) due to the inability to randomize participants and establish a clear control group. The data was collected across four units of terminology and with a student satisfaction survey. Stu-dents reported at least seventy percent satisfaction with the use of Interactive Word Walls and demonstrated some performance increase in both vocabulary retention and reading comprehension when utilizing Interactive Word Walls.

  17. Daily Autonomy Supporting or Thwarting and Students' Motivation and Engagement in the High School Science Classroom

    Science.gov (United States)

    Patall, Erika A.; Steingut, Rebecca R.; Vasquez, Ariana C.; Trimble, Scott S.; Pituch, Keenan A.; Freeman, Jen L.

    2018-01-01

    This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers' various autonomy supporting and thwarting practices and students' motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were…

  18. Killing Curiosity? An Analysis of Celebrated Identity Performances among Teachers and Students in Nine London Secondary Science Classrooms

    Science.gov (United States)

    Archer, Louise; Dawson, Emily; DeWitt, Jennifer; Godec, Spela; King, Heather; Mau, Ada; Nomikou, Effrosyni; Seakins, Amy

    2017-01-01

    In this paper, we take the view that school classrooms are spaces that are constituted by complex power struggles (for voice, authenticity, and recognition), involving multiple layers of resistance and contestation between the "institution," teachers and students, which can have profound implications for students' science identity and…

  19. Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

    Science.gov (United States)

    Ormand, C. J.; Shipley, T. F.; Manduca, C. A.; Tikoff, B.

    2011-12-01

    Spatial thinking skills are critical to success in many subdisciplines of the geosciences (and beyond). There are many components of spatial thinking, such as mental rotation, penetrative visualization, disembedding, perspective taking, and navigation. Undergraduate students in introductory and upper-level geoscience courses bring a wide variety of spatial skill levels to the classroom, as measured by psychometric tests of many of these components of spatial thinking. Furthermore, it is not unusual for individual students to excel in some of these areas while struggling in others. Although pre- and post-test comparisons show that student skill levels typically improve over the course of an academic term, average gains are quite modest. This suggests that it may be valuable to develop interventions to help undergraduate students develop a range of spatial skills that can be used to solve geoscience problems. Cognitive science research suggests a number of strong strategies for building students' spatial skills. Practice is essential, and time on task is correlated to improvement. Progressive alignment may be used to scaffold students' successes on simpler problems, allowing them to see how more complex problems are related to those they can solve. Gesturing has proven effective in moving younger students from incorrect problem-solving strategies to correct strategies in other disciplines. These principles can be used to design instructional materials to improve undergraduate geoscience students' spatial skills; we will present some examples of such materials.

  20. The effect of inclusion classrooms on the science achievement of general education students

    Science.gov (United States)

    Dodd, Matthew Robert

    General education and Special Education students from three high schools in Rutherford County were sampled to determine the effect on their academic achievement on the Tennessee Biology I Gateway Exam in Inclusion classrooms. Each student's predicted and actual Gateway Exam scores from the academic year 2006--2007 were used to determine the effect the student's classroom had on his academic achievement. Independent variables used in the study were gender, ethnicity, socioeconomic level, grade point average, type of classroom (general or Inclusion), and type student (General Education or Special Education). The statistical tests used in this study were a t-test and a Mann--Whitney U Test. From this study, the effect of the Inclusion classroom on general education students was not significant statistically. Although the Inclusion classroom allows the special education student to succeed in the classroom, the effect on general education students is negligible. This study also provided statistical data that the Inclusion classroom did not improve the special education students' academic performances on the Gateway Exam. Students in a general education classroom with a GPA above 3.000 and those from a household without a low socioeconomic status performed at a statistically different level in this study.

  1. Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement.

    Science.gov (United States)

    Hodges, Linda C

    2018-06-01

    As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.

  2. Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science

    Science.gov (United States)

    Southerland, Sherry A.; Scharmann, Lawrence C.

    2013-01-01

    Scientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it…

  3. Using online pedagogy to explore student experiences of Science-Technology-Society-Environment (STSE) issues in a secondary science classroom

    Science.gov (United States)

    Ayyavoo, Gabriel Roman

    With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls' school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students' online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework, encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in

  4. Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

    Science.gov (United States)

    Velayutham, Sunitadevi; Aldridge, Jill M.

    2013-04-01

    The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students' self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students' self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students' motivation and self-regulation in science learning.

  5. K--12 science educator perception of instructing students with learning disabilities in the regular classroom

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

    Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

  6. Teaching Outside the Box: Challenging Gifted Students with Polar Sciences Without Benefit of a Science Classroom

    Science.gov (United States)

    Dooley, J.

    2013-12-01

    In the high-stakes-testing world of one-size-fits-most educational practices, it is often the needs of the most able students that are unmet, yet these high ability learners can benefit greatly from exploration in the area of polar science. With school schedules and budgets already stretched to the breaking point and Common Core (CCSS) subjects are the focus, very few resources remain for topics considered by some as unimportant. Polar and climate science are prime examples. Here, a council member of Polar Educators International and Gifted Education Teacher, shares resources and ideas to engage this unique group of students and others. She draws from experiences and knowledge gained through ANDRILL's Arise Educator program, IPY Oslo and Montreal PolarEDUCATOR workshops, and Consortium for Ocean Leadership's Deep Earth Academy. Topics include School-wide Enrichment through use of ANDRILL's Flexhibit material and participation in Antarctica Day, afterschool Deep Freeze clubs that presented in public outreach venues for polar science events at the Maryland Science Center in Baltimore and NYC's Museum of Natural History, group project work using IODP core data from Antarctica, interaction with polar scientists via Skype, and other projects.

  7. "Why in This Bilingual Classroom … Hablamos Más Español?" Language Choice by Bilingual Science Students

    Science.gov (United States)

    Stevenson, Alma D.

    2015-01-01

    This qualitative sociolinguistic research study examines Latino/a students' use of language in a science classroom and laboratory. This study was conducted in a school in the southwestern United States that serves an economically depressed, predominantly Latino population. The object of study was a 5th-grade bilingual (Spanish/English) class. The…

  8. Correction Notice: Tools for Citizen-Science Recruitment and Student Engagement in Your Research and in Your Classroom

    Directory of Open Access Journals (Sweden)

    JMBE Production Editor

    2016-05-01

    Full Text Available Correction for Sarah E. Council and Julie E. Horvath, “Tools for Citizen-Science Recruitment and Student Engagement in Your Research and in Your Classroom,” which appeared in the Journal of Microbiology & Biology Education, volume 17, number 1, March 2016, pages 38–40.

  9. How Fifth Grade Latino/a Bilingual Students Use Their Linguistic Resources in the Classroom and Laboratory during Science Instruction

    Science.gov (United States)

    Stevenson, Alma R.

    2013-01-01

    This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a…

  10. What Can a Teacher Do to Support Students' Interest in Science? A Study of the Constitution of Taste in a Science Classroom

    Science.gov (United States)

    Anderhag, Per; Hamza, Karim Mikael; Wickman, Per-Olof

    2015-01-01

    In this study, we examined how a teacher may make a difference to the way interest develops in a science classroom, especially for students from disadvantaged socioeconomic backgrounds. We adopted a methodology based on the concept of "taste for science" drawing on the work of John Dewey and Pierre Bourdieu. We investigated through…

  11. How fifth grade Latino/a bilingual students use their linguistic resources in the classroom and laboratory during science instruction

    Science.gov (United States)

    Stevenson, Alma R.

    2013-12-01

    This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a fifth grade science class entirely comprised of language minority students transitioning out of bilingual education. Therefore, English was the means of instruction in science, supported by informal peer-to-peer Spanish-language communication. This study is grounded in a social constructivist paradigm. From this standpoint, learning science is a social process where social, cultural, and linguistic factors are all considered crucial to the process of acquiring scientific knowledge. The study was descriptive in nature, examining specific linguistic behaviors with the purpose of identifying and analyzing the linguistic functions of students' utterances while participating in science learning. The results suggest that students purposefully adapt their use of linguistic resources in order to facilitate their participation in science leaning. What is underscored in this study is the importance of explicitly acknowledging, supporting, and incorporating bilingual students' linguistic resources both in Spanish and English into the science classroom in order to optimize students' participation and facilitate their understanding.

  12. Teacher-student interaction in contemporary science classrooms: is participation still a question of gender?†

    Science.gov (United States)

    Eliasson, Nina; Sørensen, Helene; Göran Karlsson, Karl

    2016-07-01

    We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher-student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher-student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls' attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher-student interaction is more clearly understood. Research conducted at Mid Sweden University, Department of Science Education and Mathematics.

  13. Describing students' talk about physical science phenomena outside and inside the classroom: A case of secondary school students from Maragoli, western region of Kenya

    Science.gov (United States)

    Oberrecht, Stephen Patrick

    Because of cultural and linguistic influences on science learning involving students from diverse cultural and linguistic backgrounds, calls have been made for teachers to enact teaching that is sensitive to these students' backgrounds. However, most of the research involving such students has tended to focus on students at elementary grade levels from predominantly two linguistic backgrounds, Hispanic and Haitian Creole, learning science concepts mainly in the life sciences. Also, most of the studies examined classroom interactions between teachers and the students and among students. Not much attention had been paid to how students talk about ideas inherent in scientific phenomena in an outside-the-classroom context and much less on how that talk relates to that of the classroom. Thus, this research extends knowledge in the area of science learning involving students learning science in a language other than their first language to include students from a language background other than Hispanic and Haitian Creole at not only the high school level but also their learning of ideas in a content area other than the life science (i.e., the physical sciences). More importantly, this research extends knowledge in the area by relating science learning outside and inside the classroom. This dissertation describes this exploratory research project that adopted a case study strategy. The research involved seven Form Two (tenth grade) students (three boys and four girls) from one public, mixed gender day secondary school in rural Kenya. I collected data from the students through focus group discussions as they engaged in talking about ideas inherent in selected physical science phenomena and activities they encountered in their everyday lives, as well as learned about in their science classrooms. I supplemented these data with data from one-on-one semi-structured interviews with two teachers (one for chemistry and one for physics) on their teaching of ideas investigated in

  14. Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

    Science.gov (United States)

    Deal, Debby

    Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

  15. Secondary Science Student Teachers' Use of Verbal Discourse to Communicate Scientific Ideas in Their Field Placement Classrooms

    Science.gov (United States)

    Cian, Heidi; Cook, Michelle

    2018-06-01

    Student teachers struggle to identify themselves as teachers in their field placement during their student teaching year, and some of the difficulty can be attributed to the change they encounter when they must communicate scientific ideas to students in a language that differs from how they recently learned science at the university level. Using developmental levels of student teaching (Drafall and Grant in Music Educators Journal, 81(1), 35-38, 1995), we explore how three cases differ in their use of verbal classroom discourse over the course of their student teaching year. We use data from six observations, post-observation debriefs, reflections associated with the observations, and responses to assignments from the student teachers' teaching classes as data to demonstrate how the cases differ in the proficiency of their verbal communication in their classroom placement. We find that when student teachers have difficulty communicating science to their students, they struggle to use lectures effectively or engage students in meaningful conversation or questioning. This work suggests a need for more study as to the causes of different communication proficiencies and how methods instructors can help teachers develop awareness of the value of their verbal discourse interactions with students.

  16. Critical classroom structures for empowering students to participate in science discourse

    Science.gov (United States)

    Belleau, Shelly N.; Otero, Valerie K.

    2013-01-01

    We compared contextual characteristics that impacted the nature and substance of "summarizing discussions" in a physics and a chemistry classroom in an Hispanic-serving urban high school. Specifically, we evaluated structural components of curricula and classrooms necessary to develop a culture of critical inquiry. Using the Physics and Everyday Thinking (PET) curriculum in the physics course, we found that students demonstrated critical thinking, critical evaluation, and used laboratory evidence to support ideas in whole-class summarizing discussions. We then implemented a model similar to PET in the chemistry course. However, chemistry students' statements lacked evidence, opposition and critical evaluation, and required greater teacher facilitation. We hypothesize that the designed laboratories and the research basis of PET influenced the extent to which physics students verbalized substantive scientific thought, authentic appeals to evidence, and a sense of empowerment to participate in the classroom scientific community.

  17. The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

    2013-01-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…

  18. How Latino/a bilingual students use their language in a fifth grade classroom and in the science laboratory during science instruction

    Science.gov (United States)

    Stevenson, Alma R.

    This qualitative research study examines how Latino/a bilingual students use their linguistic resources in their homeroom classroom and in the science laboratory during science instruction. This study was conducted in a school district located in the southwestern part of the United States. The school was chosen based on the criterion that the school is located in an area considered economically depressed, with a predominantly Latino student, school, and neighborhood population. The object of study was a fifth grade bilingual (Spanish/English) classroom where English was the means of instruction. Classroom interaction was examined from a sociolinguistics perspective. The study was descriptive in nature with the objective of analyzing the students' use of their linguistic resources while participating in science learning. The results of this study suggest that the students used their linguistic resources purposefully in order to facilitate their participation in science leaning. In the same manner, it was observed the students' reliance on Spanish as a foundation to enhance their comprehension of the scientific concepts and the dynamics involved in the science lessons, with the purpose of making sense, and thus, to express their understanding (orally and in writing) using their linguistic resources, especially their English language, as it was expected from them. Further, the findings disclose the students' awareness of their own bilingualism, preference for speaking Spanish, and their conceptualization of English as the language to achieve academic success. It has also been observed how the pressure put upon the teacher and the students by the accountability system brings about an implicit bias against Spanish, causing the teacher to assume a paradoxical stance regarding the students' use of Spanish, and thereby, placing the students in an ambivalent position, that might affect, to a certain extent, how students use their Spanish language as a resource to

  19. Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

    Science.gov (United States)

    Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

    2014-12-01

    Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to

  20. Student use of Web 2.0 tools to support argumentation in a high school science classroom

    Science.gov (United States)

    Weible, Jennifer L.

    This ethnographic study is an investigation into how two classes of chemistry students (n=35) from a low-income high school with a one-to-one laptop initiative used Web 2.0 tools to support participation in the science practice of argumentation (i.e., sensemaking, articulating understandings, and persuading an audience) during a unit on alternative energy. The science curriculum utilized the Technology-Enhanced Inquiry Tools for Science Education as a pedagogical framework (Kim, Hannafin, & Bryan, 2007). Video recordings of the classroom work, small group discussions, and focus group interviews, documents, screen shots, wiki evidence, and student produced multi-media artifacts were the data analyzed for this study. Open and focused coding techniques, counts of social tags and wiki moves, and interpretive analyses were used to find patterns in the data. The study found that the tools of social bookmarking, wiki, and persuasive multimedia artifacts supported participation in argumentation. In addition, students utilized the affordances of the technologies in multiple ways to communicate, collaborate, manage the work of others, and efficiently complete their science project. This study also found that technologically enhanced science curriculum can bridge students' everyday and scientific understandings of making meaning, articulating understandings, and persuading others of their point of view. As a result, implications from this work include a set of design principles for science inquiry learning that utilize technology. This study suggests new consideration of analytical methodology that blends wiki data analytics and video data. It also suggests that utilizing technology as a bridging strategy serves two roles within classrooms: (a) deepening students' understanding of alternative energy science content and (b) supporting students as they learn to participate in the practices of argumentation.

  1. Designing Summer Research Experiences for Teachers and Students That Promote Classroom Science Inquiry Projects and Produce Research Results

    Science.gov (United States)

    George, L. A.; Parra, J.; Rao, M.; Offerman, L.

    2007-12-01

    Research experiences for science teachers are an important mechanism for increasing classroom teachers' science content knowledge and facility with "real world" research processes. We have developed and implemented a summer scientific research and education workshop model for high school teachers and students which promotes classroom science inquiry projects and produces important research results supporting our overarching scientific agenda. The summer training includes development of a scientific research framework, design and implementation of preliminary studies, extensive field research and training in and access to instruments, measurement techniques and statistical tools. The development and writing of scientific papers is used to reinforce the scientific research process. Using these skills, participants collaborate with scientists to produce research quality data and analysis. Following the summer experience, teachers report increased incorporation of research inquiry in their classrooms and student participation in science fair projects. This workshop format was developed for an NSF Biocomplexity Research program focused on the interaction of urban climates, air quality and human response and can be easily adapted for other scientific research projects.

  2. Using Assistive Technology to Increase Vocabulary Acquisition and Engagement for Students with Learning Disabilities in the High School Science Classroom

    Science.gov (United States)

    Slemrod, Tal

    There is a growing recognition of the importance and effectiveness of instruction in the STEM subjects, including science. The movement towards increased requirements and expectations in science presents a challenge to both students and teachers as many students with Learning Disabilities (LD) often particularly struggle in their science classes. The purpose of this study was to investigate the use of an assistive technology (AT) intervention targeting the acquisition of science vocabulary for adolescents with LD in a general education secondary biology classroom. Participants for this study included 3 secondary students with LD who were enrolled in a biology class. An alternating treatment design was used to compare the effects of a keyword mnemonic vocabulary intervention via index cards or iPod touch on student, vocabulary acquisition, academic engagement and disruptive behavior. All students' acquired the content vocabulary equally well during both conditions. When using the AT, students' engagement increased compared to baseline conditions. It was clear that the students had a strong interest in using AT to increase their grades and engagement, however the teachers had little access and training on using AT to support their students with disabilities.

  3. Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology

    Science.gov (United States)

    Lidar, Malena; Lundqvist, Eva; Östman, Leif

    2006-01-01

    The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

  4. What Can a Teacher Do to Support Students' Interest in Science? A Study of the Constitution of Taste in a Science Classroom

    Science.gov (United States)

    Anderhag, Per; Hamza, Karim Mikael; Wickman, Per-Olof

    2015-10-01

    In this study, we examined how a teacher may make a difference to the way interest develops in a science classroom, especially for students from disadvantaged socioeconomic backgrounds. We adopted a methodology based on the concept of taste for science drawing on the work of John Dewey and Pierre Bourdieu. We investigated through transcripts from video recordings how such a taste is socially constituted in a 9th grade (ages 15-16) science classroom, where there was evidence that the teacher was making a positive difference to students' post-compulsory school choice with regard to science. Salient findings regarding how this teacher supported students' interest are summarized. For example, the teacher consistently followed up how the students acknowledged and enjoyed purposes, norms, and values of the science practice and so ensuing that they could participate successfully. During these instances, feelings and personal contributions of the students were also acknowledged and made continuous with the scientific practice. The results were compared with earlier research, implications are discussed, and some suggestions are given about how these can be used by teachers in order to support student interest.

  5. Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

    Science.gov (United States)

    Brown, Patrick L.; Concannon, James P.

    2016-01-01

    This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…

  6. Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

    Science.gov (United States)

    Zhai, Junqing; Tan, Aik-Ling

    2015-01-01

    This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

  7. Deoxyribonucleic Acid and Other Words Students Avoid Speaking Aloud: Evaluating the Role of Pronunciation on Participation in Secondary School Science Classroom Conversations

    Science.gov (United States)

    Beck, Stacie Elizabeth

    Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is critical for expanding comprehension of science concepts. This study fused the recommended strategies for engaging vocabulary instruction with linguistic practices for teaching pronunciation to examine the relationship between a student's ability to pronounce challenging bio-terminology and their propensity to speak in teacher-led, guided classroom discussions. Interviews, surveys, and measurements quantifying and qualifying students' participation in class discussions before and after explicit instruction in pronunciation were used to evaluate the potential of this strategy as an appropriate tool for increasing students' self-efficacy and willingness to engage in biology classroom conversations. The findings of this study showed a significant increase in student verbal participation in classroom discussions after explicit instruction in pronunciation combined with vocabulary literacy strategies. This research also showed an increase in the use of vocabulary words in student comments after the intervention.

  8. Pedagogy Matters: Engaging Diverse Students as Community Researchers in Three Computer Science Classrooms

    Science.gov (United States)

    Ryoo, Jean Jinsun

    2013-01-01

    Computing occupations are among the fastest growing in the U.S. and technological innovations are central to solving world problems. Yet only our most privileged students are learning to use technology for creative purposes through rigorous computer science education opportunities. In order to increase access for diverse students and females who…

  9. Technology and science in classroom and interview talk with Swiss lower secondary school students: a Marxist sociological approach

    Science.gov (United States)

    Roth, Wolff-Michael

    2013-06-01

    In much of science education research, the content of talk tends to be attributed to the persons who produce the sound-words in a speech situation. A radically different, sociological perspective on language-in-use grounded in Marxism derives from the work of L. S. Vygotsky and the members of the circle around M. M. Bakhtin. Accordingly, each word belongs to speaker and recipient simultaneously. It represents collective consciousness and, therefore, shared ideology, which can no longer be attributed to the individual. The purpose of this study is to develop a sociological perspective on language in science education, a perspective in which language continuously changes. I articulate this position in the context of classroom and interview talk with 14-year-old Swiss non-academically streamed lower secondary students about technology and science. In this context, science classrooms and interviews are shown to be microcosms of Swiss (German) culture and society reproduced in and through the situated talk about science and technology.

  10. Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms

    Science.gov (United States)

    Taylor, Jonte C.; Tseng, Ching-mei; Murillo, Angelique; Therrien, William; Hand, Brian

    2018-01-01

    The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and…

  11. Climate change in the classroom: Reaching out to middle school students through science and math suitcase lessons

    Science.gov (United States)

    Jacobo, A. C.; Collay, R.; Harris, R. N.; de Silva, L.

    2011-12-01

    We have formed a link between the Increasing Diversity in Earth Sciences (IDES) program with the Science and Math Investigative Learning Experiences (SMILE) program, both at Oregon State University. The IDES mission is to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population and the SMILE mission is to provide science and math enrichment for underrepresented and other educationally underserved students in grades 4-12. Traditionally, underserved schools do not have enough time or resources to spend on science and mathematics. Furthermore, numerous budget cuts in many Oregon school districts have negatively impacted math and science cirriculum. To combat this trend we have designed suitcase lessons in climate change that can be carried to a number of classrooms. These lesson plans are scientifically rich and economically attractive. These lessons are designed to engage students in math and science through climate change presentations, group discussions, and hands-on activities. Over the past year we have familiarized ourselves with the academic ability of sixth and seventh graders through in-class observation in Salem Oregon. One of the suit case lessons we developed focuses on climate change by exploring the plight of polar bears in the face of diminishing sea ice. Our presentation will report the results of this activity.

  12. Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

    Science.gov (United States)

    Ward, N. D.; Petrik-Finley, R.

    2015-12-01

    Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

  13. Learning About Energy Resources Through Student Created Video Documentaries in the University Science Classroom

    Science.gov (United States)

    Wade, P.; Courtney, A.

    2010-12-01

    Students enrolled in an undergraduate non-science majors’ Energy Perspectives course created 10-15 minute video documentaries on topics related to Energy Resources and the Environment. Video project topics included wave, biodiesel, clean coal, hydro, solar and “off-the-grid” energy technologies. No student had any prior experience with creating video projects. Students had Liberal Arts academic backgrounds that included Anthropology, Theater Arts, International Studies, English and Early Childhood Education. Students were required to: 1) select a topic, 2) conduct research, 3) write a narrative, 4) construct a project storyboard, 5) shoot or acquire video and photos (from legal sources), 6) record the narrative, and 7) construct the video documentary. This study describes the instructional approach of using student created video documentaries as projects in an undergraduate non-science majors’ science course. Two knowledge survey instruments were used for assessment purposes. Each instrument was administered Pre-, Mid- and Post course. One survey focused on the skills necessary to research and produce video documentaries. Results showed students acquired enhanced technology skills especially with regard to research techniques, writing skills and video editing. The second survey assessed students’ content knowledge acquired from each documentary. Results indicated students’ increased their content knowledge of energy resource topics. Students reported very favorable evaluations concerning their experience with creating “Ken Burns” video project documentaries.

  14. Science Specialists or Classroom Teachers: Who Should Teach Elementary Science?

    Science.gov (United States)

    Levy, Abigail Jurist; Jia, Yueming; Marco-Bujosa, Lisa; Gess-Newsome, Julie; Pasquale, Marian

    2016-01-01

    This study examined science programs, instruction, and student outcomes at 30 elementary schools in a large, urban district in the northeast United States in an effort to understand whether there were meaningful differences in the quality, quantity and cost of science education when provided by a science specialist or a classroom teacher. Student…

  15. Tools for Citizen-Science Recruitment and Student Engagement in Your Research and in Your Classroom

    Directory of Open Access Journals (Sweden)

    Sarah E. Council

    2016-01-01

    Full Text Available The field of citizen science is exploding and offers not only a great way to engage the general public in science literacy through primary research, but also an avenue for teaching professionals to engage their students in meaningful community research experiences. Though this field is expanding, there are many hurdles for researchers and participants, as well as challenges for teaching professionals who want to engage their students. Here we highlight one of our projects that engaged many citizens in Raleigh, NC, and across the world, and we use this as a case study to highlight ways to engage citizens in all kinds of research. Through the use of numerous tools to engage the public, we gathered citizen scientists to study skin microbes and their associated odors, and we offer valuable ideas for teachers to tap into resources for their own students and potential citizen-science projects.

  16. Want to Inspire Science Students to Consider a Research Career? Host a Scientist in Your Classroom

    OpenAIRE

    Baynham, Patricia J.

    2010-01-01

    Most biology students have limited exposure to research since this is not a public activity and the pace of science does not lend itself to television dramatization. In contrast, medicine is the subject of numerous TV shows, and students’ experience visiting doctors may lead them to think they want to become physicians. One effective way to encourage these students to consider a research career is to invite engaging scientists to speak about their career paths and lives during class. S...

  17. Pedagogical Relationship in Secondary Social Science Classrooms

    Science.gov (United States)

    Girard, Brian James

    2010-01-01

    This study investigates two high school social science classrooms in order to better understand the pedagogical relationships among teachers, students, and disciplinary content, and how teachers can influence students' opportunities to learn disciplinary literacy. Drawing on conceptual resources from sociocultural theories of learning and…

  18. Using Infographics in the Science Classroom

    Science.gov (United States)

    Davidson, Rosemary

    2014-01-01

    As a chemistry teacher, Rosemary Davidson has found "infographics" (information graphics) successfully engage her students in science--not only in carrying out the research for classroom projects but also in presenting the results of their research to their peers. This article will help teachers integrate student-created infographics…

  19. Science beyond the Classroom Boundaries

    Science.gov (United States)

    Feasey, Rosemary; Bianchi, Lynne

    2011-01-01

    There have been many years of innovation in primary science education. Surprisingly, however, most of this has taken place within the confines of the classroom. What primary science has not yet done with universal success is step outside the classroom boundaries to use the school grounds for teaching and learning across all aspects of the science…

  20. Classroom Texting in College Students

    Science.gov (United States)

    Pettijohn, Terry F.; Frazier, Erik; Rieser, Elizabeth; Vaughn, Nicholas; Hupp-Wilds, Bobbi

    2015-01-01

    A 21-item survey on texting in the classroom was given to 235 college students. Overall, 99.6% of students owned a cellphone and 98% texted daily. Of the 138 students who texted in the classroom, most texted friends or significant others, and indicate the reason for classroom texting is boredom or work. Students who texted sent a mean of 12.21…

  1. Learning Science beyond the Classroom.

    Science.gov (United States)

    Ramey-Gassert, Linda

    1997-01-01

    Examines a cross-section of craft knowledge and research-based literature of science learning beyond the classroom. Describes informal science education programs, and discusses implications for science teaching, focusing on the importance of informal science learning for children and in-service and preservice teachers. Proposes a model for…

  2. The effects of geographic information system (GIS) technologies on students' attitudes, self-efficacy, and achievement in middle school science classrooms

    Science.gov (United States)

    Baker, Thomas Ray

    Since the publication of the National Science Education Standards , a concerted and evolving movement to make science classrooms more inquiry-oriented has been building. The proliferation of models of teaching and learning where questions and investigations drive learning, while not new are also not easy to plan, implement, or evaluate. In order to make the vision of the Standards come to fruition, educators are calling on the tools of technology to support and foster the shift to scientific inquiry or classroom research. The use of certain data analysis technologies have been suggested to be a particularly powerful ally in the struggle to extend classroom teaching and learning into the realm of problem-driven classroom inquiry. The use of a Geographic Information System (GIS), a technology allowing for the graphical representation of data with a geographic component seems to be one technology that can adequately bolster the dynamic and complex needs of the science classroom engaged in scientific inquiry. In this study, eighth grade Earth science students studying relative, local air quality indicators were divided in two groups; a treatment group that utilized GIS-supported scientific inquiry and a control group that used traditional mapping techniques to support their study. Student attitudes regarding science and technology were measured with a pre/post instrument across the study. Individual student efforts were summarily evaluated with a modified Kansas Science Performance Based Assessment rubric. During the two-week treatment, the students using the GIS-supported materials were found to show positive and significant improvements in science self-efficacy and attitudes toward technology. While female attitudes and self-efficacy were not found to change, males significantly improved on all affective factors. Students using GIS also performed significantly better than traditional mapping students on science process skills, specifically data analysis techniques

  3. Want to Inspire Science Students to Consider a Research Career? Host a Scientist in Your Classroom

    Directory of Open Access Journals (Sweden)

    Patricia J. Baynham

    2010-04-01

    Full Text Available Most biology students have limited exposure to research since this is not a public activity and the pace of science does not lend itself to television dramatization. In contrast, medicine is the subject of numerous TV shows, and students’ experience visiting doctors may lead them to think they want to become physicians. One effective way to encourage these students to consider a research career is to invite engaging scientists to speak about their career paths and lives during class. Students are most likely to be influenced by people they consider to be like themselves. While this method is well-suited to a lecture format where the scientist can address a larger audience, the laboratory would also be appropriate.

  4. Symposium 3 - Science Education “Leopoldo de Meis”: The Relevance of Neuroscience in Evaluation of Students in Classroom

    Directory of Open Access Journals (Sweden)

    Diogo O. Souza

    2015-08-01

    Full Text Available Symposium 3 - Science Education “Leopoldo de Meis” Chair: Wagner Seixas da Silva, Universidade Federal do Rio de JaneiroAbstract:In this talk we will discuss the relevance of the brain neurobiology in the student learning/formal evaluation processes in the classroom. It is important to emphasize that the students “are alive” before and after each class. It means that their brains are receiving a massive amount of environmental stimuli, which are processed by the complex cerebral circuitry involved in learning and memory processes. These stimuli interact with previous memories, which adapt to the new stimuli and are adjusted by them. These constant new interactions induce brain plasticity, changing the behavior in such way that a student that leaves the class is not exactly the same that will enter in the next class. At the same time, when students are in the class, what they are learning is not only (even nor the most relevant what the teacher is trying to teach. These “anonymous” experiences may impact the brain stronger than the teacher’s information. The neurobiological bases of all these interactions are nowadays being more and more revealed; unfortunately this new scientific knowledge is still not integrated in most of the class activities. The idea of this talk is to contribute for the discussion on how important is to incorporate this new scientific information to the current evaluation methods. Importantly, the aim here is not to transform all teachers in neuroscientists, but only motivate the school community for accepting that we learn with the brain and, consequently, the neurobiology of learning and memory should be valorized in formal evaluation of learning. Finally, it is important in terms of evaluation not consider strictly the answers to the question raised in an exam, but what happened within the time between a previous classroom and the time in which the exam is applied.

  5. Everyday classroom assessment practices in science classrooms in Sweden

    Science.gov (United States)

    Gómez, María del Carmen; Jakobsson, Anders

    2014-12-01

    The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

  6. "Designing Instrument for Science Classroom Learning Environment in Francophone Minority Settings: Accounting for Voiced Concerns among Teachers and Immigrant/Refugee Students"

    Science.gov (United States)

    Bolivar, Bathélemy

    2015-01-01

    The three-phase process "-Instrument for Minority Immigrant Science Learning Environment," an 8-scale, 32-item see Appendix I- (I_MISLE) instrument when completed by teachers provides an accurate description of existing conditions in classrooms in which immigrant and refugee students are situated. Through the completion of the instrument…

  7. Lights, Camera, Action Research: The Effects of Didactic Digital Movie Making on Students' Twenty-First Century Learning Skills and Science Content in the Middle School Classroom

    Science.gov (United States)

    Ochsner, Karl

    2010-01-01

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and…

  8. Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures.

    Science.gov (United States)

    Lom, Barbara

    2012-01-01

    The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader's theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor's specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences.

  9. The effects of departmentalized and self-contained classrooms on fifth-grade students' achievement in science on the Georgia Criterion Referenced Competency Test

    Science.gov (United States)

    Koch, Lisa S.

    Elementary instruction of fifth grade classrooms was found to be primarily in two organizational models in a school district northwest of Atlanta, Georgia. The self-contained classroom provided a generalist teacher responsible for the instruction of all academic subjects to one group of students throughout the day, while departmentalized classrooms were structured utilizing one teacher for the instruction of one or two content areas, and students rotated throughout the day for each of the academic subjects. The majority of studies looking at the effect of instructional organization were concentrated in the content areas of mathematics and reading. This quantitative study, utilized an ex post facto methodology to determine whether fifth grade students attending departmentalized schools or self-contained classrooms had higher student achievement in science as measured by the Georgia Criterion Referenced Competency Test (CRCT). The statistical data was collected through the Georgia Department of Education and included raw mean scores of over 500 students attending departmentalized schools and 500 students attending self-contained classrooms, along with the various subgroups such as gender, ethnicity status, English language learners (ELL), and students with disability (SWD) placement. This data was analyzed to show if a significant statistical difference emerged from either instructional organization. The overall results that emerged from the archival data suggested no significant difference in student achievement existed for almost all subgroups tested of the total 1000+ participant scores used in the study. The results also did however, showed the departmentalization model of instruction had a slight advantage over self-contained classrooms for male students with disabilities.

  10. Neuroscientists' classroom visits positively impact student attitudes.

    Directory of Open Access Journals (Sweden)

    Janet L Fitzakerley

    Full Text Available The primary recommendation of the 2010 President's Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists' visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners' perceptions of their own potential to learn. Teacher and student surveys were administered in 4(th-6(th grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students' interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change. Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to

  11. Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures

    Science.gov (United States)

    Lom, Barbara

    2012-01-01

    The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader’s theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor’s specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences. PMID:23494568

  12. Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom

    Science.gov (United States)

    Ochsner, Karl

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and ISTE NET*S, along with the framework from the Partnership for 21st Century Learning Standards, our society demands students not only to learn curriculum, but to think critically, problem solve effectively, and become adept at communicating and collaborating. Didactic digital movie making in the science classroom may be one way that these twenty-first century learning skills may be implemented. An action research study using a mixed-methods approach to collect data was used to investigate if didactic moviemaking can help eighth grade students learn physical science content while incorporating 21st century learning skills of collaboration, communication, problem solving and critical thinking skills through their group production. Over a five week period, students researched lessons, wrote scripts, acted, video recorded and edited a didactic movie that contained a narrative plot to teach a science strand from the Arizona State Standards in physical science. A pretest/posttest science content test and KWL chart was given before and after the innovation to measure content learned by the students. Students then took a 21st Century Learning Skills Student Survey to measure how much they perceived that communication, collaboration, problem solving and critical thinking were taking place during the production. An open ended survey and a focus group of four students were used for qualitative analysis. Three science teachers used a project evaluation rubric to measure science content and production values from the movies. Triangulating the science content test, KWL chart, open ended questions and the project evaluation rubric, it

  13. Spontaneous Play and Imagination in Everyday Science Classroom Practice

    Science.gov (United States)

    Andrée, Maria; Lager-Nyqvist, Lotta

    2013-01-01

    In science education, students sometimes create and engage in spontaneous science-oriented play where ideas about science and scientists are put to use. However, in previous research, little attention has been given to the role of informal spontaneous play in school science classrooms. We argue that, in order to enhance our understanding of…

  14. Learning the pedagogical implications of student diversity: The lived experience of preservice teachers learning to teach secondary science in diverse classrooms

    Science.gov (United States)

    Larkin, Doug

    This study explores the nature of the changes in thinking that occur in prospective teachers during teacher education programs, particularly as these changes pertain to the pedagogical implications of student diversity within the teaching of high school science. The specific research question examined here is: How do preservice secondary science teachers' conceptions about what it means to teach science in diverse classrooms change during a teacher education program, and in what ways are these changes influenced by their science methods courses and student teaching experiences? The theory of conceptual change serves as the framework for understanding preservice teacher learning in this study. In this research, I describe the experiences of six prospective secondary science teachers from four different teacher education programs located in the Midwestern United States using a multiple case study approach. Qualitative data was collected from students through interviews, questionnaires, teaching portfolios, written coursework, lesson planning materials, and naturalistic observations of student teaching. The questionnaire and interview protocols were based on those developed for the Teacher Education and Learning to Teach study (NCRTE, 1991) and adapted for specific science content areas. Findings of this study include the fact that participants came to view the salience of diversity in science teaching primarily in terms of students' interest, motivation, and engagement. Also, it appeared prospective teachers needed to first recognize the role that student thinking plays in learning before being able to understand the pedagogical implications of student diversity became possible. Finally, while all of the participants increasingly valued student ideas, they did so for a wide variety of reasons, not all of which related to student learning. The implications section of this study highlights opportunities for drawing on science education research to inform multicultural

  15. Enhancing Students' Communication Skills in the Science Classroom through Socioscientific Issues

    Science.gov (United States)

    Chung, Yoonsook; Yoo, Jungsook; Kim, Sung-Won; Lee, Hyunju; Zeidler, Dana L.

    2016-01-01

    Communication skills are one of the most important competencies for 21st century global citizens. Our guiding presupposition was that socioscientific issues (SSIs) could be used as an effective pedagogical tool for promoting students' communication skills by increasing peer interactions, stimulating students' reasoning, and in constructing shared…

  16. Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes

    Science.gov (United States)

    Robinson, Esther; Fraser, Barry J.

    2013-01-01

    This study, involving the modification, validation and use of a learning environment questionnaire for both kindergarten students and their parents, is significant because prior learning environment research has normally involved neither parents nor such young students. A questionnaire, which was based on the What Is Happening In this Class? and…

  17. Intending to stay: Positive images, attitudes, and classroom experiences as influences on students' intentions to persist in science and engineering majors

    Science.gov (United States)

    Wyer, Mary Beth

    2000-10-01

    Contemporary research on persistence in undergraduate education in science and engineering has focused primarily on identifying the structural, social, and psychological barriers to participation by students in underrepresented groups. As a result, there is a wealth of data to document why students leave their majors, but there is little direct empirical data to support prevailing presumptions about why students stay. Moreover, researchers have used widely differing definitions and measures of persistence, and they have seldom explored field differences. This study compared three ways of measuring persistence. These constituted three criterion variables: commitment to major, degree aspirations, and commitment to a science/engineering career. The study emphasized social factors that encourage students to persist, including four predictor variables---(1) positive images of scientists/engineers, (2) positive attitudes toward gender and racial equality, (3) positive classroom experiences, and (4) high levels of social integration. In addition, because researchers have repeatedly documented the degree to which women are more likely than men to drop out of science and engineering majors, the study examined the potential impact of gender in relation to these predictor variables. A survey was administered in the classroom to a total of 285 students enrolled in a required course for either a biological sciences and or an engineering major. Predictor variables were developed from standard scales, including the Images of Science/Scientists Scale, the Attitudes toward Women Scale, the Women in Science Scale, and the Perceptions of Prejudice Scale. Based on logistic regression models, results indicate that positive images of scientists and engineers was significantly related to improving the odds of students having a high commitment to major, high degree aspirations, and high commitment to career. There was also evidence that positive attitudes toward gender and racial equality

  18. Google Classroom and Open Clusters: An Authentic Science Research Project for High School Students

    Science.gov (United States)

    Johnson, Chelen H.; Linahan, Marcella; Cuba, Allison Frances; Dickmann, Samantha Rose; Hogan, Eleanor B.; Karos, Demetra N.; Kozikowski, Kendall G.; Kozikowski, Lauren Paige; Nelson, Samantha Brooks; O'Hara, Kevin Thomas; Ropinski, Brandi Lucia; Scarpa, Gabriella; Garmany, Catharine D.

    2016-01-01

    STEM education is about offering unique opportunities to our students. For the past three years, students from two high schools (Breck School in Minneapolis, MN, and Carmel Catholic High School in Mundelein, IL) have collaborated on authentic astronomy research projects. This past year they surveyed archival data of open clusters to determine if a clear turnoff point could be unequivocally determined. Age and distance to each open cluster were calculated. Additionally, students requested time on several telescopes to obtain original data to compare to the archival data. Students from each school worked in collaborative teams, sharing and verifying results through regular online hangouts and chats. Work papers were stored in a shared drive and on a student-designed Google site to facilitate dissemination of documents between the two schools.

  19. Student Engagement In Inclusive Classrooms

    DEFF Research Database (Denmark)

    Rangvid, Beatrice Schindler

    There is general agreement that to thrive and learn at their best, students must be engaged. However, schools face a particular challenge to provide a suitable and engaging learning environment for SEN (special educational needs) students who are educated in general education classes. Using data......-students as for other students. This highlights the need for better inclusion initiatives aimed at strengthening engagement of SEN-students in regular classrooms....

  20. Flipped Classrooms and Student Learning: Not Just Surface Gains

    Science.gov (United States)

    McLean, Sarah; Attardi, Stefanie M.; Faden, Lisa; Goldszmidt, Mark

    2016-01-01

    The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and…

  1. `Learning Experience' Provided by Science Teaching Practice in a Classroom and the Development of Students' Competences

    Science.gov (United States)

    Lopes, J. Bernardino; Branco, Julia; Jimenez-Aleixandre, Maria Pilar

    2011-11-01

    According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of `learning experience' provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students' learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students' competences were evaluated by a competence test. The epistemic demand of each item and the students' performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.

  2. Implementing the Flipped Classroom in a Veterinary Pre-clinical Science Course: Student Engagement, Performance, and Satisfaction.

    Science.gov (United States)

    Dooley, Laura M; Frankland, Sarah; Boller, Elise; Tudor, Elizabeth

    2018-01-01

    There has been a recent move toward active learning pedagogies in veterinary education, with increasing use of a blended approach that incorporates both online resources and live classroom sessions. In this study, an established veterinary pre-clinical course in introductory animal health was transitioned from a traditional didactic lecture delivery mode to a flipped classroom approach with core content delivered online. This study compared the experiences of two cohorts of students who studied the same course in the different formats in consecutive years. Online learning resources included short video segments and a variety of short problems and activities. Online materials were complemented with weekly small-group case-based learning classes facilitated by academic staff. A mixed methods evaluation strategy was applied using student grades, surveys, and focus groups to compare student academic performance, satisfaction, and engagement between the two cohorts. The flipped classroom cohort achieved significantly higher grades in the written answer section of the final examination. Student satisfaction with learning resources was also higher in this cohort. However, satisfaction with other aspects of the course was largely the same for both cohorts. This study revealed some of the challenges associated with achieving adequate student preparation for class using online resources. The outcomes of this study have implications for veterinary educators considering the design and development of new online learning resources.

  3. College science teachers' views of classroom inquiry

    Science.gov (United States)

    Brown, Patrick L.; Abell, Sandra K.; Demir, Abdulkadir; Schmidt, Francis J.

    2006-09-01

    The purposes of this study were to (a) gain an understanding of the views of inquiry held by faculty members involved in undergraduate science teaching and (b) describe the challenges, constraints, and opportunities that they perceived in designing and teaching inquiry-based laboratories. Participants included 19 college professors, representing both life and physical science disciplines, from (a) 2-year community college, (b) small, private nonprofit liberal arts college, (c) public master's granting university, and (d) public doctoral/research extensive university. We collected data through semistructured interviews and applied an iterative data analysis process. College science faculty members held a full and open inquiry view, seeing classroom inquiry as time consuming, unstructured, and student directed. They believed that inquiry was more appropriate for upper level science majors than for introductory or nonscience majors. Although faculty members valued inquiry, they perceived limitations of time, class size, student motivation, and student ability. These limitations, coupled with their view of inquiry, constrained them from implementing inquiry-based laboratories. Our proposed inquiry continuum represents a broader view of inquiry that recognizes the interaction between two dimensions of inquiry: (a) the degree of inquiry and (b) the level of student directedness, and provides for a range of inquiry-based classroom activities.

  4. How Does Science Learning Occur in the Classroom? Students' Perceptions of Science Instruction during the Implementation of REAPS Model

    Science.gov (United States)

    Gomez-Arizaga, Maria P.; Bahar, A. Kadir; Maker, C. June; Zimmerman, Robert; Pease, Randal

    2016-01-01

    In this qualitative study the researchers explored children's perceptions of their participation in a science class in which an elementary science curriculum, the Full Option Science System (FOSS), was combined with an innovative teaching model, Real Engagement in Active Problem Solving (REAPS). The children were capable of articulating views…

  5. In the Footsteps of Roger Revelle: A STEM Partnership Between Scripps Institution of Oceanography, Office of Naval Research and Middle School Science Students Bringing Next Generation Science Standards into the Classroom through Ocean Science

    Science.gov (United States)

    Brice, D.; Appelgate, B., Jr.; Mauricio, P.

    2014-12-01

    Now in its tenth year, "In the Footsteps of Roger Revelle" (IFRR) is a middle school science education program that draws student interest, scientific content and coherence with Next Generation Science Standards from real-time research at sea in fields of physical science. As a successful collaboration involving Scripps Institution of Oceanography (SIO),Office of Naval Research (ONR), and San Marcos Middle School (SMMS), IFRR brings physical oceanography and related sciences to students at the San Marcos Middle School in real-time from research vessels at sea using SIO's HiSeasNet satellite communication system. With a generous grant from ONR, students are able to tour the SIO Ships and spend a day at sea doing real oceanographic data collection and labs. Through real-time and near-realtime broadcasts and webcasts, students are able to share data with scientists and gain an appreciation for the value of Biogeochemical research in the field as it relates to their classroom studies. Interaction with scientists and researchers as well as crew members gives students insights into not only possible career paths, but the vital importance of cutting edge oceanographic research on our society. With their science teacher on the ship as an education outreach specialist or ashore guiding students in their interactions with selected scientists at sea, students observe shipboard research being carried out live via videoconference, Skype, daily e-mails, interviews, digital whiteboard sessions, and web interaction. Students then research, design, develop, deploy, and field-test their own data-collecting physical oceanography instruments in their classroom. The online interactive curriculum models the Next Generation Science Standards encouraging active inquiry and critical thinking with intellectually stimulating problem- solving, enabling students to gain critical insight and skill while investigating some of the most provocative questions of our time, and seeing scientists as

  6. Avatar in the Science Classroom

    Science.gov (United States)

    Siegel, Deborah

    2011-01-01

    Students love pop culture, which is often full of science and scientific concepts that may or may not be correctly presented. When teachers tie a science project to a movie, TV series, or song, they help guide students toward correct interpretations. And, more important, teachers stimulate their creativity by tapping into their culture. This…

  7. Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

    Science.gov (United States)

    Nuangchalerm, Prasart

    2013-01-01

    Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

  8. Bringing Inquiry Science to K-5 Classrooms

    Science.gov (United States)

    Schachtel, Paula L.; Messina, D. L.; McDermott, L. C.

    2006-12-01

    As a science coach in the Seattle School District, I am responsible for helping other elementary teachers teach science. For several years, I have been participating in a program that consists of intensive NSF Summer Institutes and an ongoing academic-year Continuation Course. Teachers in this program work through modules in Physics by Inquiry, a research-based curriculum developed by the Physics Education Group at the University of Washington.1 I will discuss how this type of professional development has deepened my understanding of topics in physical science, helped me to teach science by inquiry to my own students, and enabled me to assist my colleagues in implementing inquiry science in their K-5 classrooms. Sponsored by Lillian C. McDermott. 1. A research-based curriculum developed by L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, New York, NY, John Wiley & Sons, Inc. (1996.)

  9. Silencing of Voices in a Swedish Science Classroom

    Science.gov (United States)

    Ramos de Robles, S. Lizette

    2018-01-01

    From a sociocultural perspective, I discuss data from a Swedish science classroom presented in María Gómez's article "Student Explanations of their Science Teachers' Assessments, Grading Practices, and How they learn Science". In this discussion, I focus on the need to change existing conceptions of assessment in the teaching and…

  10. What is taking place in science classrooms?: A case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning

    Science.gov (United States)

    Norman, Lashaunda Renea

    This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students' learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants' parents value education and moved to Success Middle School

  11. Teaching Planetary Sciences in Bilingual Classrooms

    Science.gov (United States)

    Lebofsky, L. A.; Lebofsky, N. R.

    1993-05-01

    Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. It also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80% feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K--3 and 38 minutes per day in 4--6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. Therefore in order to teach earth/space science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. Tucson has another, but not unique, problem. The largest public school district, the Tucson Unified School District (TUSD), provides a neighborhood school system enhanced with magnet, bilingual and special needs schools for a school population of 57,000 students that is 4.1% Native American, 6.0% Black, and 36.0% Hispanic (1991). This makes TUSD and the other school districts in and around Tucson ideal for a program that reaches students of diverse ethnic backgrounds. However, few space sciences materials exist in Spanish; most materials could not be used effectively in the classroom. To address this issue, we have translated NASA materials into Spanish and are conducting a series of workshops for bilingual classroom teachers. We will discuss in detail our bilingual classroom workshops

  12. Health science students and their learning environment: a comparison of perceptions of on-site, remote-site, and traditional classroom students.

    Science.gov (United States)

    Elison-Bowers, P; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather

    2008-02-05

    This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself.

  13. Science Learning outside the Classroom

    Science.gov (United States)

    Robelen, Erik W.; Sparks, Sarah D.; Cavanagh, Sean; Ash, Katie; Deily, Mary-Ellen Phelps; Adams, Caralee

    2011-01-01

    As concern mounts that U.S. students lack sufficient understanding of science and related fields, it has become increasingly clear that schools can't tackle the challenge alone. This special report explores the field often called "informal science education," which is gaining broader recognition for its role in helping young people…

  14. The effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course

    Science.gov (United States)

    Dixon, Keshia L.

    This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental, pretest-posttest non-equivalent group design was conducted. After receipt of Liberty University Institutional Review Board approval and the school district's Department of Research and Evaluation for School Improvement, students completed a pretest comprised of the Science Motivation Questionnaire II (SMQ-II) and the Human Anatomy and Physiology Unit Test. Participants in the experimental group engaged in the treatment, the flipped classroom, using instructional materials on the educational website, Edmodo(TM), and applied content material taught using hands-on activities inclusive of assigned laboratory experiments. Participants in the control group received instruction using traditional face-to-face lecture-homework format while also engaging in assigned laboratory experiments. After the completion of the treatment all participants completed a posttest. Data from both the pretest and posttest was statistically analyzed individually using two separate one-way ANOVA/ANCOVA analyses; and researcher reported the results of the statistical analyses. After completion of the analyses, and interpretation of the results, recommendations for future research were given.

  15. University of Maine’s Follow a Researcher™ Program: Using Graduate Student Field Research as a Framework to Incorporate Next Generation Science Standards (NGSS) Practices in the K-12 Classroom

    OpenAIRE

    Kaluzienski, Lynn; Hamley, Catherine; Rodda, Charles; Kranich, Gregory; Wilson, Laura

    2016-01-01

    Follow a Researcher™ is an innovative University of Maine 4-H program that connects youth with a graduate student who is conducting field research in a remote location. Using technology and social media, K-12 classrooms have an unprecedented opportunity to get to know a student researcher. Youth engage in the research process and witness NGSS Science and Engineering Practices in action.

  16. Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning

    Science.gov (United States)

    Harmon, Melissa Cameron

    2017-01-01

    Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…

  17. Metacognitive Strategies in the Introduction to Political Science Classroom

    Science.gov (United States)

    Lusk, Adam

    2016-01-01

    This article examines metacognitive-based teaching strategies and provides preliminary evidence about their effectiveness in the political science classroom. In a 2013 Fall semester Introduction to Political Science course, three metacognitive-based teaching strategies were designed and implemented for improving student learning through greater…

  18. Backyard Botany: Using GPS Technology in the Science Classroom

    Science.gov (United States)

    March, Kathryn A.

    2012-01-01

    Global Positioning System (GPS) technology can be used to connect students to the natural world and improve their skills in observation, identification, and classification. Using GPS devices in the classroom increases student interest in science, encourages team-building skills, and improves biology content knowledge. Additionally, it helps…

  19. The Earth Science for Tomorrows Classroom

    Science.gov (United States)

    Shanskiy, Merrit

    2015-04-01

    The Earth sciences comprises many fascinating topics that is teached to different age level pupils/students in order to bring hard core science closer to their daily life. With developing possibilities in IT, multimedia overall electronic sector the teachers/lecturers have continuous possibilities to accomplish novel approaches and utilize new ideas to make science more interesting for students in all ages. Emerging, from personal experiences, the teaching of our surrounding Environment can be very enjoyable. In our everyday life the SOIL remains invisible. The soil is covered by plant cover which makes the topic somewhat in distant that is not "visible" to an eye and its importance is underestimated. In other hand, the SOIL is valuable primary resource for food production and basis of life for healthy environment. From several studies have found that because its complications, SOIL related topics are not very often chosen topic for course or diploma works by students. The lower-school students are very open to environmental topics accordingly to the grades. Here, the good results can be obtained through complimentary materials creation, like story telling and drawing books and puzzles. The middle/ and upper/school students will experience "real science" being able to learn what the science is about which often can play a important role on making choices for future curriculum completion at university level. Current presentation shares the ideas of selected methods that had showed successful results on different Earth Science topics teaching (biodiversity, growing substrates, green house gas emissions). For some ideas the presentation introduces also the further developmental possibilities to be used in teaching at Tomorrows Classroom.

  20. Plastics in the Ocean: Engaging Students in Core Competencies Through Issues-Based Activities in the Science Classroom.

    Science.gov (United States)

    Fergusson-Kolmes, L. A.

    2016-02-01

    Plastic pollution in the ocean is a critical issue. The high profile of this issue in the popular media makes it an opportune vehicle for promoting deeper understanding of the topic while also advancing student learning in the core competency areas identified in the NSF's Vision and Change document: integration of the process of science, quantitative reasoning, modeling and simulation, and an understanding of the relationship between science and society. This is a challenging task in an introductory non-majors class where the students may have very limited math skills and no prior science background. In this case activities are described that ask students to use an understanding of density to make predictions and test them as they consider the fate of different kinds of plastics in the marine environment. A comparison of the results from different sampling regimes introduces students to the difficulties of carrying out scientific investigations in the complex marine environment as well as building quantitative literacy skills. Activities that call on students to make connections between global issues of plastic pollution and personal actions include extraction of microplastic from personal care products, inventories of local plastic-recycling options and estimations of contributions to the waste stream on an individual level. This combination of hands-on-activities in an accessible context serves to help students appreciate the immediacy of the threat of plastic pollution and calls them to reflect on possible solutions.

  1. Getting the picture: A mixed-methods inquiry into how visual representations are interpreted by students, incorporated within textbooks, and integrated into middle-school science classrooms

    Science.gov (United States)

    Lee, Victor Raymond

    Modern-day middle school science textbooks are heavily populated with colorful images, technical diagrams, and other forms of visual representations. These representations are commonly perceived by educators to be useful aids to support student learning of unfamiliar scientific ideas. However, as the number of representations in science textbooks has seemingly increased in recent decades, concerns have been voiced that many current of these representations are actually undermining instructional goals; they may be introducing substantial conceptual and interpretive difficulties for students. To date, very little empirical work has been done to examine how the representations used in instructional materials have changed, and what influences these changes exert on student understanding. Furthermore, there has also been limited attention given to the extent to which current representational-use routines in science classrooms may mitigate or limit interpretive difficulties. This dissertation seeks to do three things: First, it examines the nature of the relationship between published representations and students' reasoning about the natural world. Second, it considers the ways in which representations are used in textbooks and how that has changed over a span of five decades. Third, this dissertation provides an in-depth look into how middle school science classrooms naturally use these visual representations and what kinds of support are being provided. With respect to the three goals of this dissertation, three pools of data were collected and analyzed for this study. First, interview data was collected in which 32 middle school students interpreted and reasoned with a set of more and less problematic published textbook representations. Quantitative analyses of the interview data suggest that, counter to what has been anticipated in the literature, there were no significant differences in the conceptualizations of students in the different groups. An accompanying

  2. Interdisciplinary Science in the Classroom

    Science.gov (United States)

    French, L. M.; Lopresti, V. C.; Papali, P.

    1993-05-01

    The practice of science is by its very nature interdisciplinary. Most school curricula, however, present science as a "layer cake" with one year each of biology, chemistry, earth science, and physics. Students are too often left with a fragmented, disjointed view of the sciences as separate and distinct bodies of information. The continuity of scientific thought and the importance of major ideas such as energy, rates of change, and the nature of matter are not seen. We describe two efforts to integrate the sciences in a middle school curriculum and in an introductory science course for prospective elementary teachers. Introductory physical science for eighth graders at the Park School has three major units: "Observing the Sky", "The Nature of Matter", and "The Nature of Light". The course moves from simple naked-eye observations of the Sun and Moon to an understanding of the apparent motions of the Sun and of the Earth's seasons. In "The Nature of Matter", students construct operational definitions of characteristic properties of matter such as density, boiling point, solubility, and flame color. They design and perform many experiments and conclude by separating a mixture of liquids and solids by techniques such as distillation and fractional crystallization. In studying flame tests, students learn that different materials have different color "signatures" and that the differences can be quantified with a spectroscope. They then observe solar absorption lines with their spectroscopes and discover which elements are present in the Sun. Teachers of young children are potentially some of the most powerful allies in increasing our country's scientific literacy, yet most remain at best uneasy about science. At Wheelock College we are designing a course to be called "Introduction to Natural Science" for elementary education majors. We will address special needs of many in this population, including science anxiety and poor preparation in mathematics. A broad conceptual

  3. Streaming Seismograms into Earth-Science Classrooms

    Science.gov (United States)

    Ammon, C. J.

    2011-12-01

    Seismograms are the fundamental observations upon which seismology is based; they are central to any course in seismology and important for any discussion of earthquake-related phenomena based on seismic observations. Advances in the collection and distribution of seismic data have made the use of research-quality seismograms in any network capable classroom feasible. The development of large, deep seismogram archives place an unprecedented quantity of high-quality data within reach of the modern classroom environment. I describe and discuss several computer tools and classroom activities that I use in introductory (general education) and advanced undergraduate courses that present near real-time research-quality seismic observations in the classroom. The Earth Motion Monitor Application (EMMA), is a MacOS application that presents a visually clear seismogram display that can be projected in classrooms with internet access. Seismic signals from thousands of station are available from the IRIS data center and the bandwidth can be tailored to the particular type of signal of interest (large event, low frequencies; small event, high frequencies). In introductory classes for non-science students, the near realtime display routinely shows magnitude 4.0-5.0 earthquake-generated signals, demonstrating to students the frequency of earthquake occurrence. Over the next few minutes as the waves travel through and across the planet, their arrival on the seismogram display provides some basic data for a qualitative estimate of the event's general location. When a major or great earthquake occurs, a broad-band display of signals from nearby stations can dramatically and dynamically illuminate the frequent activity associated with the aftershock sequence. Routine use of the display (while continuing the traditional classroom activities) provides students with a significant dose of seismogram study. Students generally find all the signals, including variations in seismic

  4. From the Classroom to the Workplace: How Social Science Students Are Learning to Do Data Analysis for Real

    Science.gov (United States)

    Carter, Jackie; Brown, Mark; Simpson, Kathryn

    2017-01-01

    In British social science degree programmes, methods courses have a bad press, and statistics courses in particular are not well-liked by most students. A nationally-coordinated, strategic investment in quantitative skills training, Q-Step, is an attempt to address the issues affecting the shortage of quantitatively trained humanities and social…

  5. Exploring alternative assessment strategies in science classrooms

    Directory of Open Access Journals (Sweden)

    Michèle Stears

    2010-01-01

    Full Text Available The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in social settings. In our research we attempted to determine the types of outcomes achieved in a Grade 6 classroom where alternative strategies such as interactive assessments were implemented. Analyses of these outcomes show that the learners learned much more than the tests indicate, although what they learnt was not necessarily science. The implications for assessment are clear: strategies that assess knowledge of science concepts, as well as assessment of outcomes other than science outcomes, are required if we wish to gain a holistic understanding of the learning that occurs in science classrooms.

  6. Mapping Science in Discourse-based Inquiry Classrooms

    Science.gov (United States)

    Yeneayhu, Demeke Gesesse

    Abstract The purpose of this study was to investigate how discourse-based inquiry science lessons provided opportunities for students to develop a network of semantic relations among core ideas and concepts in science. It was a naturalistic inquiry classroom lessons observation study on three science teachers--- a middle school science teacher and two high school physics teachers in an urban school district located in the Western New York region. Discourse and thematic analysis drawn from the theory of Systemic Functional Linguistics were utilized as guiding framework and analysis tools. Analysis of the pre-observation and post-observation interviews of the participant teachers revealed that all of the three teachers participated in at least one inquiry-based science teaching teacher professional development program and they all thought their classroom teaching practice was inquiry-based. Analysis of their classroom lesson videos that each participant teacher taught on a specific science topic revealed that the middle school teacher was found to be a traditional teacher-dominated classroom whereas the two high school physics teachers' classroom teaching approach was found to be discourse-based inquiry. One of the physics teachers who taught on a topic of Magnetic Interaction used relatively structured and guided-inquiry classroom investigations. The other physics teacher who taught on a topic of Color Mixing utilized open-ended classroom investigations where the students planned and executed the series of classroom science investigations with minimal guidance from the teacher. The traditional teacher-based classroom communicative pattern was found to be dominated by Triadic Dialogue and most of the science thematics were jointly developed by the teacher and the students, but the students' role was limited to providing responses to the teacher's series questions. In the guided-inquiry classroom, the common communicative pattern was found to be True Dialogue and most

  7. Sample classroom activities based on climate science

    Science.gov (United States)

    Miler, T.

    2009-09-01

    We present several activities developed for the middle school education based on a climate science. The first activity was designed to teach about the ocean acidification. A simple experiment can prove that absorption of CO2 in water increases its acidity. A liquid pH indicator is suitable for the demonstration in a classroom. The second activity uses data containing coordinates of a hurricane position. Pupils draw a path of a hurricane eye in a tracking chart (map of the Atlantic ocean). They calculate an average speed of the hurricane, investigate its direction and intensity development. The third activity uses pictures of the Arctic ocean on September when ice extend is usually the lowest. Students measure the ice extend for several years using a square grid printed on a plastic foil. Then they plot a graph and discuss the results. All these activities can be used to improve the natural science education and increase the climate change literacy.

  8. The Effects of Individual Versus Cooperative Testing in a Flipped Classroom on the Academic Achievement, Motivation Toward Science, and Study Time for 9th Grade Biology Students

    Science.gov (United States)

    McCall, Megan O'Neill

    This study examined the effects of cooperative testing versus traditional or individual testing and the impacts on academic achievement, motivation toward science, and study time for 9th grade biology students. Research questions centered on weekly quizzes given in a flipped classroom format for a period of 13 weeks. The study used a mixed methods research design, which combined quantitative and qualitative data collection techniques. The study examined 66 students enrolled in three sections of a 9 th grade biology course at a private K-12 school. Students were randomly assigned to groups of three or four students. Weekly quizzes on regularly assigned curriculum material were provided from the flipped classroom videos. Six quizzes were randomly selected for each class to be in the cooperative testing format and six quizzes were randomly selected to be given individually or traditional-style testing format. Week 7 was reserved for administration of the mid-study questionnaire and no quiz was administered. Quantitative data collected included student grades on the 12 weekly quizzes. Qualitative data were also collected from pre-study, mid-study, and post-study questionnaires as well as semi-structured individual interviews and one focus group. Cooperative testing groups scored higher on the quizzes than when students took quizzes as individuals for five of the nine quizzes analyzed. Students did not score significantly higher than the best scorer in groups taking quizzes individually. For one quiz, the best scorer did better than the cooperative groups. Overall, cooperatively tested groups in some cases scored higher than the average of groups taking the quizzes individually, but the impact was not consistent across all quiz weeks. Difficulty level of the material, contextual factors, and ceiling effects are among potential explanations of the inconsistent outcomes. Across the study, motivation toward science stayed the same or increased depending on the aspect of

  9. The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School

    Directory of Open Access Journals (Sweden)

    Mark Kenneth Camiling

    2017-08-01

    Full Text Available Technology has greatly shaped pedagogical practices over time. However scholars posit that the developing technology-aided, -based, and -oriented instructional practices still need scholarly and systematic studies to prove their effectiveness. An emerging teaching strategy that highlights technology tools and programs is Flipped Learning: a strategy where technology redirects learning from large groups to individuals. The research described here hypothesizes that there is a significant difference between the basic science process skills test score means of elementary students in a Flipped classroom and those in a traditional classroom. To test this hypothesis, an experimental design was used as the participants were divided the into two groups: experimental and control. An instructional design was crafted to simultaneously teach both control and experimental groups within a one (1 hour schedule. The experimental group was asked to watch at home researcher-made videos that teach the basic science process skills. In class, these participants deepened understanding of the skills through varied activities. The control group was taught using the traditional method operationalized as 5E Inquiry-Based Model.Both pre- and post-tests were administered to check the relative test scores. A Mann Whitney U test was conducted to evaluate the difference between the basic process skills test mean scores. It is concluded that there is a statistically significant difference (at α=0.05, r = 0.42 with a large effect size between the two variables.

  10. Scientists in the Classroom Mentor Model Program - Bringing real time science into the K - 12 classroom

    Science.gov (United States)

    Worssam, J. B.

    2017-12-01

    Field research finally within classroom walls, data driven, hands on with students using a series of electronic projects to show evidence of scientific mentor collaboration. You do not want to miss this session in which I will be sharing the steps to develop an interactive mentor program between scientists in the field and students in the classroom. Using next generation science standards and common core language skills you will be able to blend scientific exploration with scientific writing and communication skills. Learn how to make connections in your own community with STEM businesses, agencies and organizations. Learn how to connect with scientists across the globe to make your classroom instruction interactive and live for all students. Scientists, you too will want to participate, see how you can reach out and be a part of the K-12 educational system with students learning about YOUR science, a great component for NSF grants! "Scientists in the Classroom," a model program for all, bringing real time science, data and knowledge into the classroom.

  11. Influences on Intercultural Classroom Communication: Student Voices

    Science.gov (United States)

    Tarp, Gertrud

    2017-01-01

    The case study is an attempt to understand how students experience intercultural classroom communication and what kind of competence they need to cope in intercultural classroom communication. The context is a supplementary course in English for university enrolment in Denmark. It is a multinational student body and all the students have finished…

  12. Science classroom inquiry (SCI simulations: a novel method to scaffold science learning.

    Directory of Open Access Journals (Sweden)

    Melanie E Peffer

    Full Text Available Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

  13. Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning.

    Science.gov (United States)

    Peffer, Melanie E; Beckler, Matthew L; Schunn, Christian; Renken, Maggie; Revak, Amanda

    2015-01-01

    Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

  14. Cultivating characters (moral value) through internalization strategy in science classroom

    Science.gov (United States)

    Ibrahim, M.; Abadi

    2018-01-01

    It is still in a crucial debate that characters play an important learning outcome to be realized by design. So far, most people think that characters were reached as nurturance effect with the assumption that students who are knowledgeable and skillful will have good characters automatically. Lately, obtained evidence that this assumption is not true. Characters should be taught deliberately or by design. This study was designed to culture elementary school students’ characters through science classroom. The teaching-learning process was conducted to facilitate and bridge the students from the known (concrete images: Science phenomena) to the unknown (abstract ideas: characters: care, and tolerance. Characters were observed five weeks before and after the intervention. Data were analyzed from observation of 24 students in internalization strategy-based courses. Qualitative and quantitative data suggested that the internalization strategy that use of science phenomena to represent abstract ideas (characters) in science classroom positively cultivating characters.

  15. The Effects of Departmentalized and Self-Contained Classrooms on Fifth-Grade Students' Achievement in Science on the Georgia Criterion Referenced Competency Test

    Science.gov (United States)

    Koch, Lisa S.

    2013-01-01

    Elementary instruction of fifth grade classrooms was found to be primarily in two organizational models in a school district northwest of Atlanta, Georgia. The self-contained classroom provided a generalist teacher responsible for the instruction of all academic subjects to one group of students throughout the day, while departmentalized…

  16. Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

    Science.gov (United States)

    Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

    2008-01-01

    This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…

  17. Flipped classrooms and student learning: not just surface gains.

    Science.gov (United States)

    McLean, Sarah; Attardi, Stefanie M; Faden, Lisa; Goldszmidt, Mark

    2016-03-01

    The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning. Copyright © 2016 The American Physiological Society.

  18. Changes in science classrooms resulting from collaborative action research initiatives

    Science.gov (United States)

    Oh, Phil Seok

    Collaborative action research was undertaken over two years between a Korean science teacher and science education researchers at the University of Iowa. For the purpose of realizing science learning as envisioned by constructivist principles, Group-Investigations were implemented three or five times per project year. In addition, the second year project enacted Peer Assessments among students. Student perceptions of their science classrooms, as measured by the Constructivist Learning Environment Survey (CLES), provided evidence that the collaborative action research was successful in creating constructivist learning environments. Student attitudes toward science lessons, as examined by the Enjoyment of Science Lessons Scale (ESLS), indicated that the action research also contributed to developing more positive attitudes of students about science learning. Discourse analysis was conducted on video-recordings of in-class presentations and discussions. The results indicated that students in science classrooms which were moving toward constructivist learning environments engaged in such discursive practices as: (1) Communicating their inquiries to others, (2) Seeking and providing information through dialogues, and (3) Negotiating conflicts in their knowledge and beliefs. Based on these practices, science learning was viewed as the process of constructing knowledge and understanding of science as well as the process of engaging in scientific inquiry and discourse. The teacher's discursive practices included: (1) Wrapping up student presentations, (2) Addressing misconceptions, (3) Answering student queries, (4) Coaching, (5) Assessing and advising, (6) Guiding students discursively into new knowledge, and (7) Scaffolding. Science teaching was defined as situated acts of the teacher to facilitate the learning process. In particular, when the classrooms became more constructivist, the teacher intervened more frequently and carefully in student activities to fulfill a

  19. Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

    Science.gov (United States)

    Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

    2013-08-01

    Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Specifically, we examined the opportunities present in Montessori classrooms for students to develop an interest in the natural world, generate explanations in science, and communicate about science. Using ethnographic research methods in four Montessori classrooms at the primary and elementary levels, this research captured a range of scientific learning opportunities. The study found that the Montessori learning environment provided opportunities for students to develop enduring interests in scientific topics and communicate about science in various ways. The data also indicated that explanation was largely teacher-driven in the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research that bridges educational contexts.

  20. The Effectiveness of a Technology-Enhanced Flipped Science Classroom

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    Sezer, Baris

    2017-01-01

    This study examined the effect on the learning and motivation of students of a flipped classroom environment enriched with technology. A mixed research design using a pretest or posttest experimental model, combined with qualitative data, was conducted in a public middle school in Turkey for 2 weeks (three class hours) within a science course.…

  1. Conceptualizing RTI in 21st-Century Secondary Science Classrooms: Video Games' Potential to Provide Tiered Support and Progress Monitoring for Students with Learning Disabilities

    Science.gov (United States)

    Marino, Matthew T.; Beecher, Constance C.

    2010-01-01

    Secondary schools across the United States are adopting response to intervention (RTI) as a means to identify students with learning disabilities (LD) and provide tiered instructional interventions that benefit all students. The majority of current RTI research focuses on students with reading difficulties in elementary school classrooms.…

  2. Effect of Engineering Education by Science Classroom for High School, Junior High School and Elementary School Students

    Science.gov (United States)

    Yukita, Kazuto; Goto, Tokimasa; Mizuno, Katsunori; Nakano, Hiroyuki; Ichiyanagi, Katsuhiro; Goto, Yasuyuki; Mori, Tsuyoshi

    Recently the importance of Monozukuri (manufacturing) has been watched with keen interest as a social; problem, which has a relation with schoolchildren's decline of their academic standards, pointed out by the reports of PISA of OECD and TIMSS, etc., and their “losing interest in science” and “dislike of science”, some people worry about, which will lead to the decline of technology in the home industry, the top-class personnel shortage, and the decrease of economical power in this country in the future. In order to solve such a problem, science pavilions, universities, and academic societies of science and engineering etc. in various places hold “Monozukuiri Classrooms” or “Science Classrooms”. We can say that various activities which try to hold off “losing interest in science” and “dislike of science.” in the whole society. Under such a situation, Aichi Institute of Technology (AIT) to which we belong, also tries to contribute to the activity of solving the problem, and holds various engineering education lectures which intend for elementary, junior high school and senior high school students. AIT has held “The Whole Experience World” which tries to bring up a talented person who has a dream and hope towards science and technology, grows his/her originality, intellectual curiosity and spirit of inquiry, and supports the nation based on science and technology in the summer vacation since 2001. This paper reports the result of a questionnaire about what kind of the long-term learning effect on the children who participated in “The Whole Experience World” and “Boys and Girls Robot Lectures”. As the conclusion of the study, we can say that the lectures could give the participants who were interested in science and technology more interest. And we could give them the idea of what the study of science and technology is. As a result, we could contribute to the participants' decision of the courses' selection in life.

  3. Question Asking in the Science Classroom: Teacher Attitudes and Practices

    Science.gov (United States)

    Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

    2014-02-01

    Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.

  4. Students' perceptions of academic dishonesty in a chemistry classroom laboratory

    Science.gov (United States)

    Del Carlo, Dawn Irene

    Academic dishonesty has been an important issue in the classroom for as long as the classroom has been in use. Most reports pertain to exams, homework, and plagiarism of term papers but, one area that has not been studied extensively is that of the classroom laboratory. My work focuses on three guiding questions: (1) What are students' perceptions toward academic dishonesty in a laboratory based class? (2) What distinction if any do students make between this type of academic dishonesty compared to dishonesty that may occur in a research laboratory? (3) How if at all do these perceptions change with age and/or research experience? Four major assertions come from this work. The first is that students do not think that what they do in the classroom laboratory is science and consequently do not treat the classroom laboratory differently than any other academic class. Additionally, they make a clear distinction between what happens in a class lab and what happens in a research or industrial lab. Consequently, students perceive there to be a significant difference in dishonesty between those two settings. Finally, this distinction is not as pronounced in graduate students and is seen as an element of maturity. In the process of determining the above assertions, students perceptions on the nature of science were revealed and are also discussed. These beliefs have direct relevance to students' perceptions of dishonesty in both lab atmospheres.

  5. Do science coaches promote inquiry-based instruction in the elementary science classroom?

    Science.gov (United States)

    Wicker, Rosemary Knight

    The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

  6. Student Motivation in Science Subjects in Tanzania, Including Students' Voices

    Science.gov (United States)

    Mkimbili, Selina Thomas; Ødegaard, Marianne

    2017-12-01

    Fostering and maintaining students' interest in science is an important aspect of improving science learning. The focus of this paper is to listen to and reflect on students' voices regarding the sources of motivation for science subjects among students in community secondary schools with contextual challenges in Tanzania. We conducted a group-interview study of 46 Form 3 and Form 4 Tanzanian secondary school students. The study findings reveal that the major contextual challenges to student motivation for science in the studied schools are limited resources and students' insufficient competence in the language of instruction. Our results also reveal ways to enhance student motivation for science in schools with contextual challenges; these techniques include the use of questioning techniques and discourse, students' investigations and practical work using locally available materials, study tours, more integration of classroom science into students' daily lives and the use of real-life examples in science teaching. Also we noted that students' contemporary life, culture and familiar language can be utilised as a useful resource in facilitating meaningful learning in science in the school. Students suggested that, to make science interesting to a majority of students in a Tanzanian context, science education needs to be inclusive of students' experiences, culture and contemporary daily lives. Also, science teaching and learning in the classroom need to involve learners' voices.

  7. Professional Vision of Classroom Management and Learning Support in Science Classrooms--Does Professional Vision Differ across General and Content-Specific Classroom Interactions?

    Science.gov (United States)

    Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia

    2015-01-01

    The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…

  8. Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

    Science.gov (United States)

    Faller, Susan Elisabeth

    In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

  9. Silencing of voices in a Swedish science classroom

    Science.gov (United States)

    Ramos de Robles, S. Lizette

    2018-03-01

    From a sociocultural perspective, I discuss data from a Swedish science classroom presented in María Gómez's article "Student Explanations of their Science Teachers' Assessments, Grading Practices, and How they learn Science". In this discussion, I focus on the need to change existing conceptions of assessment in the teaching and learning of science. Next, I talk about the importance of taking into consideration the dialectic between agency and passivity as filters in order to understand what student silence may signify in science classes as well as in relation to their perceptions of assessment. I conclude with the importance of the teacher's role in developing formative assessment, along with the challenges in developing assessments which transform science education into a relevant field of knowledge for both students and society at large.

  10. The Emergence of Student Creativity in Classroom Settings: A Case Study of Elementary Schools in Korea

    Science.gov (United States)

    Cho, Younsoon; Chung, Hye Young; Choi, Kyoulee; Seo, Choyoung; Baek, Eunjoo

    2013-01-01

    This research explores the emergence of student creativity in classroom settings, specifically within two content areas: science and social studies. Fourteen classrooms in three elementary schools in Korea were observed, and the teachers and students were interviewed. The three types of student creativity emerging in the teaching and learning…

  11. Discovery stories in the science classroom

    Science.gov (United States)

    Arya, Diana Jaleh

    School science has been criticized for its lack of emphasis on the tentative, dynamic nature of science as a process of learning more about our world. This criticism is the guiding force for this present body of work, which focuses on the question: what are the educational benefits for middle school students of reading texts that highlight the process of science in the form of a discovery narrative? This dissertation traces my journey through a review of theoretical perspectives of narrative, an analysis of first-hand accounts of scientific discovery, the complex process of developing age-appropriate, cohesive and engaging science texts for middle school students, and a comparison study (N=209) that seeks to determine the unique benefits of the scientific discovery narrative for the interest in and retained understanding of conceptual information presented in middle school science texts. A total of 209 middle school participants in nine different classrooms from two different schools participated in the experimental study. Each subject read two science texts that differed in topic (the qualities of and uses for radioactive elements and the use of telescopic technology to see planets in space) and genre (the discovery narrative and the "conceptually known exposition" comparison text). The differences between the SDN and CKE versions for each topic were equivalent in all possible ways (initial introduction, overall conceptual accuracy, elements of human interest, coherence and readability level), save for the unique components of the discovery narrative (i.e., love for their work, acknowledgement of the known, identification of the unknown and the explorative or experimental process to discovery). Participants generally chose the discovery narrative version as the more interesting of the two texts. Additional findings from the experimental study suggest that science texts in the form of SDNs elicit greater long-term retention of key conceptual information, especially

  12. Science for Girls: Successful Classroom Strategies

    Science.gov (United States)

    Goetz, Susan Gibbs

    2007-01-01

    "Science for Girls: Successful Classroom Strategies" looks at how girls learn, beginning with the time they are born through both the informal and formal education process. In the author's current role as professor of science education, Dr. Goetz has surveyed hundreds of female elementary education majors in their junior and senior year of…

  13. Laboratory Notebooks in the Science Classroom

    Science.gov (United States)

    Roberson, Christine; Lankford, Deanna

    2010-01-01

    Lab notebooks provide students with authentic science experiences as they become active, practicing scientists. Teachers gain insight into students' understanding of science content and processes, while students create a lasting personal resource. This article provides high school science teachers with guidelines for implementing lab notebooks in…

  14. Student Contributions to Citizen Science Programs As a Foundation for Independent and Classroom-Based Undergraduate Research in the Earth Sciences

    Science.gov (United States)

    Guertin, L. A.

    2014-12-01

    Environmental monitoring projects on the grounds of a campus can serve as data collection sites for undergraduate research. Penn State Brandywine has utilized students in independent study projects to establish two citizen science programs and to begin collecting data, with the data sets serving as a foundation for authentic inquiry-based exercises in introductory-level Earth science courses. The first citizen science program is The Smithsonian Institution's Global Tree Banding Project, which contributes to research about tree biomass by tracking how trees respond to climate. We are going beyond the requirements of the Smithsonian project. Instead of only taking two measurements each in the spring and fall, undergraduate researchers are taking measurements every two weeks throughout the year. We started taking measurements of ten trees on campus in 2012 will continue until each tree outgrows its tree band. The data is available for download in Google Spreadsheets for students to examine changes in tree diameter within one or between growing seasons, supplemented with temperature and precipitation data (see http://sites.psu.edu/treebanding/). A second citizen science program we have begun on campus is the NASA-funded Digital Earth Watch (DEW) Picture Post Project, allowing students to monitor the environment and share observations through digital photography. We established four Picture Post sites on campus, with students taking weekly photos to establish an environmental baseline of the campus landscape and to document future environmental changes pre- and post-construction. We started taking digital photos on campus in 2014 will continue well past the completion of construction to continue to look for changes. The image database is less than a year old, but the images provide enough information for some early analyses, such as the variations in "greenness" over the seasons. We have created a website that shares the purpose of our participation in the Picture Post

  15. Teaching and learning science in linguistically diverse classrooms

    Science.gov (United States)

    Moore, Emilee; Evnitskaya, Natalia; Ramos-de Robles, S. Lizette

    2017-01-01

    In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, 10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called "content" subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students' whole language repertoires are used as

  16. Classroom Management and the ADHD Student

    Science.gov (United States)

    Colberg, Laura

    2010-01-01

    Meeting the academic needs of a student with Attention Deficit Hyperactivity Disorder (ADHD) can be taxing on teachers and students. This research highlights classroom management strategies that general education teachers might include in their teaching to support the academic growth students with ADHD, while continuing to support all students in…

  17. Facilitating Conceptual Change through Modeling in the Middle School Science Classroom

    Science.gov (United States)

    Carrejo, David J.; Reinhartz, Judy

    2014-01-01

    Engaging students in both hands-on and minds-on experiences is needed for education that is relevant and complete. Many middle school students enter science classrooms with pre-conceived ideas about their world. Some of these ideas are misconceptions that hinder students from developing accepted concepts in science, such as those related to…

  18. The value of storytelling in the science classroom

    Science.gov (United States)

    Isabelle, Aaron David

    The "traditional science classroom" asks students, "What do we know in science?," and ignores the question, "How do we know what we know?" The purpose of this research is to combine the powerful structure of narrative with the history of science in junior high school science classrooms. This study investigates whether history-of-science-based stories have advantages over traditional, lecture-style presentations. The storytelling approach aims to present science concepts in a meaningful and memorable context and in a coherent and connected manner. The research program employed parallel curricula: science concepts were taught through novel stories and through lectures, at different times, to eight different groups of seventh and eighth grade students at Holy Name Junior High School in Worcester, Massachusetts. Students were assessed with pre- and post-tests and through individual interviews: Before, immediately after, and two weeks after the lessons, students were given short-answer questionnaires. Two weeks after each lesson, individual interviews were also conducted with a sampling of the students. The questionnaires were coded according to a clear set of written standards and the interviews were transformed into concept maps. Student learning and retention levels, gender differences, and alternate conceptions were quantitatively analyzed. The results reveal that the students who were taught through stories learned the science concepts, on the average, 21% better and retained close to 48% more than the students who were taught through traditional lessons. Fewer alternate conceptions were expressed after story lessons than after lectures. Investigation of gender differences in learning science through the two methods revealed that boys profited more than girls did from the story lessons. The union of narrative with the history of science in the form of story lessons seems natural since the spatiotemporal structure of a narrative mirrors the unfolding of actions in

  19. Studenters erfaringer med Flipped Classroom i en helsefagutdanning

    Directory of Open Access Journals (Sweden)

    Christine Tørris

    2015-12-01

    Full Text Available Background: The flipped classroom approach has gained increased attention in educational research literature. The purpose of this study was to investigate how students experience a flipped classroom approach in health education, compared to ordinary lectures. Method: Bachelor students (n=25 who watched the video-based material in the flipped classrooms pre-session, answered a questionnaire to evaluate their flipped classroom experience. The questionnaire consisted of both closed and open questions. Results: Ninety six per cent (24/25 of respondents found the video-based material in the pre-session useful. Seventy six per cent (19/25 of respondents found that the flipped classroom approach resulted in the highest learning outcome, over the traditional approach (16%, 4/25. Barriers to the flipped classroom approach was technical problems with the video-based material, such as screen view. Conclusion: The flipped classroom approach is promising as an acceptable approach for teaching in health science curricular in higher education.

  20. LGBT Students in the College Composition Classroom

    Science.gov (United States)

    Furrow, Hannah

    2012-01-01

    This study explored the concerns of lesbian, gay, bisexual, and transgender (LGBT) students in college writing classrooms. The researcher interviewed 37 college students and 11 faculty members from a variety of different types of colleges and universities. LGBT students stated concerns about their overall campus experiences, safety, and identity.…

  1. Addressing Student Debt in the Classroom

    Science.gov (United States)

    Perkins, David; Johnston, Tim; Lytle, Rick

    2016-01-01

    Student debt is a national concern. The authors address debt in the classroom to enhance students' understanding of the consequences of debt and the need for caution when financing their education. However, student feedback indicates this understanding has a delayed effect on borrowing behavior and underscores the importance of making difficult…

  2. Classroom Management and Students' Self-Esteem: Creating Positive Classrooms

    Science.gov (United States)

    Demirdag, Seyithan

    2015-01-01

    Middle school students experience substantial changes in their emotion and cognition while they grow. They have mixed feelings, which may negatively affect their motivation, self-esteem, and academic success due to different classroom management strategies of their teachers. There is available research about motivation of middle school students…

  3. Signs of taste for science: a methodology for studying the constitution of interest in the science classroom

    Science.gov (United States)

    Anderhag, P.; Wickman, P.-O.; Hamza, K. M.

    2015-06-01

    In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for science as a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students' interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.

  4. Classroom Environment in the Implementation of an Innovative Curriculum Project in Science Education.

    Science.gov (United States)

    Suarez, Mercedes; Pias, Rosa; Membiela, Pedro; Dapia, Dolores

    1998-01-01

    Analyzes the perceptions of students, teachers, and external observers in order to study the influence of classroom environment on the implementation of an innovative project in science education. Contains 33 references. (DDR)

  5. Reticent Students in the ESL Classrooms

    Directory of Open Access Journals (Sweden)

    Soo R. S.

    2013-07-01

    Full Text Available Reticence has always been regarded as a problematic phenomenon among students in the ESL classrooms. Many instructors have expressed their frustrations to decode the reticent behaviour and work out suitable strategies to help students with such behaviour. Whenever such students do not engage in the classroom discourse, they are usually regarded as not having the desire to learn or lacking in cooperation. These explanations seem simplistic, bias and stereotypical. Based on a larger project on students’ reticent behaviour, this study investigated the extent in which tertiary students majoring in English experience reticence in the classrooms, and examined the underlying factors of reticence. Data were obtained from 78 students utilizing the Reticence Scale-12 (RS-12 which measures the level of reticence along six dimensions: anxiety, knowledge, timing, organization, skills and memory. The findings reveal that reticent level is high among the students, and their major problems lie in affective-control and delivery.

  6. Science Fiction in the Classroom.

    Science.gov (United States)

    Brake, Mark; Thornton, Rosi

    2003-01-01

    Considers science fiction as an imaginative forum to focus on the relationships between science, culture, and society. Outlines some of the ways in which using the genre can help achieve a dynamic and pluralistic understanding of the nature and evolution of science. (Author/KHR)

  7. Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a Quasi-Experiment

    Science.gov (United States)

    Touchton, Michael

    2015-01-01

    I administer a quasi-experiment using undergraduate political science majors in statistics classes to evaluate whether "flipping the classroom" (the treatment) alters students' applied problem-solving performance and satisfaction relative to students in a traditional classroom environment (the control). I also assess whether general…

  8. Que es la Ciencia? What Is Science? A Question for All Students.

    Science.gov (United States)

    Spurlin, Quincy; Blanco, George

    This teacher's guide offers classroom techniques for teaching science to bilingual elementary students. Recommendations are made for improving teaching by: lowering students' affective filters; providing comprehensible input; providing for language output; creating a supportive environment; adjusting classroom teaching style; teaching…

  9. Astronauts in Outer Space Teaching Students Science: Comparing Chinese and American Implementations of Space-to-Earth Virtual Classrooms

    Science.gov (United States)

    An, Song A.; Zhang, Meilan; Tillman, Daniel A.; Robertson, William; Siemssen, Annette; Paez, Carlos R.

    2016-01-01

    The purpose of this study was to investigate differences between science lessons taught by Chinese astronauts in a space shuttle and those taught by American astronauts in a space shuttle, both of whom conducted experiments and demonstrations of science activities in a microgravity space environment. The study examined the instructional structure…

  10. The Multicultural Science Framework: Research on Innovative Two-Way Immersion Science Classrooms.

    Science.gov (United States)

    Hadi-Tabassum, Samina

    2000-01-01

    Reviews the different approaches to multicultural science teaching that have emerged in the past decade, focusing on the Spanish-English two-way immersion classroom, which meets the needs of Spanish speakers learning English and introduces students to the idea of collaboration across languages and cultures. Two urban two-way immersion classrooms…

  11. Classroom Climate among Teacher Education Mathematics Students

    Directory of Open Access Journals (Sweden)

    Polemer M. Cuarto

    2015-11-01

    Full Text Available Classroom climate has gained prominence as recent studies revealed its potentials as an effective mediator in the various motivational factors as well as an antecedent of academic performance outcome of the students. This descriptive-correlational study determined the level of classroom climate dimensions among teacher education students specializing in Mathematics at Mindoro State College of Agriculture and Technology. Employing a self-structured questionnaire adapted to the WIHIC (What Is Happening In this Class questionnaire, the surveyed data were treated statistically using Pearson’s r. Result showed that there was high level of classroom climate among the respondents in their Mathematics classes in both teacher-directed and student-directed dimensions specifically in terms of equity, teacher support, cohesiveness, involvement, responsibility and task orientation. Also, it revealed that equity and teacher support were both positively related to the students-directed classroom climate dimensions. With these results, teachers are seen to be very significant determinants of the climate in the classroom. Relevant to this, the study recommended that faculty should develop effective measures to enhance classroom climate dimensions such as equity and teacher support to address the needs of diverse studentsdespite large size classes. Moreover, faculty should provide greater opportunitiesfor the students to achieve higher level of responsibility, involvement, cohesiveness, and task orientation as these could motivate them to develop positive learning attitude, perform to the best of their ability, as well as maximize their full potential in school.

  12. Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

    Science.gov (United States)

    Adams, April Dean

    In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high

  13. Multicultural science education in Lesotho high school biology classrooms

    Science.gov (United States)

    Nthathakane, Malefu Christina

    2001-12-01

    This study investigated how Basotho high school biology students responded to a multicultural science education (MCSE) approach. Students' home language---Sesotho---and cultural experiences were integrated into the teaching of a unit on alcohol, tobacco and other drugs (ATOD) abuse. The focus was on students whose cultural background is African and who are English second language users. The study was conducted in three high school biology classrooms in Lesotho where the ATOD unit was taught using MCSE. A fourth biology classroom was observed for comparison purposes. In this classroom the regular biology teacher taught ATOD using typical instructional strategies. The study was framed by the general question: How does a multicultural science education approach affect Basotho high school biology students? More specifically: How does the use of Sesotho (or code-switching between Sesotho and English) and integration of Basotho students' cultural knowledge and experiences with respect to ATOD affect students' learning? In particular how does the approach affect students' participation and academic performance? A qualitative research method was used in this study. Data were drawn from a number of different sources and analyzed inductively. The data sources included field-notes, transcripts of ATOD lessons, research assistant lesson observation notes and interviews, regular biology teachers' interviews and notes from observing a few of their lessons, students' interviews and pre and posttest scripts, and other school documents that recorded students' performance throughout the year. Using the students' home language---Sesotho---was beneficial in that it enabled them to share ideas, communicate better and understand each other, the teacher and the material that was taught. Integrating students' cultural and everyday experiences was beneficial because it enabled students to anchor the new ATOD ideas in what was familiar and helped them find the relevance of the unit by

  14. Cosmic Times: Astronomy History and Science for the Classroom

    Science.gov (United States)

    Lochner, James C.; Mattson, B.

    2008-05-01

    Cosmic Times is a series of curriculum support materials and classroom activities for upper middle school and high school students which teach the nature of science by exploring the history of our understanding of the universe during the past 100 years. Starting with the confirmation of Einstein's theory of gravity in 1919 to the current conundrum posed by the discovery of dark energy, Cosmic Times examines the discoveries, the theories, and the people involved in this changing [understanding] of the universe. Cosmic Times takes the form of 6 posters, each resembling the front page of a newspaper from a particular time in this history with articles describing the discoveries. Each poster is accompanied by 4-5 classroom lessons which enable students to examine the science concepts behind the discoveries, develop techniques to improve science literacy, and investigate the nature of science using historical examples. Cosmic Times directly connects with the IYA theme of Astronomy in the Classroom, as well as the general theme of the impact of astronomy history. Cosmic Times has been developed with a freelance writer to write the articles for the posters, a group of teachers to develop the lessons, and evaluator to provide testing of the materials with a group of rural teachers in underserved communities. This poster presentation previews the Cosmic Times materials, which are posted on http://cosmictimes.gsfc.nasa.gov/ as they become available. Cosmic Times is funded in part via a NASA IDEAS grant.

  15. Student Civility in the College Classroom: Exploring Student Use and Effects of Classroom Citizenship Behavior

    Science.gov (United States)

    Myers, Scott A.; Goldman, Zachary W.; Atkinson, Jordan; Ball, Hannah; Carton, Shannon T.; Tindage, Melissa F.; Anderson, Amena O.

    2016-01-01

    The purpose of this investigation was to identify the types of citizenship behavior students use in the college classroom, and to examine the link between their use of citizenship behavior and their perceptions of classroom climate, interest, and self-reports of learning outcomes. Participants were 416 undergraduate students enrolled at a large…

  16. Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice.

    Science.gov (United States)

    Hanson, Julie

    2016-01-01

    Patient harm from medication error is a significant issue. Individual failures by health professionals including knowledge deficits and poor communication have been identified as increasing the likelihood of medication administration errors. In Australia, the National Strategy for Quality Use of Medicines in 2002 compels health professionals to have the knowledge and skills to use medicines safely and effectively. This paper examines nursing students' perceptions of the effectiveness of a flipped classroom approach to increase understanding of pharmacology principles and the application of this knowledge to medication practice. An internet-based self-completion questionnaire was used in 2013 (n = 26) after the flipped classroom approach was implemented, and pre- (n = 6) and post-flipping (n = 25) in 2014. Students who engaged with digitally recorded lectures (eLectures) prior to face-to-face workshops stated that they had greater understanding of the subject and enhanced critical thinking skills. The replay function of the eLecture was perceived by some students as most beneficial to independent learning. However, for some students, time constraints meant that they relied on eLectures alone, while others preferred traditional teaching methods. Although limited by sample size and potential participant bias, the results provide insights about the flipped classroom experience from a student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Science in the Bilingual Classroom

    Science.gov (United States)

    Gutierrez, Patricia A.

    1996-07-01

    One in seven children in the United States speaks a language other than English at home. Their difficulties with English may seem like a barrier to science education. But science education can be the impetus they need to overcome their difficulties with English. With sidebars by Isabel Hawkins and George Musser.

  18. An Investigation on Dentistry Students' Attitude on Accepted Behavior in Classroom at Rafsanjan University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Mohamad Mahdi Yaghooti Khorasani

    2017-06-01

    Full Text Available Background and Objective: Inappropriate behaviors in academic environments can strongly disturb both teaching and learning processes and make conflict and anxiety between instructor and student. The main objective of this study was to investigate students' attitude on inappropriate behaviors in academic environments. Materials and Methods: This research was a cross-sectional descriptive study conducted in 2012. A questionnaire was designed by the researcher and all students of Faculty of Dentistry voluntarily participated. Data was analyzed using SPSS18 software, descriptive, independent T, ANOVA, and Spearman’s correlation coefficient; P ≤ 0.05 was considered significant. Results: Results of this study indicated that the majority of students considered sleeping in class as an inappropriate behavior, while checking the time at the end of class was the most common behavior which was reported by them. A significant relationship was observed between students’ perspective on inappropriate behaviors and the manner they did them; as Spearman statistical test indicated a high correlation between their perspective and frequency of inappropriate behaviors (R = 0.55 and P = 0.0001. Conclusion: Findings indicated that the majority of students had a negative attitude towards inappropriate behaviors. Besides, the frequency of doing these behaviors cannot be justified by this research team. Regarding the negative effects of inappropriate behaviors on education process, it is recommended to take some actions for cherishing instructors and students in academic environments.

  19. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    Science.gov (United States)

    Savasci, Funda; Berlin, Donna F.

    2012-02-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

  20. A new protocol in La Spezia for elementary and secondary school students for monitoring Perception towards Science and Performance in Science Classrooms

    Science.gov (United States)

    Stroobant, Mascha; Mori, Anna; Merlino, Silvia; Bianucci, Marco; Delfanti, Roberta; Furia, Stefania; Carmisciano, Cosmo; Locritani, Marina; Muccini, Filippo; La Tassa, Hebert; Talamoni, Roberta; Nacini, Francesca; Benedetti, Alessandro; Nardi, Elisabetta; Parodi, Alice; Giacomazzi, Fabio; Mioni, Erika; Associazione Festival della Scienza

    2014-05-01

    Technological and scientific research in La Spezia (an Italian town with a population of 95.378) is, unfortunately, unknown to most people and often the existence of excellent research Centres (such as CNR-ISMAR, CNR-IENI, ENEA-UTMAR, INGV, CMRE, CSSN and University) is barely known, even just outside the La Spezia area. The current economic crisis has played a major role in determining the decline in maritime business (affecting all companies in the area and particularly SMEs). Therefore it is important to re-establish the relationship with the traditional maritime culture of the city. This objective can be achieved by enhancing research visibility (national and european) by dissemination of the activities carried out by research institutions, university and local enterprises. La Spezia has a long maritime tradition and it is vital for these customs to be kept alive and cultivated within the community. The cultural scene is positive: in fact, in the last decade the general public's perception on the importance of science in the context of human activities has been considerably strengthened. In La Spezia, especially since 2007, an increasing number of disseminating activities (carried out by CNR-ISMAR, CNR-IENI, ENEA-UTMAR, INGV, CMRE, CSSN, LABTER - the La Spezia association for environmental education- ASSOCIAZIONE FESTIVAL DELLA SCIENZA - the association that organizes the Genoa Science Festival- Genoa University and ISA 2 - "2 GIUGNO" - a local primary and secondary public school that has started a pilot project for marine biology), has revealed an educational and cultural path which now requires a monitoring protocol to be carried out for at least two years. In this paper we will present a new test that will be administered to the entire student population (aged 6 to 18 years) with the aim to fully understand the effectiveness of initiatives for popularizing science and the impact that they are having on new generations (professional choices, scientific

  1. Enhancing student engagement using the flipped classroom.

    Science.gov (United States)

    Gilboy, Mary Beth; Heinerichs, Scott; Pazzaglia, Gina

    2015-01-01

    The flipped classroom is an innovative pedagogical approach that focuses on learner-centered instruction. The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The template provided enables faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom's taxonomy. The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  2. How WebQuests Can Enhance Science Learning Principles in the Classroom

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2012-01-01

    This article examines the merits of WebQuests in facilitating students' in-depth understanding of science concepts using the four principles of learning gathered from the National Research Council reports "How People Learn: Brain, Mind, Experience, and School" (1999) and the "How Students Learn: Science in the Classroom" (2005) as an analytic…

  3. Studying students' attitudes towards science from a cultural perspective but with a quantitative methodology: border crossing into the physics classroom

    DEFF Research Database (Denmark)

    Krogh, L.; Thomsen, Poul V.

    2005-01-01

    are hypothesized; for example, family background (parents' occupation and thinking style), low general school interest among family and peers, students' non-scientific perception of knowledge, their 'more-than-just-absorption' purposes of knowledge-acquisition and other value-related judgements. The quantitative...... methodology used here makes it possible to build regression models of students' attitudes and compare the possible impact of the border crossings with that of personality variables and teacher and teaching style characteristics. It is found that cultural border crossing factors are important predictors...

  4. Technology and Science in Classroom and Interview Talk with Swiss Lower Secondary School Students: A Marxist Sociological Approach

    Science.gov (United States)

    Roth, Wolff-Michael

    2013-01-01

    In much of science education research, the content of talk tends to be attributed to the persons who produce the sound-words in a speech situation. A radically different, sociological perspective on language-in-use grounded in Marxism derives from the work of L. S. Vygotsky and the members of the circle around M. M. Bakhtin. Accordingly, each word…

  5. Letting Your Students "Fly" in the Classroom.

    Science.gov (United States)

    Adams, Thomas

    1997-01-01

    Students investigate the concept of motion by making simple paper airplanes and flying them in the classroom. Students are introduced to conversion factors to calculate various speeds. Additional activities include rounding decimal numbers, estimating, finding averages, making bar graphs, and solving problems. Offers ideas for extension such as…

  6. Interchangeable Positions in Interaction Sequences in Science Classrooms

    Directory of Open Access Journals (Sweden)

    Carol Rees

    2017-03-01

    Full Text Available Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students’ access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for students to learn through interactive dialogue in classrooms. However, the triadic dialogue pattern continues to dominate, even when teachers intend changing this. Prior quantitative research on the subject has focused on identifying independent variables such as style of teacher questioning that have an impact, while qualitative researchers have worked to interpret the use of dialogue within the whole context of work in the classroom. A recent paper offers an alternative way to view the triadic dialogue pattern and its origin; the triadic dialogue pattern is an irreducible social phenomenon that arises in a particular situation regardless of the identity of the players who inhabit the roles in the turn-taking sequence (Roth & Gardner, 2012. According to this perspective, alternative patterns of dialogue would exist which are alternative irreducible social phenomena that arise in association with different situations. The aim of this paper is to examine as precisely as possible, the characteristics of dialogue patterns in a seventh-eighth grade classroom during science inquiry, and the precise situations from which these dialogue patterns emerge, regardless of the staffing (teacher or students in the turn-taking sequence. Three different patterns were identified each predominating in a particular situation. This fine-grained analysis could offer valuable insights into ways to support teachers working to alter the kinds of dialogue patterns that arise in their classrooms.

  7. Unicorns in the Science Classroom.

    Science.gov (United States)

    Murfin, Brian

    1997-01-01

    Describes an activity that employs the study of unicorns as an enjoyable and vivid means by which young children can learn to distinguish fact from fantasy. Students learn about the characteristics of animals suspected of being unicorns. (DDR)

  8. Impact through Images: Exploring Student Understanding of Environmental Science through Integrated Place-Based Lessons in the Elementary Classroom

    Science.gov (United States)

    Muthersbaugh, Debbie; Kern, Anne L.; Charvoz, Rebecca

    2014-01-01

    In the early 1800s, the U.S. President Thomas Jefferson assembled a team of explorers led by Meriwether Lewis and William Clark to forge a waterway connecting the Missouri River to the Pacific Ocean. How has this environment changed in 200 years and how do elementary students make sense of those changes? This study looks at the impact of…

  9. Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

    Science.gov (United States)

    Bossér, Ulrika; Lindahl, Mats

    2017-07-01

    The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students' views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers' interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

  10. Studying students' attitudes towards science from a cultural perspective but with a quantitative methodology: border crossing into the physics classroom

    DEFF Research Database (Denmark)

    Krogh, L.; Thomsen, Poul V.

    2005-01-01

    This study applies the concept of cultural border (or boundary) crossing first introduced by Phelan et al. (1991) to the investigation of students' attitudes towards physics and to their choice of physics for A-level. A typology of border crossings is introduced and a number of possible crossings...... for attitudes towards physics as well as for choice of A-level physics in the Danish upper secondary school ('gymnasium')....

  11. Science education beyond the classroom

    International Nuclear Information System (INIS)

    Harle, E.J.; Van Natta, D.; Powell, M.L.

    1993-01-01

    The Yucca Mountain Site Characterization Project (YMP) sponsors a variety of classroom-oriented projects and activities for teachers who request them. Also available, though, are extra-curricular programs. One notably successful program is a workshop designed to award girl and boy scouts with geology and atomic energy merit badges. There was a tremendous response to this workshop--it attracted 450 requests within the first week of its announcement. Since October 1991, the YMP has sponsored five such girl scout workshops and four boy scout workshops, attended by a total of 400 scouts. These workshops demonstrate that highly technical subjects can be taught simply through hands-on activities. The idea behind them is not to teach scouts what to think but, rather, how to think. For adults meanwhile, the YMP offers a monthly lecture series, with each lecture averaging 45 minutes in length with 35 people in attendance. These lectures center on such subjects as volcanoes, earthquakes and hydrology. They are usually delivered by YMP technical staff members, who have learned that complex technical issues are best addressed in a small-group format

  12. Single-sex middle school science classrooms: Separate and equal?

    Science.gov (United States)

    Glasser, Howard M.

    The U.S. Department of Education's amended regulations to Title IX have attempted to expand the circumstances in which single-sex classes are permissible in public schools. This ethnographic study uses grounded theory to investigate aspects of one single-sex offering at a public, coeducational middle school. Applying elements of postmodern, queer, and sociocultural lenses, it examines the perspectives for this offering, shedding insight into the cultures of two single-sex classrooms and what it meant to be a boy or girl in this setting. Additionally, it focuses attention on the all-boy and all-girl science classes that were taught by the same teacher and examines what it meant to learn science as boys and girls in this program. Although participants supplied financial, socio-emotional, and academic reasons for these classes, the initial motivation for these classes stemmed from the teachers' desire to curb the amount of sex talk and related behaviors that were exhibited in their classrooms. Through these conversations and classroom events, the girls were constructed as idealized students, academically and behaviorally, who needed to be protected from boys' behaviors---both boys' dominating classroom behaviors and aggressive (hetero)sexual behaviors. Conversely, boys were constructed as needing help both academically and behaviorally, but in the specific discipline of science boys were identified as the sex that was more interested in the content and gained greater exposure to skills that could assist them in future science courses and careers. Overall, boys and girls, and the culture of their two classrooms, were regularly defined relative to each other and efforts were made to maintain these constructed differences. As a result, the classes and students were hierarchically ranked in ways that often pitted one sex of students, or the entire class, as better or worse than the other. The theory emerging from this study is that single-sex policies arise and survive

  13. Integrating Felting in Elementary Science Classrooms to Facilitate Understanding of the Polar Auroras

    Directory of Open Access Journals (Sweden)

    Brandy Terrill

    2017-10-01

    Full Text Available The Next Generation Science Standards (NGSS emphasize conceptual science instruction that draws on students’ ability to make observations, explain natural phenomena, and examine concept relationships. This paper explores integrating the arts, in the form of felting, in elementary science classrooms as a way for students to model and demonstrate understanding of the complex scientific processes that cause the polar auroras. The steps for creating felting, and using the felting artwork students create for assessing science learning, are described.

  14. Flipped Classrooms for Advanced Science Courses

    Science.gov (United States)

    Tomory, Annette; Watson, Sunnie Lee

    2015-12-01

    This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

  15. Teaching Ocean Sciences in the 21st Century Classroom: Lab to Classroom Videoconferencing

    Science.gov (United States)

    Peach, C. L.; Gerwick, W.; Gerwick, L.; Senise, M.; Jones, C. S.; Malloy, K.; Jones, A.; Trentacoste, E.; Nunnery, J.; Mendibles, T.; Tayco, D.; Justice, L.; Deutscher, R.

    2010-12-01

    Teaching Ocean Science in the 21st Century Classroom (TOST) is a Center for Ocean Sciences Education Excellence (COSEE CA) initiative aimed at developing and disseminating technology-based instructional strategies, tools and ocean science resources for both formal and informal science education. San Diego Unified School District (SDUSD), Scripps Institution of Oceanography (SIO) and the Lawrence Hall of Science (LHS) have established a proving ground for TOST activities and for development of effective, sustainable solutions for researchers seeking to fulfill NSF and other funding agency broader impact requirements. Lab to Classroom Videoconferencing: Advances in Information and Communications Technology (ICT) are making it easier to connect students and researchers using simple online tools that allow them to interact in novel ways. COSEE CA is experimenting with these tools and approaches to identify effective practices for providing students with insight into the research process and close connections to researchers and their laboratory activities. At the same time researchers, including graduate students, are learning effective communication skills and how to align their presentations to specific classroom needs - all from the comfort of their own lab. The lab to classroom videoconferencing described here is an ongoing partnership between the Gerwick marine biomedical research lab and a group of three life science teachers (7th grade) at Pershing Middle School (SDUSD) that started in 2007. Over the last 5 years, the Pershing science teachers have created an intensive, semester-long unit focused on drug discovery. Capitalizing on the teacher team’s well-developed unit of study and the overlap with leading-edge research at SIO, COSEE CA created the videoconferencing program as a broader impact solution for the lab. The team has refined the program over 3 iterations, experimenting with structuring the activities to most effectively reach the students. In the

  16. Biological design in science classrooms

    Science.gov (United States)

    Scott, Eugenie C.; Matzke, Nicholas J.

    2007-01-01

    Although evolutionary biology is replete with explanations for complex biological structures, scientists concerned about evolution education have been forced to confront “intelligent design” (ID), which rejects a natural origin for biological complexity. The content of ID is a subset of the claims made by the older “creation science” movement. Both creationist views contend that highly complex biological adaptations and even organisms categorically cannot result from natural causes but require a supernatural creative agent. Historically, ID arose from efforts to produce a form of creationism that would be less vulnerable to legal challenges and that would not overtly rely upon biblical literalism. Scientists do not use ID to explain nature, but because it has support from outside the scientific community, ID is nonetheless contributing substantially to a long-standing assault on the integrity of science education. PMID:17494747

  17. Next Generation Science Standards: All Standards, All Students

    Science.gov (United States)

    Lee, Okhee; Miller, Emily C.; Januszyk, Rita

    2014-01-01

    The Next Generation Science Standards (NGSS) offer a vision of science teaching and learning that presents both learning opportunities and demands for all students, particularly student groups that have traditionally been underserved in science classrooms. The NGSS have addressed issues of diversity and equity from their inception, and the NGSS…

  18. Teaching controversial issues in the secondary school science classroom

    Science.gov (United States)

    van Rooy, Wilhelmina

    1993-12-01

    A sample of fourteen secondary school biology teachers chosen from twelve schools were interviewed. The purpose was to determine their views on how controversial issues in science might be handled in the secondary school science classroom and whether the issues of surrogacy and human embryo experimentation were suitable controversial issues for discussion in schools. In general, teachers indicated that controversial issues deserve a more prominent place in the science curriculum because they have the potential to foster thinking, learning, and interest in science. The issues of surrogacy and human embryo experimentation were seen as appropriate contexts for learning, provided that teachers were well informed and sensitive to both the students and to the school environment.

  19. Supporting the Development of Science Communication Skills in STEM University Students: Understanding Their Learning Experiences as They Work in Middle and High School Classrooms

    Science.gov (United States)

    Grant, Brooke L.; Liu, Xiufeng; Gardella, Joseph A.

    2015-01-01

    This paper examines the roles that 52 university Science, Technology, Engineering, and Mathematics (STEM) students play in an Interdisciplinary Science and Engineering Partnership that connects several middle schools, high schools, institutions of higher learning, businesses, and community institutions. It also examines the support these students…

  20. Classroom Demonstrations in Materials Science/Engineering.

    Science.gov (United States)

    Hirschhorn, J. S.; And Others

    Examples are given of demonstrations used at the University of Wisconsin in a materials science course for nontechnical students. Topics include crystal models, thermal properties, light, and corrosion. (MLH)

  1. Preparation of student teachers for multicultural classrooms

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2017-01-01

    indicate that teachers are in need of professional training to better prepare them for working in multicultural and multilingual classroom settings. The aim of this article is to briefly investigate how curriculum in the 2013 reform of Danish teacher education suggests that student teachers address...

  2. Teachers' classroom management variables and students' academic ...

    African Journals Online (AJOL)

    Teachers' classroom management variables and students' academic achievement in French in Cross River State, Nigeria. JU Emeh, CA Agbor. Abstract. No Abstract. Global Journal of Humanities Vol. 4(1&2) 2005: 25-27. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD ...

  3. The influence of a Classroom Model of Scientific Scholarship on Four Girls' Trajectories of Identification with Science

    Science.gov (United States)

    Cook, Melissa Sunshine

    This study examines the teacher's role in shaping the identity construction resources available in a classroom and the ways in which individual students take up, modify, and appropriate those resources to construct themselves as scientists through interaction with their teacher and peers. Drawing on frameworks of identity construction and social positioning, I propose that the locally-negotiated classroom-level cultural model of what it means to be a "good" science student forms the arena in which students construct a sense of their own competence at, affiliation with, and interest in science. The setting for this study was a 6th grade science class at a progressive urban elementary school whose population roughly represents the ethnic and socioeconomic diversity of the state of California. The teacher was an experienced science and math teacher interested in social justice and inquiry teaching. Drawing from naturalistic observations, video and artifact analysis, survey data, and repeated interviews with students and the teacher, I demonstrated what it meant to be a "good" science student in this particular cultural community by analyzing what was required, reinforced, and rewarded in this classroom. Next, I traced the influence of this particular classroom's conception of what it meant to be good at science on the trajectories of identification with science of four 6th grade girls selected to represent a variety of stances towards science, levels of classroom participation, and personal backgrounds. Scientific scholarship in this class had two parts: values related to science as a discipline, and a more generic set of school-related values one might see in any classroom. Different meanings of and values for science were indexed in the everyday activities of the classroom: science as a language for describing the natural world, science as a set of rhetorical values, science as an adult social community, and science as a place for mess and explosions. Among school

  4. The Effects of "Live Virtual Classroom" on Students' Achievement and Students' Opinions about "Live Virtual Classroom" at Distance Education

    Science.gov (United States)

    Yilmaz, Ozgur

    2015-01-01

    This study was performed to investigate the effects of live virtual classroom on students' achievement and to determine students' opinions about the live virtual physics classroom at distance learning. 63 second-year Distance Computer Education & Instructional Technology students enrolled in this study. At the live virtual physics classroom,…

  5. The Effects of Classroom Instructional Strategies on Science Achievement of Elementary-School Students in Japan: Findings from the Third International Mathematics and Science Study (TIMSS)

    Science.gov (United States)

    House, J. Daniel

    2006-01-01

    This article deals with the Third International Mathematics and Science Study (TIMSS). TIMSS has provided a comprehensive assessment of educational contexts and mathematics and science achievement (National Research Council, 1999). The initial TIMSS assessment was conducted in 1995 (TIMSS 1995) and several studies have examined factors related to…

  6. Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

    Science.gov (United States)

    Qi, Yang

    Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood

  7. The flipped classroom for medical students.

    Science.gov (United States)

    Morgan, Helen; McLean, Karen; Chapman, Chris; Fitzgerald, James; Yousuf, Aisha; Hammoud, Maya

    2015-06-01

    The objectives of this curricular innovation project were to implement a flipped classroom curriculum for the gynaecologic oncology topics of the obstetrics and gynaecology medical student clerkship, and to evaluate student satisfaction with the change. Four short online videos on the topics of endometrial hyperplasia, cervical dysplasia, evaluation of an adnexal mass, and ovarian cancer were created, and students were instructed to view them prior to a class-time active learning session. The Learning Activity Management System (lams) open-source online platform was used to create an active learning class-time activity that consisted of a coached discussion of cases. Student satisfaction with the two aspects of the flipped curriculum was obtained. In addition, lecture assessment for the gynaecologic oncology topics and aggregate student performance on the gynaecological oncology questions of the US National Board of Medical Examiners (NBME) Subject Examination were compared before and after implementation of the curriculum. Eighty-nine students rotated on the clerkship during the pilot period of analysis. Seventy-one students (80%) viewed the videos prior to the class session, and 84 (94%) attended the session. Student satisfaction was very high for both parts of the curriculum. There was no significant difference in aggregate student performance on the gynaecological oncology questions of the NBME Subject Examination. The flipped classroom curriculum demonstrates a promising platform for using technology to make better use of students' time Our implementation of the flipped classroom curriculum for the gynaecologic oncology topics successfully demonstrates a promising platform for using technology to make better use of our students' time, and for increasing their satisfaction with the necessary didactic learning of the clerkship. © 2015 John Wiley & Sons Ltd.

  8. Student Engagement and Classroom Variables in Improving Mathematics Achievement

    Science.gov (United States)

    Park, So-Young

    2005-01-01

    The study explored how much student engagement and classroom variables predicted student achievement in mathematics. Since students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results indicated that student engagement had positive effects on student academic growth per month in math after…

  9. Restructuring the CS 1 classroom: Examining the effect of open laboratory-based classes vs. closed laboratory-based classes on Computer Science 1 students' achievement and attitudes toward computers and computer courses

    Science.gov (United States)

    Henderson, Jean Foster

    The purpose of this study was to assess the effect of classroom restructuring involving computer laboratories on student achievement and student attitudes toward computers and computer courses. The effects of the targeted student attributes of gender, previous programming experience, math background, and learning style were also examined. The open lab-based class structure consisted of a traditional lecture class with a separate, unscheduled lab component in which lab assignments were completed outside of class; the closed lab-based class structure integrated a lab component within the lecture class so that half the class was reserved for lecture and half the class was reserved for students to complete lab assignments by working cooperatively with each other and under the supervision and guidance of the instructor. The sample consisted of 71 students enrolled in four intact classes of Computer Science I during the fall and spring semesters of the 2006--2007 school year at two southern universities: two classes were held in the fall (one at each university) and two classes were held in the spring (one at each university). A counterbalanced repeated measures design was used in which all students experienced both class structures for half of each semester. The order of control and treatment was rotated among the four classes. All students received the same amount of class and instructor time. A multivariate analysis of variance (MANOVA) via a multiple regression strategy was used to test the study's hypotheses. Although the overall MANOVA model was statistically significant, independent follow-up univariate analyses relative to each dependent measure found that the only significant research factor was math background: Students whose mathematics background was at the level of Calculus I or higher had significantly higher student achievement than students whose mathematics background was less than Calculus I. The results suggest that classroom structures that

  10. Beyond Lecture and Non-Lecture Classrooms: LA-student interactions in Active Learning Classrooms

    Science.gov (United States)

    Gonzalez, Dayana; Kornreich, Hagit; Rodriguez, Idaykis; Monslave, Camila; Pena-Flores, Norma

    Our expanded multi-site study on active learning classrooms supported by Learning Assistants (LAs) aims to understand the connections between three classroom elements: the activity, student learning, and how LAs support the learning process in the classroom. At FIU, LAs are used in a variety of active learning settings, from large auditorium settings to studio classroom with movable tables. Our study uses the COPUS observation protocol as a way to characterize LAs behaviors in these classrooms. With a focus on LA-student interactions, our analysis of how LAs interact with students during a 'learning session' generated new observational codes for specific new categories of LA roles. Preliminary results show that LAs spend more time interacting with students in some classes, regardless of the classroom setting, while in other classrooms, LA-student interactions are mostly brief. We discuss how LA-student interactions contribute to the dynamics and mechanism of the socially shared learning activity.

  11. Instructional strategies in science classrooms of specialized secondary schools for the gifted

    Science.gov (United States)

    Poland, Donna Lorraine

    This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

  12. Energy matters: An investigation of drama pedagogy in the science classroom

    Science.gov (United States)

    Alrutz, Megan

    The purpose of this study is to explore and document how informal and improvisational drama techniques affect student learning in the science classroom. While implementing a drama-based science unit, I examined multiple notions of learning, including, but not limited to, traditional notions of achievement, student understanding, student participation in the science classroom, and student engagement with, and knowledge of, science content. Employing an interpretivist research methodology, as outlined by Fredrick Erickson for qualitative analysis in the classroom, I collected data through personal observations; student and teacher interviews; written, artistic and performed class work; video-recorded class work; written tests; and questionnaires. In analyzing the data, I found strong support for student engagement during drama-based science instruction. The drama-based lessons provided structures that drew students into lessons, created enthusiasm for the science curriculum, and encouraged meaningful engagement with, and connections to, the science content, including the application and synthesis of science concepts and skills. By making student contributions essential to each of the lessons, and by challenging students to justify, explain, and clarify their understandings within a dramatic scenario, the classroom facilitators created a conducive learning environment that included both support for student ideas and intellectual rigor. The integration of drama-based pedagogy most affected student access to science learning and content. Students' participation levels, as well as their interest in both science and drama, increased during this drama-based science unit. In addition, the drama-based lessons accommodated multiple learning styles and interests, improving students' access to science content and perceptions of their learning experience and abilities. Finally, while the drama-based science lessons provided multiple opportunities for solidifying understanding of

  13. "But at school … I became a bit shy": Korean immigrant adolescents' discursive participation in science classrooms

    Science.gov (United States)

    Ryu, Minjung

    2013-09-01

    In reform-based science curricula, students' discursive participation is highly encouraged as a means of science learning as well as a goal of science education. However, Asian immigrant students are perceived to be quiet and passive in classroom discursive situations, and this reticence implies that they may face challenges in discourse-rich science classroom learning environments. Given this potentially conflicting situation, the present study aims to understand how and why Asian immigrant students participate in science classroom discourse. Findings from interviews with seven Korean immigrant adolescents illustrate that they are indeed hesitant to speak up in classrooms. Drawing upon cultural historical perspectives on identity and agency, this study shows how immigrant experiences shaped the participants' othered identity and influenced their science classroom participation, as well as how they negotiated their identities and situations to participate in science classroom and peer communities. I will discuss implications of this study for science education research and science teacher education to support classroom participation of immigrant students.

  14. Learning Science through Talking Science in Elementary Classroom

    Science.gov (United States)

    Tank, Kristina Maruyama; Coffino, Kara

    2014-01-01

    Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students' know about human body and various systems,…

  15. Ambitious Teachers' Design and Use of Classrooms as a Place of Science

    Science.gov (United States)

    Stroupe, David

    2017-01-01

    This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a "place of science" in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's…

  16. Problem-Based Learning in the Life Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom; Parker, Joyce; Eberhardt, Janet

    2016-01-01

    "Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

  17. Teaching and Learning in the Mixed-Reality Science Classroom

    Science.gov (United States)

    Tolentino, Lisa; Birchfield, David; Megowan-Romanowicz, Colleen; Johnson-Glenberg, Mina C.; Kelliher, Aisling; Martinez, Christopher

    2009-12-01

    As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.

  18. Senior science teachers' experience of teaching in a changing multicultural classroom: A case study

    Science.gov (United States)

    Ryan, Mark

    Demographic changes within the US are bringing significant changes in the cultural make-up of the classrooms in our schools. Results from national and state assessments indicate a growing achievement gap between the science scores of white students and students from minority communities. This gap indicates a disconnect somewhere in the science classrooms. This study examines the teacher's perspective of the changing learning environment. The study focuses on senior teachers with traditional Midwestern backgrounds and little multicultural experience assuming these teachers had little or no education in multicultural education. Senior teachers are also more likely to have completed their science education within a traditional Universalist perspective of science and likewise have little or no education in multicultural science. The research method was comparative case studies of a purposeful sample of nine science teachers within a community experiencing significant demographic change, seven core senior teachers and two frame of reference teachers. The interviews examined the teachers' awareness of their own cultural beliefs and the impact of those beliefs on classroom practices, the teachers' understanding of cultural influences on the students' academic performance, and the relationships between the teachers' understanding of the cultural aspects of the nature of science and their classroom practices. Analysis of the interview data revealed that the teachers maintain a strong, traditional Midwestern worldview for classroom expectations and they are generally unaware of the impact of those standards on the classroom environment. The teachers were supportive of minority students within their classroom, changing several practices to accommodate student needs, but they were unaware of the broader cultural influences on student learning. The teachers had a poor understanding of the nature of science and none of them recognized a cultural element of NOS. They maintained a

  19. Classroom Behavior Patterns of EMH, LD, and EH Students.

    Science.gov (United States)

    McKinney, James D.; Forman, Susan G.

    1982-01-01

    Investigated whether classroom teachers could differentiate among educable mentally handicapped (EMH), learning disabled (LD), and emotionally handicapped (EH) students based on perceptions of classroom behavior patterns. Ratings from classroom behavior inventory scales revealed that EMH students were distinguished by low intelligence, creativity,…

  20. Students' Communication and Positive Outcomes in College Classrooms

    Science.gov (United States)

    AlKandari, Nabila

    2012-01-01

    The purpose of this study was to determine students' communication in the college classroom through faculty-led methods of enhancing classroom participation. The students in this study perceived that faculty members work to engage them in various classroom activities and enhance their participation through discussions, debates, dialogue, group…

  1. Inclusivity in the Classroom and International Achievement in Mathematics and Science: An Exploratory Study

    Science.gov (United States)

    Barnard-Brak, Lucy; Wei, Tianlan; Schmidt, Marcelo; Sheffield, Rebecca

    2014-01-01

    Purpose: Few studies have examined the role of inclusivity in international assessments of student achievement, such as the TIMSS (Trends in International Mathematics and Science Study). The current study examined how the inclusivity of students with disabilities at the classroom level across countries may be associated with achievement scores,…

  2. Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

    Science.gov (United States)

    Green, Rebecca D; Schlairet, Maura C

    2017-02-01

    Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. The flipped classroom: practices and opportunities for health sciences librarians.

    Science.gov (United States)

    Youngkin, C Andrew

    2014-01-01

    The "flipped classroom" instructional model is being introduced into medical and health sciences curricula to provide greater efficiency in curriculum delivery and produce greater opportunity for in-depth class discussion and problem solving among participants. As educators employ the flipped classroom to invert curriculum delivery and enhance learning, health sciences librarians are also starting to explore the flipped classroom model for library instruction. This article discusses how academic and health sciences librarians are using the flipped classroom and suggests opportunities for this model to be further explored for library services.

  4. Research on same-gender grouping in eighth-grade science classrooms

    Science.gov (United States)

    Friend, Jennifer Ingrid

    This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive

  5. Understanding adolescent student perceptions of science education

    Science.gov (United States)

    Ebert, Ellen Kress

    This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and

  6. Life Skills from the Perspectives of Classroom and Science Teachers

    Science.gov (United States)

    Kurtdede-Fidan, Nuray; Aydogdu, Bülent

    2018-01-01

    The aim of this study is to determine classroom and science teachers' views about life skills. The study employed phenomenological method. The participants of the study were 24 teachers; twelve of them were classroom teachers and the remaining were science teachers. They were working at public schools in Turkey. The participants were selected…

  7. Managing students' learning in classrooms: Reframing classroom research

    Science.gov (United States)

    Fawns, Rod; Salder, Jo

    1996-06-01

    Research on improving teaching typically focuses on the public statements of teachers and students. In the treatment of transcripts only the public “on task” utterances are usually coded and formally enter the research. In this paper the authors analysed Year 8 students' public and private statements to themselves and their peers collected in the course of their multi-year study of teacher management of communication in cooperative learning groups. The authors analysed the students' utterances as data about their cognitive and emotional responses to the management strategies The data reflect how the students perceived and responded to subtle features in the public enactment of the curriculum, the task and the setting during the ongoing lesson. The approach allows a better understanding of students' actual experiences, their responses to the overt and covert curriculum, their use of prior knowledge and their strategies for engaging with the science curriculum.

  8. Exploring the contexts of urban science classrooms: Cogenerative dialogues, coteaching, and cosmopolitanism

    Science.gov (United States)

    Emdin, Christopher

    The body of work presented in this dissertation is a response to the reported association between poor outcomes in science achievement and students of color in urban schools. By presenting counterexamples to the cultural motif that urban students of color perform poorly in science, I argue that poor achievement cannot be traced to a group of people but can be linked to institutions promoting subject delivery methods that instill distaste for science and compel students to display an illusion of disinterest in school. There are two major goals of this study. First, I plan to demonstrate how plans of action generated by coteachers and cogenerative dialogue groups can coalesce under the ethos of making science and schooling accessible to populations that are traditionally marginalized from science achievement. My second aim is to develop mechanisms for transforming science learning contexts into cosmopolitan learning communities that develop student success in science. Through a three-year ethnographic study of physics and chemistry classrooms in a high school in New York City, I present explorations of the culture and context of the urban classroom as a chief means to meet my goals. In my research, I find that obstacles to identity development around science can be tied to corporate understandings of teaching and learning that are amenable to local efforts toward change. This change is facilitated through the use of transformative tools like cogenerative dialogues, coteaching, and cosmopolitanism. Through the application of these research tools, I uncover and investigate how various misalignments that present themselves in physics and chemistry classrooms serve as signifiers of macro issues that permeate science classrooms from larger fields. By utilizing cogenerative dialogues as a tool for investigating both micro enactments within classrooms and the macro structures that generate these enactments, I show how students and teachers can work together as co

  9. Modelling Spark Integration in Science Classroom

    Directory of Open Access Journals (Sweden)

    Marie Paz E. Morales

    2014-02-01

    Full Text Available The study critically explored how a PASCO-designed technology (SPARK ScienceLearning System is meaningfully integrated into the teaching of selected topics in Earth and Environmental Science. It highlights on modelling the effectiveness of using the SPARK Learning System as a primary tool in learning science that leads to learning and achievement of the students. Data and observation gathered and correlation of the ability of the technology to develop high intrinsic motivation to student achievement were used to design framework on how to meaningfully integrate SPARK ScienceLearning System in teaching Earth and Environmental Science. Research instruments used in this study were adopted from standardized questionnaires available from literature. Achievement test and evaluation form were developed and validated for the purpose of deducing data needed for the study. Interviews were done to delve into the deeper thoughts and emotions of the respondents. Data from the interviews served to validate all numerical data culled from this study. Cross-case analysis of the data was done to reveal some recurring themes, problems and benefits derived by the students in using the SPARK Science Learning System to further establish its effectiveness in the curriculum as a forerunner to the shift towards the 21st Century Learning.

  10. The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and Non-Hispanic Whites Compared

    Science.gov (United States)

    Schmidt, Jennifer A.; Kackar-Cam, Hayal Z.; Strati, Anna D.; Shumow, Lee

    2015-01-01

    This study explores the associations of ethnicity and perceived challenge with high-school students' academic engagement and perceived competence in science. Data were collected through a variant of the Experience Sampling Method in which participants reported on their levels of engagement, perceived competence, and challenge while in science…

  11. Teaching Climate Science in Non-traditional Classrooms

    Science.gov (United States)

    Strybos, J.

    2015-12-01

    San Antonio College is the oldest, largest and centrally-located campus of Alamo Colleges, a network of five community colleges based around San Antonio, Texas with a headcount enrollment of approximately 20,000 students. The student population is diverse in ethnicity, age and income; and the Colleges understand that they play a salient role in educating its students on the foreseen impacts of climate change. This presentation will discuss the key investment Alamo Colleges has adopted to incorporate sustainability and climate science into non-traditional classrooms. The established courses that cover climate-related course material have historically had low enrollments. One of the most significant challenges is informing the student population of the value of this class both in their academic career and in their personal lives. By hosting these lessons in hands-on simulations and demonstrations that are accessible and understandable to students of any age, and pursuing any major, we have found an exciting way to teach all students about climate change and identify solutions. San Antonio College (SAC) hosts the Bill R. Sinkin Eco Centro Community Center, completed in early 2014, that serves as an environmental hub for Alamo Colleges' staff and students as well as the San Antonio community. The center actively engages staff and faculty during training days in sustainability by presenting information on Eco Centro, personal sustainability habits, and inviting faculty to bring their classes for a tour and sustainability primer for students. The Centro has hosted professors from diverse disciplines that include Architecture, Psychology, Engineering, Science, English, Fine Arts, and International Studies to bring their classes to center to learn about energy, water conservation, landscaping, and green building. Additionally, Eco Centro encourages and assists students with research projects, including a solar-hydroponic project currently under development with the support

  12. The impact of single-gender classrooms on science achievement of middle school gifted girls

    Science.gov (United States)

    Ulkins, David S.

    Studies indicate a gap in science achievement and positive attitudes towards science between gifted male and female students with females performing less than the males. This study investigated the impact of a single-gender classroom environment as opposed to a mixed-gender classroom, on motivation, locus of control, self-concept, and science achievement of middle school gifted girls. The Motivated Strategies for Learning Questionnaire (MSLQ), Review of Personal Effectiveness with Locus of Control (ROPELOC), Test of Science Related Attitudes (TOSRA), and Stanford Achievement Test 10th Edition, were used to measure the dependent variables respectively. The independent-measure t test was used to compare the differences between girls in a single-gender classroom with the ones in a mixed-gender classroom. A significant difference in the external locus of control resulted for girls in the single gender classroom. However, there were no significant differences found in science achievement, motivation, and the attitudes toward science between the two groups. The implication is that a single-gender learning environment and the use of differentiated teaching strategies can help lessen the negative effects of societal stereotypes in today's classrooms. These, along with being cognizant of the differences in learning styles of girls and their male counterparts, will result in a greater level of success for gifted females in the area of science education.

  13. Radiologic science students' perceptions of parental involvement.

    Science.gov (United States)

    DuBose, Cheryl; Barymon, Deanna; Vanderford, Virginia; Hensley, Chad; Shaver, Gary

    2014-01-01

    A new generation of students is in the classroom, and they are not always alone. Helicopter parents, those who hover around the student and attempt to ease life's challenges, are accompanying the students to radiologic science programs across the nation. To determine radiologic science students' perception regarding their parents' level of involvement in their lives. A survey focused on student perceptions of parental involvement inside and outside of the academic setting was completed by 121 radiologic science students at 4 institutional settings. The analysis demonstrates statistically significant relationships between student sex, age, marital status, and perceived level of parental involvement. In addition, as financial support increases, students' perception of the level of parental involvement also increases. Radiologic science students want their parents to be involved in their higher education decisions. Research indicates that students with involved parents are more successful, and faculty should be prepared for increased parental involvement in the future. Radiologic science students perceive their parents to be involved in their academic careers. Ninety-five percent of respondents believe that the financial support of their parent or parents contributes to their academic success. Sixty-five percent of participants are content with their parents' current level of involvement, while 11% wish their parents were more involved in their academic careers.

  14. Student Engagement in Inclusive Classrooms

    Science.gov (United States)

    Rangvid, Beatrice Schindler

    2018-01-01

    Using large scale survey data, I document substantial differences in behavioural engagement (defined as involvement in academic and social activities, cooperative participation in learning, and motivation and effort) and emotional engagement levels (defined as a sense of belonging and well-being at school) between students with and without special…

  15. Makiguchian pedagogy in the middle school science classroom

    Science.gov (United States)

    Pagan, Iris Teresa

    In an atmosphere of multi-culturism and the increasing need for innovative methods for science teaching, investigating educators from different parts of the world is well regarded. Tsunesaburo Makiguchi (1871--1944) was a prescient thinker who foreshadowed many of the modern social constructivist ideals of teaching before they became formalized in Western thought. He believed in the harmonious balance between an individual and society as the only viable goal of education. With this in mind, he introduced the concepts of "evaluation," "cognition" and "value creation" that embody this balance. "Cognition" is associated with "truth" and "evaluation" is involved with the subject-object relationship. Moreover, Makiguchian pedagogy's concept of "value creation" offers a sociological and philosophical basis for "classroom inclusion." Additionally, Makiguchian pedagogy is compared to John Dewey's philosophy as well as the educational philosophy expressed in The National Science Standards. In this teacher participant study, classroom observational data showed that several dimensions of Makiguchian pedagogical practice occurred conjointly with relatively high frequencies. These included frequent occurrences of interactional conversation between students and teacher merged within a context of expressions of personal and collective values, social contextual references, valuing and personal evaluative statements, and episodic information that the students contributed from personal experiences relevant to the science topics. Additionally, Likert-type questionnaire data collected from the students who experienced the Makiguchian lessons, and observational data from professional colleagues who viewed video taped records of the lessons, provided additional corroborative evidence supporting the researcher's findings. A content analysis of lesson plans containing Makiguchian principles of teaching and learning in relation to the ensuing classroom performance of the teacher showed a

  16. Exploring multiliteracies, student voice, and scientific practices in two elementary classrooms

    Science.gov (United States)

    Allison, Elizabeth Rowland

    This study explored the voices of children in a changing world with evolving needs and new opportunities. The workplaces of rapidly moving capitalist societies value creativity, collaboration, and critical thinking skills which are of growing importance and manifesting themselves in modern K-12 science classroom cultures (Gee, 2000; New London Group, 2000). This study explored issues of multiliteracies and student voice set within the context of teaching and learning in 4th and 5th grade science classrooms. The purpose of the study was to ascertain what and how multiliteracies and scientific practices (NGSS Lead States, 2013c) are implemented, explore how multiliteracies influence students' voices, and investigate teacher and student perceptions of multiliteracies, student voice, and scientific practices. Grounded in a constructivist framework, a multiple case study was employed in two elementary classrooms. Through observations, student focus groups and interviews, and teacher interviews, a detailed narrative was created to describe a range of multiliteracies, student voice, and scientific practices that occurred with the science classroom context. Using grounded theory analysis, data were coded and analyzed to reveal emergent themes. Data analysis revealed that these two classrooms were enriched with multiliteracies that serve metaphorically as breeding grounds for student voice. In the modern classroom, defined as a space where information is instantly accessible through the Internet, multiliteracies can be developed through inquiry-based, collaborative, and technology-rich experiences. Scientific literacy, cultivated through student communication and collaboration, is arguably a multiliteracy that has not been considered in the literature, and should be, as an integral component of overall individual literacy in the 21st century. Findings revealed four themes. Three themes suggest that teachers address several modes of multiliteracies in science, but identify

  17. Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors.

    Science.gov (United States)

    Dykstra Steinbrenner, Jessica R; Watson, Linda R

    2015-08-01

    Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD.

  18. Informal Science Learning in the Formal Classroom

    Science.gov (United States)

    Walsh, Lori; Straits, William

    2014-01-01

    In this article the authors share advice from the viewpoints of both a formal and informal educator that will help teachers identify the right Informal Science Institutions (ISIs)--institutions that specialize in learning that occurs outside of the school setting--to maximize their students' learning and use informal education to their…

  19. Blogging in the Political Science Classroom

    Science.gov (United States)

    Lawrence, Christopher N.; Dion, Michelle L.

    2010-01-01

    Weblogs (or blogs), as a form of communication on the Internet, have recently risen in prominence but may be poorly understood by both faculty and students. This article explains how blogs differ from other online communication tools and how political science faculty can make use of blogs in their classes. The focus is on using blogs as part of…

  20. The current practice of using multiple representations in year 4 science classrooms

    Science.gov (United States)

    Chuenmanee, Chanoknat; Thathong, Kongsak

    2018-01-01

    Multiple representations have been widely used as a reasoning tool for understanding complex scientific concepts. Thus this study attempted to investigate the current practice of using multiple representations on Year 4 science classrooms in terms of modes and levels which appear in curriculum documents, teaching plans, tasks and assessments, teaching practices, and students' behaviors. Indeed, documentary analysis, classroom observation, and interview were used as the data collection methods. First of all, Year 4 science documents were analyzed. Then classroom observation was used as a collecting method to seek what actually happen in the classroom. Finally, in-depth interviews were used to gather more information and obtain meaningful data. The finding reveals that many modes of verbal, visual, and tactile representations within three levels of representations are posed in Year 4 documents. Moreover, according to classroom observations and interviews, there are three main points of applying multiple representations into classrooms. First of all, various modes of representations were used, however, a huge number of them did not come together with the levels. The levels of representations, secondly, macroscopic and cellular levels were introduced into all classrooms while symbolic level was provided only in some classrooms. Finally, the connection of modes and levels pointed out that modes of representations were used without the considerations on the levels of them. So, it seems to be that teaching practice did not meet the aims of curriculum. Therefore, these issues were being considered in order to organize and design the further science lessons.

  1. Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom

    Science.gov (United States)

    Aliakbari, Mohammad; Bozorgmanesh, Bafrin

    2015-01-01

    Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies…

  2. From Laboratories to Classrooms: Involving Scientists in Science Education

    Science.gov (United States)

    DeVore, E. K.

    2001-12-01

    Scientists play a key role in science education: the adventure of making new discoveries excites and motivates students. Yet, American science education test scores lag behind those of other industrial countries, and the call for better science, math and technology education is widespread. Thus, improving American science, math and technological literacy is a major educational goal for the NSF and NASA. Today, funding for research often carries a requirement that the scientist be actively involved in education and public outreach (E/PO) to enhance the science literacy of students, teachers and citizens. How can scientists contribute effectively to E/PO? What roles can scientists take in E/PO? And, how can this be balanced with research requirements and timelines? This talk will focus on these questions, with examples drawn from the author's projects that involve scientists in working with K-12 teacher professional development and with K-12 curriculum development and implementation. Experiences and strategies for teacher professional development in the research environment will be discussed in the context of NASA's airborne astronomy education and outreach projects: the Flight Opportunities for Science Teacher EnRichment project and the future Airborne Ambassadors Program for NASA's Stratospheric Observatory for Infrared Astronomy (SOFIA). Effective partnerships with scientists as content experts in the development of new classroom materials will be described with examples from the SETI Institute's Life in the Universe curriculum series for grades 3-9, and Voyages Through Time, an integrated high school science course. The author and the SETI Institute wish to acknowledge funding as well as scientific and technical support from the National Science Foundation, the National Aeronautics and Space Administration, the Hewlett Packard Company, the Foundation for Microbiology, and the Combined Federated Charities.

  3. Moral Perceptions of College Science Students

    Science.gov (United States)

    Nolan, Eric

    This thesis argues that college-level science education is in need of explicit moral focuses centered on society's use of scientific knowledge. Many benefits come with scientific advancements but unfortunately the misuse of scientific knowledge has led to planetary crises that should be a concern for all who inhabit the Earth (e.g., climate change). The teaching of the misuses of science is often left out of college science classrooms and the purpose of this thesis is to see what effect college science students' education has had on their moral perception of these pressing issues. To evaluate how college science students morally perceive these global issues within their educational experiences, two focus group interviews were conducted and analyzed. Students converged on three themes when thinking of society's misuse of science: 1) there is something wrong with the way science is communicated between science and non-science groups; 2) misusing science for private benefit is not right, and 3) it is important for people to comprehend sustainability along different scales of understanding and action. This thesis concludes that although to some extent students were familiar with moral features that stem from society's misuse of science, they did not attribute their learning of those features from any of their required coursework within their programs of study.

  4. Exploring the meaning of practicing classroom inquiry from the perspectives of National Board Certified Science Teachers

    Science.gov (United States)

    Karaman, Ayhan

    Inquiry has been one of the most prominent terms of the contemporary science education reform movement (Buck, Latta, & Leslie-Pelecky, 2007; Colburn, 2006; Settlage, 2007). Practicing classroom inquiry has maintained its central position in science education for several decades because science education reform documents promote classroom inquiry as the potential savior of science education from its current problems. Likewise, having the capabilities of teaching science through inquiry has been considered by National Board for Professional Teaching Standards [NBPTS] as one of the essential elements of being an accomplished science teacher. Successful completion of National Board Certification [NBC] assessment process involves presenting a clear evidence of enacting inquiry with students. Despite the high-profile of the word inquiry in the reform documents, the same is not true in schools (Crawford, 2007). Most of the science teachers do not embrace this type of approach in their everyday teaching practices of science (Johnson, 2006; Luera, Moyer, & Everett, 2005; Smolleck, Zembal-Saul, & Yoder, 2006; Trumbull, Scarano, & Bonney, 2006). And the specific meanings attributed to inquiry by science teachers do not necessarily match with the original intentions of science education reform documents (Matson & Parsons, 2006; Wheeler, 2000; Windschitl, 2003). Unveiling the various meanings held by science teachers is important in developing better strategies for the future success of science education reform efforts (Jones & Eick, 2007; Keys & Bryan, 2001). Due to the potential influences of National Board Certified Science Teachers [NBCSTs] on inexperienced science teachers as their mentors, examining inquiry conceptions of NBCSTs is called for. How do these accomplished practitioners understand and enact inquiry? The purpose of this dissertation research study was twofold. First, it investigated the role of NBC performance assessment process on the professional development

  5. Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

    Science.gov (United States)

    Dillon, Deborah R.; O'Brien, David G.; Moje, Elizabeth B.; Stewart, Roger A.

    The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.Received: 1 April 1993; Revised: 30 August 1993;

  6. Students with Learning Disabilities in the Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

    There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

  7. Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

    Science.gov (United States)

    Hildenbrand, Susan M.; Arndt, Katrina

    2016-01-01

    This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

  8. Assessing Bilingual Knowledge Organization in Secondary Science Classrooms =

    Science.gov (United States)

    Wu, Jason S.

    Improving outcomes for English language learners (ELLs) in secondary science remains an area of high need. The purpose of this study is to investigate bilingual knowledge organization in secondary science classrooms. This study involved thirty-nine bilingual students in three biology classes at a public high school in The Bronx, New York City. Methods included an in-class survey on language use, a science content and English proficiency exam, and bilingual free-recalls. Fourteen students participated in bilingual free-recalls which involved a semi-structured process of oral recall of information learned in science class. Free-recall was conducted in both English and Spanish and analyzed using flow-map methods. Novel methods were developed to quantify and visualize the elaboration and mobilization of ideas shared across languages. It was found that bilingual narratives displayed similar levels of organizational complexity across languages, though English recalls tended to be longer. English proficiency was correlated with narrative complexity in English. There was a high degree of elaboration on concepts shared across languages. Finally, higher Spanish proficiency correlated well with greater overlapping elaboration across languages. These findings are discussed in light of current cognitive theory before presenting the study's limitations and future directions of research.

  9. Undergraduate-driven interventions to increase representation in science classrooms

    Science.gov (United States)

    Freilich, M.; Aluthge, D.; Bryant, R. M.; Knox, B.; McAdams, J.; Plummer, A.; Schlottman, N.; Stanley, Z.; Suglia, E.; Watson-Daniels, J.

    2014-12-01

    Recognizing that racial, ethnic, and gender underrepresentation in science classrooms persists despite intervention programs and institutional commitments to diversity, a group of undergraduates from a variety of backgrounds and academic disciplines came together for a group independent study to (a) study the theoretical foundations of the current practice of science and of programs meant to increase diversity, (b) utilize the experiences of course participants and our peers to better understand the drivers of underrepresentation, and (c) design and implement interventions at Brown University. We will present on individual and small group projects designed by course members in collaboration with faculty. The projects emerged from an exploration of literature in history, philosophy, and sociology of science, as well as an examination of anthropological and psychological studies. We also evaluated the effectiveness of top-down and bottom-up approaches that have already been attempted in developing our projects. They focus on the specific problems faced by underrepresented minorities, women, LGBTQ+ people, and well-represented minorities. We will share experiences of faculty-student collaboration and engaged scholarship focused on representation in science and discuss student-designed interventions.

  10. Visual, Critical, and Scientific Thinking Dispositions in a 3rd Grade Science Classroom

    Science.gov (United States)

    Foss, Stacy

    Many American students leave school without the required 21st century critical thinking skills. This qualitative case study, based on the theoretical concepts of Facione, Arheim, and Vygotsky, explored the development of thinking dispositions through the arts in science on the development of scientific thinking skills when used as a conceptual thinking routine in a rural 3rd grade classroom. Research questions examined the disposition to think critically through the arts in science and focused on the perceptions and experiences of 25 students with the Visual Thinking Strategy (VTS) process. Data were collected from classroom observations (n = 10), student interviews (n = 25), teacher interviews ( n = 1), a focus group discussion (n = 3), and artifacts of student work (n = 25); these data included perceptions of VTS, school culture, and classroom characteristics. An inductive analysis of qualitative data resulted in several emergent themes regarding disposition development and students generating questions while increasing affective motivation. The most prevalent dispositions were open-mindedness, the truth-seeking disposition, the analytical disposition, and the systematicity disposition. The findings about the teachers indicated that VTS questions in science supported "gradual release of responsibility", the internalization of process skills and vocabulary, and argumentation. This case study offers descriptive research that links visual arts inquiry and the development of critical thinking dispositions in science at the elementary level. A science curriculum could be developed, that emphasizes the development of thinking dispositions through the arts in science, which in turn, could impact the professional development of teachers and learning outcomes for students.

  11. Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective

    Science.gov (United States)

    Seah, Lay Hoon; Clarke, David John; Hart, Christina Eugene

    2014-01-01

    This case study of a science lesson, on the topic thermal expansion, examines the language demands on students from an integrated science and language perspective. The data were generated during a sequence of 9 lessons on the topic of "States of Matter" in a Grade 7 classroom (12-13 years old students). We identify the language demands…

  12. Data Nuggets: Bringing Real Data into the Classroom to Unearth Students' Quantitative & Inquiry Skills

    Science.gov (United States)

    Schultheis, Elizabeth H.; Kjelvik, Melissa K.

    2015-01-01

    Current educational reform calls for increased integration between science and mathematics to overcome the shortcomings in students' quantitative skills. Data Nuggets (free online resource, http://datanuggets.org) are worksheets that bring data into the classroom, repeatedly guiding students through the scientific method and making claims…

  13. Differences in the classroom: learning about practices of two science teachers

    Directory of Open Access Journals (Sweden)

    Elaine Soares França

    2012-12-01

    Full Text Available In this research, a case study, we adopted ethnography as logic of inquiry to learn about teaching for diverse groups in middle school science classrooms. Multiple data sources were used: participant observation, video and audio records, field notes and semi-structured interviews. We analyzed interviews with two teachers, as well as classroom episodes to construct, through contrast, a characterization of two types of practice involving diversity in the classroom. The first teacher show concerns with introducing students in school culture. She tried to “translate” terms that students do not understand, explaining their meanings. In this process, teaching subject matter knowledge (SMK is a secondary goal. The other teacher emphasized SMK, trying to establish connections between science content and students’ everyday life experiences. Both teachers do not acknowledge significant influences in science learning related to gender, social class, and ethnicity.

  14. Student and Parent Perspectives on Fipping the Mathematics Classroom

    Science.gov (United States)

    Muir, Tracey

    2015-01-01

    Traditionally, the domain of higher education, the 'flipped classroom' is gaining in popularity in secondary school settings. In the flipped classroom, digital technologies are used to shift direct instruction from the classroom to the home, providing students with increased autonomy over their learning. While advocates of the approach believe it…

  15. Pedagogical Approaches to Student Racial Conflict in the Classroom

    Science.gov (United States)

    Pasque, Penny A.; Chesler, Mark A.; Charbeneau, Jessica; Carlson, Corissa

    2013-01-01

    The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students' learning…

  16. Talking about science: An interpretation of the effects of teacher talk in a high school science classroom

    Science.gov (United States)

    Moje, Elizabeth B.

    This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction.Received: 23 September 1993; Revised: 15 September 1994;

  17. A case study on the formation and sharing process of science classroom norms

    Science.gov (United States)

    Chang, Jina; Song, Jinwoong

    2016-03-01

    The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom norms in connection with these factors. By examining the developmental process of science classroom norms, we identified how the norms were realized, shared, and internalized among the members. We collected data through classroom observations and interviews focusing on two elementary science classrooms in Korea. From these data, factors influencing norm formation were extracted and developed as stories about norm establishment. The results indicate that every science classroom norm was established, shared, and internalized differently according to the values ingrained in the norms, the agent of norm formation, and the members' understanding about the norm itself. The desirable norms originating from values in science education, such as having an inquiring mind, were not established spontaneously by students, but were instead established through well-organized norm networks to encourage concrete practice. Educational implications were discussed in terms of the practice of school science inquiry, cultural studies, and value-oriented education.

  18. History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science

    Science.gov (United States)

    Kim, Sun Young; Irving, Karen E.

    2010-01-01

    This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in…

  19. Reviews Book: Extended Project Student Guide Book: My Inventions Book: ASE Guide to Research in Science Education Classroom Video: The Science of Starlight Software: SPARKvue Book: The Geek Manifesto Ebook: A Big Ball of Fire Apps

    Science.gov (United States)

    2014-05-01

    WE RECOMMEND Level 3 Extended Project Student Guide A non-specialist, generally useful and nicely put together guide to project work ASE Guide to Research in Science Education Few words wasted in this handy introduction and reference The Science of Starlight Slow but steady DVD covers useful ground SPARKvue Impressive software now available as an app WORTH A LOOK My Inventions and Other Writings Science, engineering, autobiography, visions and psychic phenomena mixed in a strange but revealing concoction The Geek Manifesto: Why Science Matters More enthusiasm than science, but a good motivator and interesting A Big Ball of Fire: Your questions about the Sun answered Free iTunes download made by and for students goes down well APPS Collider visualises LHC experiments ... Science Museum app enhances school trips ... useful information for the Cambridge Science Festival

  20. Ethnographic case study of a high school science classroom: Strategies in stem education

    Science.gov (United States)

    Sohn, Lucinda N.

    Historically, science education research has promoted that learning science occurs through direct physical experiences. In recent years, the need for best practices and student motivation have been highlighted in STEM research findings. In response to the instructional challenges in STEM education, the National Research Council has provided guidelines for improving STEM literacy through best practices in science and mathematics instruction. A baseline qualitative ethnographic case study of the effect of instructional practices on a science classroom was an opportunity to understand how a teacher and students work together to learn in an International Baccalaureate life science course. This study was approached through an interpretivist lens with the assumption that learning science is socially constructed. The following were the research questions: 1.) How does the teacher implement science instruction strategies in the classroom? 2.) In what ways are students engaged in the classroom? 3.) How are science concepts communicated in the classroom? The total 35 participants included a high school science teacher and two classes of 11th grade students in the International Baccalaureate program. Using exploratory qualitative methods of research, data was collected from field notes and transcripts from a series of classroom observations, a single one-on-one interview with the teacher and two focus groups with students from each of the two classes. Three themes emerged from text coded using initial and process coding with the computer assisted qualitative data analysis software, MAXQDA. The themes were: 1.) Physical Forms of Communication Play Key Role in Instructional Strategy, 2.) Science Learning Occurs in Casual Environment Full of Distractions, and 3.) Teacher Persona Plays Vital Role in Classroom Culture. The findings provided insight into the teacher's role on students' motivation to learn science. The recommendation for STEM programs and new curriculum is a

  1. Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors

    Science.gov (United States)

    Dykstra Steinbrenner, Jessica R.; Watson, Linda R.

    2015-01-01

    Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student…

  2. Cultural politics: Linguistic identity and its role as gatekeeper in the science classroom

    Science.gov (United States)

    Hilton-Brown, Bryan Anthony

    This dissertation investigated how participation in the cultural practices of science classrooms creates intrapersonal conflict for ethnic minority students. Grounded in research perspectives of cultural anthropology, sociocultural studies of science education, and critical pedagogy, this study examined the cultural tensions encountered by minority students as they assimilate into the culture of the science classroom. Classroom interaction was viewed from the perspective of instructional congruence---the active incorporation of students' culture into science pedagogy. Ogbu's notion of "oppositional identity", Fordham's "fictive kinship", Bahktin's "antidialogics", and Freire's "critical consciousness" were brought together to examine how members of marginalized cultures develop non-normative behaviors as a means of cultural resistance. Choice of genre for public discourse was seen as a political act, representing students' own cultural affiliations. Conducted in a diverse Southern Californian high school with an annual population of over 3,900 students, this study merged ethnographic research, action research, and sociolinguistic discourse analysis. Post hoc analysis of videotaped classroom activities, focus group interviews, and samples of student work revealed students' discursive behavior to shift as a product of the context of their discursive exchanges. In whole class discussions students explained their understanding of complex phenomena to classmates, while in small group discussions they favored brief exchanges of group data. Four domains of discursive identities were identified: Opposition Status, Maintenance Status, Incorporation Status, and Proficiency Status. Students demonstrating Opposition Status avoided use of science discourse. Those students who demonstrated Maintenance Status were committed to maintaining their own discursive behavior. Incorporation Status students were characterized by an active attempt to incorporate science discourse into

  3. Testing the Classroom Citizenship Behaviors Scale: Exploring the Association of Classroom Citizenship Behaviors and Student Traits

    Science.gov (United States)

    Katt, James; Miller, Ann Neville; Brown, Tim

    2017-01-01

    This study investigated the reliability and validity of Myers and colleagues' Classroom Citizenship Behavior scale, as well as the relationship between student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, openness, and communication apprehension) and CCBs. Two hundred and thirteen students completed…

  4. Classroom Animals Provide More than Just Science Education

    Science.gov (United States)

    Herbert, Sandra; Lynch, Julianne

    2017-01-01

    Keeping classroom animals is a common practice in many classrooms. Their value for learning is often seen narrowly as the potential to involve children in learning biological science. They also provide opportunities for increased empathy, as well as socio-emotional development. Realization of their potential for enhancing primary children's…

  5. News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

    Science.gov (United States)

    2010-05-01

    Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

  6. Performance-based classrooms: A case study of two elementary teachers of mathematics and science

    Science.gov (United States)

    Jones, Kenneth W.

    This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.

  7. Science Alive!: Connecting with Elementary Students through Science Exploration

    Directory of Open Access Journals (Sweden)

    Aarti Raja

    2016-05-01

    Full Text Available A novel program called Science Alive! was developed by undergraduate faculty members, K–12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

  8. Science Alive!: Connecting with Elementary Students through Science Exploration.

    Science.gov (United States)

    Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

    2016-05-01

    A novel program called Science Alive! was developed by undergraduate faculty members, K-12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

  9. Meaningful Engagement in Scientific Practices: How Classroom Communities Develop Authentic Epistemologies for Science

    Science.gov (United States)

    Krist, Christina Rae

    Recent reforms in science education, based on decades of learning research, emphasize engaging students in science and engineering practices as the means to develop and refine disciplinary ideas. These reforms advocate an epistemic shift in how school science is done: from students learning about science ideas to students figuring out core science ideas. This shift is challenging to implement: how do we bring the goals and practices of a discipline into classroom communities in meaningful ways that go beyond simply following rote scientific procedures? In this dissertation, I investigate how classroom communities learn to engage meaningfully in scientific practices, characterizing their engagement as a process of epistemic learning. I take a situated perspective that defines learning as shifts in how members engage in communities of practice. I examine students' epistemic learning as a function of their participation in a classroom community of scientific practice along two dimensions: what they do, or the practical epistemic heuristics they use to guide how they build knowledge; and who they are, or how ownership and authorship of ideas is negotiated and affectively marked through interaction. I focus on a cohort of students as they move from 6th to 8 th grade. I analyze three science units, one from each grade level, to look at the epistemic heuristics implicit in student and teacher talk and how the use of those heuristics shifts over time. In addition, I examine one anomalous 8th grade class to look at how students and the teacher position themselves and each other with respect to the ideas in their classroom and how that positioning supports epistemic learning. Taken together, these analyses demonstrate how students' engagement in scientific practices evolves in terms of what they do and who they are in relation to the knowledge and ideas in their classroom over time. I propose a model for epistemic learning that articulates how classroom communities develop

  10. Question Asking in the Science Classroom: Teacher Attitudes and Practices

    Science.gov (United States)

    Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

    2014-01-01

    Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the…

  11. Learning Tools to Enhance Student Achievement in an ASL-English Flipped Classroom for Deaf Students

    OpenAIRE

    Chung, Michelle

    2016-01-01

    With technology becoming more advanced and readily available in the classroom, an increasing number of teachers across the nation are seeking to flip their classrooms. That is, a flipped classroom moves lectures outside of the classroom via online videos, allowing more class time for student activities and projects. To be successful in a flipped classroom, students will need to be able to learn through instructional videos, to take notes while watching the videos, and to think aloud when work...

  12. Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

    Directory of Open Access Journals (Sweden)

    Susan A. Yoon

    2016-12-01

    Full Text Available We present a curriculum and instruction framework for computer-supported teaching and learning about complex systems in high school science classrooms. This work responds to a need in K-12 science education research and practice for the articulation of design features for classroom instruction that can address the Next Generation Science Standards (NGSS recently launched in the USA. We outline the features of the framework, including curricular relevance, cognitively rich pedagogies, computational tools for teaching and learning, and the development of content expertise, and provide examples of how the framework is translated into practice. We follow this up with evidence from a preliminary study conducted with 10 teachers and 361 students, aimed at understanding the extent to which students learned from the activities. Results demonstrated gains in students’ complex systems understanding and biology content knowledge. In interviews, students identified influences of various aspects of the curriculum and instruction framework on their learning.

  13. Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

    Science.gov (United States)

    Jung, Karl Gerhard

    Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

  14. Fostering Scholarly Discussion and Critical Thinking in the Political Science Classroom

    Science.gov (United States)

    Marks, Michael P.

    2008-01-01

    This article suggests strategies for promoting scholarly discussion and critical thinking in political science classes. When scholars study politics they are engaged in an investigation into the dynamics of governance, not a debate over personal political beliefs. The problem with a politicized classroom is that it gives students a false…

  15. Effectiveness of Various Innovative Learning Methods in Health Science Classrooms: A Meta-Analysis

    Science.gov (United States)

    Kalaian, Sema A.; Kasim, Rafa M.

    2017-01-01

    This study reports the results of a meta-analysis of the available literature on the effectiveness of various forms of innovative small-group learning methods on student achievement in undergraduate college health science classrooms. The results of the analysis revealed that most of the primary studies supported the effectiveness of the…

  16. A Pedagogy of Civic Engagement for the Undergraduate Political Science Classroom

    Science.gov (United States)

    DeLaet, Debra L.

    2016-01-01

    This article provides an overview of a classroom project, titled the Priorities Project, which is designed to promote responsible and informed civic engagement on the part of students in upper level political science courses at Drake University. It provides an overview of the Priorities Project, a brief summary highlighting the process and results…

  17. Problem-Based Learning in the Physical Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2018-01-01

    "Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

  18. Ninth Grade Student Responses to Authentic Science Instruction

    Science.gov (United States)

    Ellison, Michael Steven

    This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance. The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on

  19. Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

    Science.gov (United States)

    Blank, Lisa M.; Almquist, Heather; Estrada, Jen; Crews, Jeff

    2016-01-01

    This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students' understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments…

  20. A cultural study of a science classroom and graphing calculator-based technology

    Science.gov (United States)

    Casey, Dennis Alan

    Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital---the benefits that come from an individual's social contacts, social skills, and social resources.

  1. Student Impressions of Academic Cell Phone Use in the Classroom

    Science.gov (United States)

    Tessier, Jack

    2013-01-01

    Cell phones have become ubiquitous in society, but they are typically seen as a problem in the classroom. This study was designed to assess the perspective of students regarding the use of cell phones as academic tools in the classroom. The author encouraged students to use their cell phones in an environmental issues course to find data and other…

  2. Renegotiating the pedagogic contract: Teaching in digitally enhanced secondary science classrooms

    Science.gov (United States)

    Ajayi, Ajibola Oluneye

    This qualitative case study explores the effects of emerging digital technology as a teaching and learning tool in secondary school science classrooms. The study examines three teachers' perspectives on how the use of technology affects the teacher-student pedagogic relationship. The "pedagogic contract" is used as a construct to analyze the changes that took place in these teachers' classrooms amid the use of this new technology. The overarching question for this research is: How was the pedagogic contract renegotiated in three secondary science teachers' classrooms through the use of digitally enhanced science instruction. To answer this question, data was collected via semi-structured teacher interviews, classroom observations, and analysis of classroom documents such as student assignments, tests and Study Guides. This study reveals that the everyday use of digital technologies in these classrooms resulted in a re-negotiated pedagogic contract across three major dimensions: content of learning, method and management of learning activities, and assessment of learning. The extent to which the pedagogic contract was renegotiated varied with each of the teachers studied. Yet in each case, the content of learning was extended to include new topics, and greater depth of learning within the mandated curriculum. The management of learning was reshaped around metacognitive strategies, personal goal-setting, individual pacing, and small-group learning activities. With the assessment of learning, there was increased emphasis on self-directed interactive testing as a formative assessment tool. This study highlights the aspects of science classrooms that are most directly affected by the introduction of digital technologies and demonstrates how those changes are best understood as a renegotiation of the teacher-student pedagogic contract.

  3. Teacher perceptions of usefulness of mobile learning devices in rural secondary science classrooms

    Science.gov (United States)

    Tighe, Lisa

    The internet and easy accessibility to a wide range of digital content has created the necessity for teachers to embrace and integrate digitial media in their curriculums. Although there is a call for digital media integration in curriculum by current learning standards, rural schools continue to have access to fewer resources due to limited budgets, potentially preventing teachers from having access to the most current technology and science instructional materials. This dissertation identifies the perceptions rural secondary science teachers have on the usefulness of mobile learning devices in the science classroom. The successes and challenges in using mobile learning devices in the secondary classroom were also explored. Throughout this research, teachers generally supported the integration of mobile devices in the classroom, while harboring some concerns relating to student distractability and the time required for integrating mobile devices in exisiting curriculum. Quantitative and qualitative data collected through surveys, interviews, and classroom observations revealed that teachers perceive that mobile devices bring benefits such as ease of communication and easy access to digitial information. However, there are perceived challenges with the ability to effectively communicate complex scientific information via mobile devices, distractibility of students, and the time required to develop effective curriculum to integrate digital media into the secondary science classroom.

  4. Citizen Science in the Classroom: Perils and Promise of the New Web

    Science.gov (United States)

    Loughran, T.; Dirksen, R.

    2010-12-01

    Classroom citizen science projects invite students to generate, curate, post, query, and analyze data, publishing and discussing results in potentially large collaborative contexts. The new web offers a rich palette of such projects for any STEM educator to select from or create. This easy access to citizen science in the classroom is full of both promise and peril for science education. By offering examples of classroom citizen science projects in particle physics, earth and environmental sciences, each supported by a common mashup of technologies available to ordinary users, we will illustrate something of the promise of these projects for science education, and point to some of the challenges and failure modes--the peril--raised by easy access and particularly easy publication of data. How one sensibly responds to this promise and peril depends on how one views the goals of science (or more broadly, STEM) education: either as the equipping of individual students with STEM knowledge and skills so as to empower them for future options, or as the issuing of effective invitations into STEM communities. Building on the claim that these are complementary perspectives, both of value, we will provide an example of a classroom citizen science project analyzed from both perspectives. The BOSCO classroom-to-classroom water source mapping project provides students both in Northern Uganda and in South Dakota a collaborative platform for analyzing and responding to local water quality concerns. Students gather water quality data, use Google Forms embedded in a project wiki to enter data in a spreadsheet, which then automatically (through Mapalist, a free web service) gets posted to a Google Map, itself embedded in the project wiki. Using these technologies, data is thus collected and posted for analysis in a collaborative environment: the stage is set for classroom citizen science. In the context of this project we will address the question of how teachers can take advantage

  5. Understanding Mathematics Classroom Instruction Through Students and Teachers

    OpenAIRE

    Schenke, Katerina

    2015-01-01

    High quality instruction is necessary for students of all ages to develop a deep understanding of mathematics. Value-added models, a common approach used to describe teachers and classroom practices, are defined by the student standardized achievement gains teachers elicit. They may, however, fail to account for the complexity of mathematics instruction as it actually occurs in the classroom. To truly understand both a teacher’s impact on his/her students and how best to improve student learn...

  6. Science Careers and Disabled Students.

    Science.gov (United States)

    Jagoda, Sue; Cremer, Bob

    1981-01-01

    Summarizes proceedings and student experiences at the 1980 Science Career Workshop for Physically Disabled Students at the Lawrence Hall of Science (University of California). Includes a description of the key-note speaker's topics, and other workshop activities. (DS)

  7. Scientific Participation at the Poles: K-12 Teachers in Polar Science for Careers and Classrooms

    Science.gov (United States)

    Crowley, S.; Warburton, J.

    2012-12-01

    PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the polar regions. PolarTREC highlights the importance of involving teachers in scientific research in regards to their careers as educators and their ability to engage students in the direct experience of science. To date, PolarTREC has placed over 90 teachers with research teams in the Arctic and Antarctic. Published results of our program evaluation quantify the effect of the field experience on the teachers' use of the real scientific process in the classroom, the improvement in science content taught in classrooms, and the use of non-fiction texts (real data and science papers) as primary learning tools for students. Teachers and students both report an increase of STEM literacy in the classroom content, confidence in science education, as well as a markedly broadened outlook of science as essential to their future. Research conducted with science teams affirms that they are achieving broader impacts when PolarTREC teachers are involved in their expeditions. Additionally, they reported that these teachers making vital contributions to the success of the scientific project.

  8. Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs

    Science.gov (United States)

    Keselman, Alla; Levin, Daniel M.; Hundal, Savreen; Kramer, Judy F.; Matzkin, Karen; Dutcher, Gale

    2013-01-01

    In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students’ daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers’ and researchers’ perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students’ experience with socio-scientific argumentation. PMID:24382985

  9. Approaching multidimensional forms of knowledge through Personal Meaning Mapping in science integrating teaching outside the classroom

    DEFF Research Database (Denmark)

    Hartmeyer, Rikke; Bolling, Mads; Bentsen, Peter

    2017-01-01

    knowledge dimensions is important, especially in science teaching outside the classroom, where “hands-on” approaches and experiments are often part of teaching and require procedural knowledge, among other things. Therefore, this study investigates PMM as a method for exploring specific knowledge dimensions......Current research points to Personal Meaning Mapping (PMM) as a method useful in investigating students’ prior and current science knowledge. However, studies investigating PMM as a method for exploring specific knowledge dimensions are lacking. Ensuring that students are able to access specific...... in formal science education integrating teaching outside the classroom. We applied a case study design involving two schools and four sixth-grade classes. Data were collected from six students in each class who constructed personal meaning maps and were interviewed immediately after natural science...

  10. Teacher perspectives on science literacy in multilingual classrooms –multidisciplinary explorations

    DEFF Research Database (Denmark)

    Hajer, Maaike; Nielsen, Birgitte Lund; Tytler, Russell

    using Clarke & Hollingworth (2002) (referred to as C&H) model for analyzing teacher development as connections between teachers personal domain of knowledge and beliefs, practice domain of experimenting in the classroom, domain of consequence including salient student outcomes and the external domain...... that requires multidisciplinary cooperation. The Swedish Science and Literacy Teaching (SALT)project focuses on the questions How do science teachers address literacy skills in classes with secondary students in a multilingual classroom? and How can an explicit focus on literacy development become an integrated...... part of science teachers’ practice and thinking? The multidisciplinary team includes expertise in applied linguistics (text analysis, second language teaching), science pedagogy and teacher professional development. Having gathered the SALT data, the challenge in this phase is in the analysis. How can...

  11. Aristotle, alive and well in Papua New Guinea science classrooms

    Science.gov (United States)

    Boeha, Beno B.

    1990-09-01

    National High School students from Papua New Guinea were interviewed about two situations; the results of their Aristotle-like views regarding `forced' and `natural' motion are presented and discussed. Twenty-one National High School Students were interviewed about two situations similarly used elsewhere (Osborne and Gibert 1979, 1980, Osborne 1980a) and the results of these Aristotle-like views possessed by students have been presented and discussed above. With each of the six summary statements some extracts have been provided from interviews conducted by the author with students who had come from various parts of Pupua New Guinea. Students' views have been compiled to give a composite picture of the Aristotle-like ideas. Some impression of the commonality of the ideas/beliefs has been provided by reference to the work of others who have reported similar tendencies in testing and interviewing physics students. Throughout the study, students' Aristotlean-like views have been given a respected status that reflects their widespread use, their internal coherence and their tenacity in the face of classroom teaching in a Pupua New Guinea National High School. In analysing individual interview transcripits, attempts were made to construct ideas/beliefs that can account for statements by each student in a manner that statements are consistent with each other. The assumption that all of a student's statements are logically compatible to a listener or reader is difficult to maintain. However, it is one that has to be made as a hypothesis to work with, otherwise it is too easy to discount sections of a student's discourse that seem inconsistent with understandable parts. The aims of this part of the study have been to provide science educationalists with a repertoire of common Aristolean-like beliefs which have persisted in students. These views differ in some ways from the orthodox physics views. By better understanding of the students' beliefs and commitments about

  12. How Constructivist-Based Teaching Influences Students Learning Science

    Science.gov (United States)

    Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John

    2012-01-01

    The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their…

  13. Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalised science classroom

    Science.gov (United States)

    De Carvalho, Roussel

    2016-06-01

    Steven Vertovec (2006, 2007) has recently offered a re-interpretation of population diversity in large urban centres due to a considerable increase in immigration patterns in the UK. This complex scenario called superdiversity has been conceptualised to help illuminate significant interactions of variables such as religion, language, gender, age, nationality, labour market and population distribution on a larger scale. The interrelationships of these themes have fundamental implications in a variety of community environments, but especially within our schools. Today, London schools have over 300 languages being spoken by students, all of whom have diverse backgrounds, bringing with them a wealth of experience and, most critically, their own set of religious beliefs. At the same time, Science is a compulsory subject in England's national curriculum, where it requires teachers to deal with important scientific frameworks about the world; teaching about the origins of the universe, life on Earth, human evolution and other topics, which are often in conflict with students' religious views. In order to cope with this dynamic and thought-provoking environment, science initial teacher education (SITE)—especially those catering large urban centres—must evolve to equip science teachers with a meaningful understanding of how to handle a superdiverse science classroom, taking the discourse of inclusion beyond its formal boundaries. Thus, this original position paper addresses how the role of SITE may be re-conceptualised and re-framed in light of the immense challenges of superdiversity as well as how science teachers, as enactors of the science curriculum, must adapt to cater to these changes. This is also the first in a series of papers emerging from an empirical research project trying to capture science teacher educators' own views on religio-scientific issues and their positions on the place of these issues within science teacher education and the science classroom.

  14. Facilitating cultural border crossing in urban secondary science classrooms: A study of inservice teachers

    Science.gov (United States)

    Monteiro, Anna Karina

    Research acknowledges that if students are to be successful science, they must learn to navigate and cross cultural borders that exist between their own cultures and the subculture of science. This dissertation utilized a mixed methods approach to explore how inservice science teachers working in urban schools construct their ideas of and apply the concepts about the culture of science and cultural border crossing as relevant to the teaching and learning of science. The study used the lenses of cultural capital, social constructivism, and cultural congruency in the design and analysis of each of the three phases of data collection. Phase I identified the perspectives of six inservice science teachers on science culture, cultural border crossing, and which border crossing methods, if any, they used during science teaching. Phase II took a dialectical approach as the teachers read about science culture and cultural border crossing during three informal professional learning community meetings. This phase explored how teachers constructed their understanding of cultural border crossing and how the concept applied to the teaching and learning of science. Phase III evaluated how teachers' perspectives changed from Phase I. In addition, classroom observations were used to determine whether teachers' practices in their science classrooms changed from Phase I to Phase III. All three phases collected data through qualitative (i.e., interviews, classroom observations, and surveys) and quantitative (Likert items) means. The findings indicated that teachers found great value in learning about the culture of science and cultural border crossing as it pertained to their teaching methods. This was not only evidenced by their interviews and surveys, but also in the methods they used in their classrooms. Final conclusions included how the use of student capital resources (prior experiences, understandings and knowledge, ideas an interests, and personal beliefs), if supported by

  15. One-to-one iPad technology in the middle school mathematics and science classrooms

    Science.gov (United States)

    Bixler, Sharon G.

    Science, technology, engineering, and mathematics (STEM) education has become an emphasized component of PreK-12 education in the United States. The US is struggling to produce enough science, mathematics, and technology experts to meet its national and global needs, and the mean scores of science and mathematics students are not meeting the expected levels desired by our leaders (Hossain & Robinson, 2011). In an effort to improve achievement scores in mathematics and science, school districts must consider many components that can contribute to the development of a classroom where students are engaged and growing academically. Computer technology (CT) for student use is a popular avenue for school districts to pursue in their goal to attain higher achievement. The purpose of this study is to examine the use of iPads in a one-to-one setting, where every student has his own device 24/7, to determine the effects, if any, on academic achievement in the areas of mathematics and science. This comparison study used hierarchical linear modeling (HLM) to examine three middle schools in a private school district. Two of the schools have implemented a one-to-one iPad program with their sixth through eighth grades and the third school uses computers on limited occasions in the classroom and in a computer lab setting. The questions addressed were what effect, if any, do the implementation of a one-to-one iPad program and a teacher's perception of his use of constructivist teaching strategies have on student academic achievement in the mathematics and science middle school classrooms. The research showed that although the program helped promote the use of constructivist activities through the use of technology, the one-to-one iPad initiative had no effect on academic achievement in the middle school mathematics and science classrooms.

  16. Mathematics and Science Learning Opportunities in Preschool Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

    2014-01-01

    Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

  17. Incorporating Science News Into Middle School Curricula: Current Events in the 21st Century Classroom

    Science.gov (United States)

    Dimaggio, E.

    2010-12-01

    Middle school students are instructed with the aid of textbooks, lectures, and activities to teach topics that satisfy state standards. However, teaching materials created to convey standard-aligned science concepts often leave students asking how the content relates to their lives and why they should be learning it. Conveying relevance, especially in science when abstract concepts can often be incorrectly perceived as irrelevant, is important for student learning and retention. One way to create an educational link between classroom content and everyday life is through the use of scientific current events. Students read, hear, and watch media coverage of natural events (such as the Haiti or Chile earthquakes in 2010), but do not necessarily relate the scientific information from media sources to classroom studies. Taking advantage of these brief ‘teachable moments’-when student interest is high- provides a valuable opportunity to make classroom-to-everyday life associations and to incorporate inquiry based learning. To address this need, we are creating pre-packaged current event materials for middle school teachers in Arizona that align to state standards and which are short, effective, and easy to implement in the classroom. Each lesson takes approximately 15 minutes to implement, allowing teachers time to facilitate brief but meaningful discussions. Materials are assembled within approximately one week of the regional or global science event (e.g., volcanic eruptions, earthquakes) and may include a short slide show, maps, videos, pictures, and real-time data. A listserv is used to send biweekly emails to subscribed instructors. The email contains the current event topic, specific Arizona science standards addressed, and a link to download the materials. All materials are hosted on the Arizona State University Education Outreach website and are archived. Early implementation efforts have been received positively by participating teachers. In one case

  18. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

  19. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

  20. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

  1. Classroom

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

  2. Classroom management, student-teacher relationships and quality in education

    DEFF Research Database (Denmark)

    Christensen, Mette Vedsgaard

    Knowledge about classroom management is crucial for both teachers’ and students’ well-being and educational success. Studies have indicated that teaching and learning cannot take place effectively in poorly managed classrooms (Jones & Jones, 2012; Marzano, Marzano & Pickering, 2003), and research...... classroom management strategies and teacher-student relations, and by adjusting and applying insights from theory in pedagogical practice, we have introduced new ways of managing learning environments....... unanimously concludes that the competence to establish and maintain good teacher-student relations is a central teacher competence (Nordenbo et al., 2008;Cornelius Whiite, 2007; Mitchell, 2008; Hattie, 2009).This paper presents the findings from recent research and development projects concerning classroom...

  3. "Socratic Circles are a Luxury": Exploring the Conceptualization of a Dialogic Tool in Three Science Classrooms

    Science.gov (United States)

    Copelin, Michelle Renee

    Research has shown that dialogic instruction promotes learning in students. Secondary science has traditionally been taught from an authoritative stance, reinforced in recent years by testing policies requiring coverage. Socratic Circles are a framework for student-led dialogic discourse, which have been successfully used in English language arts and social studies classrooms. The purpose of this research was to explore the implementation process of Socratic Circles in secondary science classes where they have been perceived to be more difficult. Focusing on two physical science classes and one chemistry class, this study described the nature and characteristics of Socratic Circles, teachers' dispositions toward dialogic instruction, the nature and characteristics of student discussion, and student motivation. Socratic Circles were found to be a dialogic support that influenced classroom climate, social skills, content connections, and student participation. Teachers experienced conflict between using traditional test driven scripted teaching, and exploring innovation through dialogic instruction. Students experienced opportunities for peer interaction, participation, and deeper discussions in a framework designed to improve dialogic skills. Students in two of the classrooms showed evidence of motivation for engaging in peer-led discussion, and students in one class did not. The class that did not show evidence of motivation had not been given the same scaffolding as the other two classes. Two physical science teachers and one chemistry teacher found that Socratic Circles required more scaffolding than was indicated by their peers in other disciplines such as English and social studies. The teachers felt that student's general lack of background knowledge for any given topic in physical science or chemistry necessitated the building of a knowledge platform before work on a discussion could begin. All three of the teachers indicated that Socratic Circles were a

  4. Examining Teacher Framing, Student Reasoning, and Student Agency in School-Based Citizen Science

    Science.gov (United States)

    Harris, Emily Mae

    This dissertation presents three interrelated studies examining opportunities for student learning through contributory citizen science (CS), where students collect and contribute data to help generate new scientific knowledge. I draw on sociocultural perspectives of learning to analyze three cases where teachers integrated CS into school science, one third grade, one fourth grade, and one high school Marine Biology classroom. Chapter 2 is a conceptual investigation of the opportunities for students to engage in scientific reasoning practices during CS data collection activities. Drawing on science education literature and vignettes from case studies, I argue that the teacher plays an important role in mediating opportunities for students to engage in investigative, explanatory, and argumentative practices of science through CS. Chapter 3 focuses on teacher framing of CS, how teachers perceive what is going on (Goffman, 1974) and how they communicate that to students as they launch CS tasks. Through analysis of videos and interviews of two upper elementary school teachers, I found that teachers frame CS for different purposes. These framings were influenced by teachers' goals, orientations towards science and CS, planning for instruction, and prior knowledge and experience. Chapter 4 examines how students demonstrate agency with environmental science as they explore their personal interests across their third grade classroom, school garden, and science lab contexts, through the lens of social practice theory (Holland, Lachicotte, Skinner, & Cain, 1998). Through analysis of classroom observations, student interviews, teacher interviews and important moments for three focal students, I found that student agency was enabled and constrained by the different cultures of the classroom, garden, and science lab. Despite affordances of the garden and science lab, the teachers' epistemic authority in the classroom permeated all three contexts, constraining student agency. In

  5. Dialogical argumentation in elementary science classrooms

    Science.gov (United States)

    Kim, Mijung; Roth, Wolff-Michael

    2018-02-01

    To understand students' argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children's reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K-3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students' argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children's argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students' capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children's favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher's role provide further insights about discussions on pedagogical approaches to children's reasoning and argumentation.

  6. Science Olympiad students' nature of science understandings

    Science.gov (United States)

    Philpot, Cindy J.

    2007-12-01

    Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students' understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students' understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science -- High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in

  7. An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. Classroom Insights from Educational Psychology

    Science.gov (United States)

    Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.

    2012-01-01

    Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…

  8. The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes

    Science.gov (United States)

    Jennings, Patricia A.; Greenberg, Mark T.

    2009-01-01

    The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model…

  9. How do we interest students in science?

    Science.gov (United States)

    Murray, L.

    2016-02-01

    In today's world science literacy is now, more than ever, critical to society. However, today's technically savvy student tends to be bored by "cook-book" laboratory exercises and dated lecture style, which typifies the way that most science courses are taught. To enhance student interest in and understanding of the sciences, we developed two unique programs, in which teachers were provided with the tools and hands-on experience that enabled them to implement research- and inquiry-based projects with their students. The approach was based a framework that is student driven and enables active participation and innovation in the study of the environment. The framework involved selection of a theme and an activity that captured the interest of the participants, participant development of research or investigative questions based on the theme, experimentation to address the research questions, formulation of conclusions, and communication of these results. The projects consisted of two parts: a professional development institute for teachers and the classroom implementation of student research projects, both of which incorporated the framework process. The institutes focused on modeling the framework process, with teachers actively developing questions, researching the question, formulating results and conclusions. This method empowered teachers to be confident in the implementation of the process with their students. With support from project staff, teachers followed up by incorporating the method of teaching with their students. Evaluation results from the programs concluded that projects such as these can increase student interest in and understanding of the scientific process.

  10. Implementing Concepts of Pharmaceutical Engineering into High School Science Classrooms

    Science.gov (United States)

    Kimmel, Howard; Hirsch, Linda S.; Simon, Laurent; Burr-Alexander, Levelle; Dave, Rajesh

    2009-01-01

    The Research Experience for Teachers was designed to help high school science teachers develop skills and knowledge in research, science and engineering with a focus on the area of pharmaceutical particulate and composite systems. The experience included time for the development of instructional modules for classroom teaching. Results of the…

  11. Student Explanations of Their Science Teachers' Assessments, Grading Practices and How They Learn Science

    Science.gov (United States)

    del Carmen Gomez, María

    2018-01-01

    The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During…

  12. Understanding Children's Science Identity through Classroom Interactions

    Science.gov (United States)

    Kim, Mijung

    2018-01-01

    Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity.…

  13. Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

    Science.gov (United States)

    Kay, Robin; Knaack, Liesel

    2009-10-01

    An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost no research has been done at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges, and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement (engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative assessment.

  14. Knowledge and Power in the Technology Classroom: A Framework for Studying Teachers and Students in Action

    Science.gov (United States)

    Danielsson, Anna T.; Berge, Maria; Lidar, Malena

    2018-01-01

    The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher-student interactions.…

  15. Using constructivist teaching strategies in high school science classrooms to cultivate positive attitudes toward science

    Science.gov (United States)

    Heron, Lory Elen

    This study investigated the premise that the use of constructivist teaching strategies (independent variable) in high school science classrooms can cultivate positive attitudes toward science (dependent variable) in high school students. Data regarding the relationship between the use of constructivist strategies and change in student attitude toward science were collected using the Science Attitude Assessment Tool (SAAT) (Heron & Beauchamp, 1996). The format of this study used the pre-test, post-test, control group-experimental group design. The subjects in the study were high school students enrolled in biology, chemistry, or environmental science courses in two high schools in the western United States. Ten teachers and twenty-eight classes, involving a total of 249 students participated in the study. Six experimental group teachers and four control group teachers were each observed an average of six times using the Science Observation Guide (Chapman, 1995) to measure the frequency of observed constructivist behaviors. The mean for the control group teachers was 12.89 and the mean for experimental group teachers was 20.67; F(1, 8) = 16.2, p =.004, revealing teaching behaviors differed significantly between the two groups. After a four month experimental period, the pre-test and post-test SAAT scores were analyzed. Students received a score for their difference in positive attitude toward science. The null hypothesis stating there would be no change in attitude toward science as a subject, between students exposed to constructivist strategies, and students not exposed to constructivist strategies was rejected F(1, 247) = 8.04, p =.005. The control group had a generally higher reported grade in their last science class than the experimental group, yet the control group attitude toward science became more negative (-1.18) while attitude toward science in the experimental group became more positive (+1.34) after the four-month period. An analysis of positive

  16. Making Learning Interesting and Its Application to the Science Classroom

    Science.gov (United States)

    Jack, Brady Michael; Lin, Huann-shyang

    2017-01-01

    Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of…

  17. The effects of professional development on science teaching practices and classroom culture

    Science.gov (United States)

    Supovitz, Jonathan A.; Turner, Herbert M.

    2000-11-01

    The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject-matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and classroom culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources.

  18. Generating Testable Questions in the Science Classroom: The BDC Model

    Science.gov (United States)

    Tseng, ChingMei; Chen, Shu-Bi Shu-Bi; Chang, Wen-Hua

    2015-01-01

    Guiding students to generate testable scientific questions is essential in the inquiry classroom, but it is not easy. The purpose of the BDC ("Big Idea, Divergent Thinking, and Convergent Thinking") instructional model is to to scaffold students' inquiry learning. We illustrate the use of this model with an example lesson, designed…

  19. A Science Classroom That's More than a Game

    Science.gov (United States)

    Barlow, Tim; Fleming, Barry

    2016-01-01

    "Blended" and "flipped" pedagogies are becoming more common features of classrooms as the technological revolution continues. While the appropriate use of technology in the learning environment can serve to motivate some students, significant problems surrounding student motivation and engagement remain. As such, the…

  20. Middle school girls: Experiences in a place-based education science classroom

    Science.gov (United States)

    Shea, Charlene K.

    The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.

  1. Brains--Computers--Machines: Neural Engineering in Science Classrooms

    Science.gov (United States)

    Chudler, Eric H.; Bergsman, Kristen Clapper

    2016-01-01

    Neural engineering is an emerging field of high relevance to students, teachers, and the general public. This feature presents online resources that educators and scientists can use to introduce students to neural engineering and to integrate core ideas from the life sciences, physical sciences, social sciences, computer science, and engineering…

  2. Student Attitudes toward Flipping the General Chemistry Classroom

    Science.gov (United States)

    Smith, J. Dominic

    2013-01-01

    The idea of ''flipping the classroom'' to make class time more engaging and student-centred has gained ground in recent years. The lecture portion of General Chemistry I and General Chemistry II courses were pushed outside the classroom using pre-recording technology and streaming delivery of content, in order to make in-class time more…

  3. "Safe Zone" Classrooms: The Individual Student versus the Community

    Science.gov (United States)

    Kruk, Amber

    2013-01-01

    Independence Day School is a small college preparatory school serving grades 9-12, in rural Illinois. As part of its commitment to creating a safe school for all students, it adopted a "safe zone" classrooms policy. The policy states that classrooms where conversation about homosexuality is permitted are marked with inverted pink…

  4. SciNews: Incorporating Science Current Events in 21st Century Classrooms

    Science.gov (United States)

    DiMaggio, E.

    2011-12-01

    Middle school students are instructed with the aid of textbooks, lectures, and activities to teach topics that satisfy state standards. However, teaching materials created to convey standard-aligned science concepts often leave students asking how the content relates to their lives and why they should be learning it. Conveying relevance is important for student learning and retention, especially in science where abstract concepts can often be incorrectly perceived as irrelevant. One way to create an educational link between classroom content and everyday life is through the use of scientific current events. Students read, hear, and watch media coverage of natural events (such as the 2011 earthquake and tsunami in Japan), but do not necessarily relate the scientific information from media sources to classroom studies. Taking advantage of these brief 'teachable moments'--when student interest is high--provides a valuable opportunity to make classroom-to-everyday life associations and to incorporate inquiry based learning. To address this need, I create pre-packaged current event materials for middle to high school teachers that align to state standards, and which are short, effective, and easy to implement in the classroom. Each lesson takes approximately 15-30 minutes to implement, allowing teachers time to facilitate brief but meaningful discussions. I assemble materials within approximately one week of the regional or global science event, consisting of short slide shows, maps, videos, pictures, and real-time data. I use a listserv to send biweekly emails to subscribed instructors containing the current event topic and a link to download the materials. All materials are hosted on the Arizona State University Education Outreach SciNews website (http://sese.asu.edu/teacher-resources) and are archived. Currently, 285 educators subscribe to the SciNews listserv, representing 36 states and 19 countries. In order to assess the effectiveness and usefulness of Sci

  5. Students' Evaluation of Classroom Interactions of Their Biology ...

    African Journals Online (AJOL)

    Nekky Umera

    teacher classroom interactions were positively correlated and uncertainty, ... implementation is that, if biology teachers were to display more leadership, helpful and ... Accepted methods to overcome poor academic achievement in science have ... activities and experiences through which teachers; curriculum, materials, and.

  6. The Interactional Accomplishment of Not Knowing in Elementary School Science and Mathematics: Implications for Classroom Performance Assessment Practices

    Science.gov (United States)

    Reis, Giuliano; Barwell, Richard

    2013-01-01

    The day-to-day business of being a science or mathematics teacher involves the continuous assessment of students. This, in turn, is an inherently discursive process. The aim of the present study is to examine some of the specific discursive practices through which science and mathematics knowing is jointly produced through classroom interaction.…

  7. Toward Understanding the Nature of a Partnership between an Elementary Classroom Teacher and an Informal Science Educator

    Science.gov (United States)

    Weiland, Ingrid S.; Akerson, Valarie L.

    2013-01-01

    This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was…

  8. Revising laboratory work: sociological perspectives on the science classroom

    Science.gov (United States)

    Jobér, Anna

    2017-09-01

    This study uses sociological perspectives to analyse one of the core practices in science education: schoolchildren's and students' laboratory work. Applying an ethnographic approach to the laboratory work done by pupils at a Swedish compulsory school, data were generated through observations, field notes, interviews, and a questionnaire. The pupils, ages 14 and 15, were observed as they took a 5-week physics unit (specifically, mechanics). The analysis shows that the episodes of laboratory work could be filled with curiosity and exciting challenges; however, another picture emerged when sociological concepts and notions were applied to what is a very common way of working in the classroom. Laboratory work is characterised as a social activity that is expected to be organised as a group activity. This entails groups becoming, to some extent, `safe havens' for the pupils. On the other hand, this way of working in groups required pupils to subject to the groups and the peer effect, sometimes undermining their chances to learn and perform better. In addition, the practice of working in groups when doing laboratory work left some pupils and the teacher blaming themselves, even though the outcome of the learning situation was a result of a complex interplay of social processes. This article suggests a stronger emphasis on the contradictions and consequences of the science subjects, which are strongly influenced by their socio-historical legacy.

  9. The role of assessment infrastructures in crafting project-based science classrooms

    Science.gov (United States)

    D'Amico, Laura Marie

    In project-based science teaching, teachers engage students in the practice of conducting meaningful investigations and explanations of natural phenomena, often in collaboration with fellow students or adults. Reformers suggest that this approach can provide students with more profitable learning experiences; but for many teachers, a shift to such instruction can be difficult to manage. As some reform-minded teachers have discovered, classroom assessment can serve as a vital tool for meeting the challenges associated with project science activity. In this research, classroom assessment was viewed as an infrastructure that both students and teachers rely upon as a mediational tool for classroom activity and communications. The study explored the classroom assessment infrastructures created by three teachers involved in the Learning through Collaborative Visualization (CoVis) Project from 1993--94 to 1995--96. Each of the three teachers under study either created a new course or radically reformulated an old one in an effort to incorporate project-based science pedagogy and supporting technologies. Data in the form of interviews, classroom observations, surveys, student work, and teacher records was collected. From these data, an interpretive case study was developed for each course and its accompanying assessment infrastructure. A set of cross-case analyses was also constructed, based upon common themes that emerged from all three cases. These themes included: the assessment challenges based on the nature of project activity, the role of technology in the teachers' assessment infrastructure designs, and the influence of the wider assessment infrastructure on their course and assessment designs. In combination, the case studies and cross-case analyses describe the synergistic relationship between the design of pedagogical reforms and classroom assessment infrastructures, as well as the effectiveness of all three assessment designs. This work contributes to research

  10. CosmoQuest: Training Educators and Engaging Classrooms in Citizen Science through a Virtual Research Facility

    Science.gov (United States)

    Buxner, Sanlyn; Bracey, Georgia; Summer, Theresa; Cobb, Whitney; Gay, Pamela L.; Finkelstein, Keely D.; Gurton, Suzanne; Felix-Strishock, Lisa; Kruse, Brian; Lebofsky, Larry A.; Jones, Andrea J.; Tweed, Ann; Graff, Paige; Runco, Susan; Noel-Storr, Jacob; CosmoQuest Team

    2016-10-01

    CosmoQuest is a Citizen Science Virtual Research Facility that engages scientists, educators, students, and the public in analyzing NASA images. Often, these types of citizen science activities target enthusiastic members of the public, and additionally engage students in K-12 and college classrooms. To support educational engagement, we are developing a pipeline in which formal and informal educators and facilitators use the virtual research facility to engage students in real image analysis that is framed to provide meaningful science learning. This work also contributes to the larger project to produce publishable results. Community scientists are being solicited to propose CosmoQuest Science Projects take advantage of the virtual research facility capabilities. Each CosmoQuest Science Project will result in formal education materials, aligned with Next Generation Science Standards including the 3-dimensions of science learning; core ideas, crosscutting concepts, and science and engineering practices. Participating scientists will contribute to companion educational materials with support from the CosmoQuest staff of data specialists and education specialists. Educators will be trained through in person and virtual workshops, and classrooms will have the opportunity to not only work with NASA data, but interface with NASA scientists. Through this project, we are bringing together subject matter experts, classrooms, and informal science organizations to share the excitement of NASA SMD science with future citizen scientists. CosmoQuest is funded through individual donations, through NASA Cooperative Agreement NNX16AC68A, and through additional grants and contracts that are listed on our website, cosmoquest.org.

  11. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    Science.gov (United States)

    Savasci, Funda; Berlin, Donna F.

    2012-01-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…

  12. Struggles with learning about scientific models in a middle school science classroom

    Science.gov (United States)

    Loper, Suzanna Jane

    Two important goals in science education are teaching students about the nature of science and teaching students to do scientific inquiry. Learning about scientific models is central to both of these endeavors, but studies have shown that students have very flawed and limited understandings of the nature and purposes of scientific models (Carey & Smith, 1993; Grosslight, Unger, & Jay, 1991; Lederman, 1992). In this dissertation I investigate the processes of teaching and learning about scientific models in an 8th grade classroom in an urban middle school. In order to do so, I examine recordings of student and teacher talk about models across a period of two months in which students completed two independent inquiry projects, using the Inquiry Island software and curriculum (Eslinger, 2004; Shimoda, White, & Frederiksen, 2002; White, Shimoda, & Frederiksen, 2000). My analysis draws on video records of small-group work and whole-class interactions, as well as on students' written work. I find that in this classroom, students struggled to understand the nature and purpose of scientific models. I analyze episodes in the classroom talk in which models appeared to be a source of trouble or confusion, and describe the ways in which the teacher attempted to respond to these troubles. I find that in many cases students appeared to be able to produce scientific models of the proper form, yet still struggled with displaying an understanding of what a model was, or of the functions of models in scientific research. I propose directions for further research and curriculum development in order to build on these findings. In particular, I argue, we need to design ways to help students engage in scientific modeling as a social and communicative practice, and to find ways to build from their everyday reasoning and argumentation practices. My research also reinforces the importance of looking at classroom talk, not just pre- and post-assessments, in order to understand teaching and

  13. The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities

    Science.gov (United States)

    Baker, Dale R.; Lewis, Elizabeth B.; Purzer, Senay; Watts, Nievita Bueno; Perkins, Gita; Uysal, Sibel; Wong, Sissy; Beard, Rachelle; Lang, Michael

    2009-01-01

    This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional…

  14. "Parenting" Students: Applying Developmental Psychology to the College Classroom.

    Science.gov (United States)

    Barnas, Mary

    2000-01-01

    Discusses the author's development of teaching style from a permissive to an authoritarian to an authoritative teaching style. Uses research on parenting styles to understand the college classroom and argues that a teacher's view of students affects their teaching. (CMK)

  15. Learning Styles and the Online Classroom: Implications for Business Students

    Science.gov (United States)

    Nastanski, Michael; Slick, Thomas

    2008-01-01

    This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…

  16. Student Attitudes, Student Anxieties, and How to Address Them; A handbook for science teachers

    Science.gov (United States)

    Kastrup, Helge

    2016-02-01

    This book is based on a commitment to teaching science to everybody. What may work for training professional scientists does not work for general science education. Students bring to the classrooms preconceived attitudes, as well as the emotional baggage called 'science anxiety'. Students may regard science as cold, unfriendly, and even inherently hostile and biased against women. This book has been designed to deal with each of these issues and results from research in both Denmark and the USA. The first chapter discusses student attitudes towards science and the second discusses science anxiety. The connection between the two is discussed before the introduction of constructivism as a pedagogy that can aid science learning if it also addresses attitudes and anxieties. Much of the book elucidates what the authors have learned as science teachers and science education researchers. They studied various groups including university students majoring in the sciences, mathematics, humanities, social sciences, business, nursing, and education; high-school students; teachers' seminary students; science teachers at all levels from middle school through college; and science administrators. The insights of these groups constitute the most important feature of the book, and by sharing them, the authors hope to help their fellow science teachers to understand student attitudes about science, to recognize the connections between these and science anxiety, and to see how a pedagogy that takes these into account can improve science learning.

  17. The transfer of learning process: From an elementary science methods course to classroom instruction

    Science.gov (United States)

    Carter, Nina Leann

    The purpose of this qualitative multiple-case study was to explore the transfer of learning process in student teachers. This was carried out by focusing on information learned from an elementary science methods and how it was transferred into classroom instruction during student teaching. Participants were a purposeful sampling of twelve elementary education student teachers attending a public university in north Mississippi. Factors that impacted the transfer of learning during lesson planning and implementation were sought. The process of planning and implementing a ten-day science instructional unit during student teaching was examined through lesson plan documentation, in-depth individual interviews, and two focus group interviews. Narratives were created to describe the participants' experiences as well as how they plan for instruction and consider science pedagogical content knowledge (PCK). Categories and themes were then used to build explanations applying to the research questions. The themes identified were Understanding of Science PCK, Minimalism, Consistency in the Teacher Education Program, and Emphasis on Science Content. The data suggested that the participants lack in their understanding of science PCK, took a minimalistic approach to incorporating science into their ten-day instructional units, experienced inconsistencies in the teacher education program, and encountered a lack of emphasis on science content in their field experience placements. The themes assisted in recognizing areas in the elementary science methods courses, student teaching field placements, and university supervision in need of modification.

  18. Effects of the learning cycle upon student and classroom teacher performance

    Science.gov (United States)

    Marek, Edmund A.; Methven, Suzanne B.

    A great deal of research has been done regarding science in-service education and the conclusion can be drawn that positive results were generally achieved in workshop-participant attitude and implementation of instructional approaches into the classroom. One of the most important effects of an in-service workshop is upon the students of the teachers participating in an in-service program, but rarely, if ever, is this parameter assessed in the in-service evaluation design. This study investigated the relationships among (1) teacher's attitudes and implementation of in-service workshop developed science materials (learning cycles) and (2) elementary school student's conservation reasoning and language used to describe properties of objects. Data were gathered from over 100 students from grades K-5 and 16 teachers who had participated in an in-service program. A representative comparison group of students and teachers was selected which generally matched the teachers participating in the in-service workshop except for one variable--the comparison group taught science traditionally, that is, by exposition. Data from the research indicated that the teachers involved in the science in-service workshop implemented the workshop-developed learning cycles into their science classes. Significantly greater gains in conservation reasoning and language usage occurred with the students of the teachers participating in the science in-service workshop as compared to students in the exposition classrooms.

  19. Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

    Science.gov (United States)

    Collins, Stephen Craig

    This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of

  20. Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses

    Science.gov (United States)

    Liou, Wei-Kai; Bhagat, Kaushal Kumar; Chang, Chun-Yen

    2016-06-01

    The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to evaluate the (HIC) system, which incorporates augmented reality, virtual reality and cloud-classroom to teach basic materials science courses. The study followed a pretest-posttest quasi-experimental research design. A total of 92 students (aged 19-20 years), in a second-year undergraduate program, participated in this 18-week-long experiment. The students were divided into an experimental group and a control group. The experimental group (36 males and 10 females) was instructed utilizing the HIC system, while the control group (34 males and 12 females) was led through traditional teaching methods. Pretest, posttest, and delayed posttest scores were evaluated by multivariate analysis of covariance. The results indicated that participants in the experimental group who used the HIC system outperformed the control group, in the both posttest and delayed posttest, across three learning dimensions. Based on these results, the HIC system is recommended to be incorporated in formal materials science learning settings.

  1. An Investigation into Student Engagement in Higher Education Classrooms

    Directory of Open Access Journals (Sweden)

    Paula Witkowski, PhD

    2017-01-01

    Full Text Available This article reports on a one-year research project that used peer coaching and collaboration between two reading professors to study the effects of collaborative classroom activities on student engagement. In order to address professors’ concerns about student participation, two undergraduate reading-methods classes were revised through the inclusion of more collaborative learning activities. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes.

  2. Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

    Science.gov (United States)

    Martin, Anita M.; Hand, Brian

    2009-01-01

    This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to quantify changes in classroom environments as related to reform as defined by the National Research Council ( National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council ( Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice. This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues involved in implementing embedded elements of argument in the elementary classroom.

  3. Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major

    Science.gov (United States)

    2017-01-01

    Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated. PMID:28771564

  4. Hal in the Classroom: Science Fiction Films.

    Science.gov (United States)

    Amelio, Ralph J.

    The articles in this book provide political, social, sociological, psychological, sexual, mythical, literary, and filmic approaches to the study of science fiction film. "Journey into Science Fiction" by W. Johnson and "The Imagination of Disaster" by S. Sontag treat broadly the essentials of science fiction films. "For the Future: The Science…

  5. Building "Science Capital" in the Classroom

    Science.gov (United States)

    Nomikou, Effrosyni; Archer, Louise; King, Heather

    2017-01-01

    In this article we share insights from our ongoing research on the concept of "science capital"--a term that refers to an individual's science-related resources and dispositions. We have been working in collaboration with secondary teachers in England to explore the applications of the concept in science teaching practice. Underpinned by…

  6. Chaotic....!! Active and Engaged. Effects of an active learning classroom on student retention and engagement.

    Science.gov (United States)

    Palsole, S.; Serpa, L. F.

    2014-12-01

    Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.

  7. Student performance in a flipped classroom dental anatomy course.

    Science.gov (United States)

    Chutinan, S; Riedy, C A; Park, S E

    2017-11-09

    The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared. The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts. The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  8. Collaborative CPD and inquiry-based science in the classroom

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    on the teaching of science and on collaboration. Qualitative data obtained by following the same teacher teaching Science & Technology from 4th to 6th grade are used to discuss changes in her classroom practice; in particular concerning inquiry-based methods shown in earlier QUEST-research to be understood......Continuous Professional Development (CPD) is crucial for reforming science teaching, but more knowledge is needed about how to embed CPD in teachers’ daily work. The Danish QUEST-project is a long-term collaborative CPD-project designed informed by research and with activities changing rhythmically...... between seminars, individual trials in own classroom, and collaborative activities in the science-team at local schools. The QUEST research is aimed at understanding the relation between individual and social changes. In this study, quantitative data are used to compare the perceived effect from QUEST...

  9. Intelligent Design in the Public School Science Classroom

    Science.gov (United States)

    Hickey, Wesley D.

    2013-01-01

    The ongoing battle to insert intelligent causes into the science classrooms has been met with political approval and scientific rejection. Administrators in the United States need to be aware of the law related to creationism and intelligent design in order to lead in local curricular battles. Although unlikely to appease the ID proponents, there…

  10. Fostering Critical Thinking Practices at Primary Science Classrooms in Nepal

    Science.gov (United States)

    Acharya, Kamal Prasad

    2016-01-01

    This article examines the socio-cultural activities that have direct and indirect impacts on critical thinking practices in primary science classrooms and what kinds of teachers' activities help to foster the development of critical thinking practices in children. Meanwhile, the constructivist and the socio-cultural theoretical dimensions have…

  11. Continuing Professional Development and Learning in Primary Science Classrooms

    Science.gov (United States)

    Fraser, Christine A.

    2010-01-01

    This article explores the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. During 2006-2007, quantitative and qualitative data were elicited from two primary teachers in Scotland using questionnaires, semi-structured interviews and video-stimulated…

  12. The Astrobiology in Secondary Classrooms (ASC) curriculum: focusing upon diverse students and teachers.

    Science.gov (United States)

    Arino de la Rubia, Leigh S

    2012-09-01

    The Minority Institution Astrobiology Collaborative (MIAC) began working with the NASA Goddard Center for Astrobiology in 2003 to develop curriculum materials for high school chemistry and Earth science classes based on astrobiology concepts. The Astrobiology in Secondary Classrooms (ASC) modules emphasize interdisciplinary connections in astronomy, biology, chemistry, geoscience, physics, mathematics, and ethics through hands-on activities that address national educational standards. Field-testing of the Astrobiology in Secondary Classrooms materials occurred over three years in eight U.S. locations, each with populations that are underrepresented in the career fields of science, technology, engineering, and mathematics. Analysis of the educational research upon the high school students participating in the ASC project showed statistically significant increases in students' perceived knowledge and science reasoning. The curriculum is in its final stages, preparing for review to become a NASA educational product.

  13. Racial identification, knowledge, and the politics of everyday life in an Arizona science classroom: A linguistic ethnography

    Science.gov (United States)

    O'Connor, Brendan Harold

    This dissertation is a linguistic ethnography of a high school Astronomy/Oceanography classroom in southern Arizona, where an exceptionally promising, novice, white science teacher and mostly Mexican-American students confronted issues of identity and difference through interactions both related and unrelated to science learning. Through close analysis of video-recorded, naturally-occurring interaction and rich ethnographic description, the study documents how a teacher and students accomplished everyday classroom life, built caring relationships, and pursued scientific inquiry at a time and in a place where nationally- and locally-circulating discourses about immigration and race infused even routine interactions with tension and uncertainty. In their talk, students appropriated elements of racializing discourses, but also used language creatively to "speak back" to commonsense notions about Mexicanness. Careful examination of science-related interactions reveals the participants' negotiation of multiple, intersecting forms of citizenship (i.e., cultural and scientific citizenship) in the classroom, through multidirectional processes of language socialization in which students and the teacher regularly exchanged expert and novice roles. This study offers insight into the continuing relevance of racial, cultural, and linguistic identity to students' experiences of schooling, and sheds new light on classroom discourse, teacher-student relationships, and dimensions of citizenship in science learning, with important implications for teacher preparation and practice.

  14. Beyond Polls: Using Science and Student Data to Stimulate Learning

    Science.gov (United States)

    Loepp, Eric D.

    2018-01-01

    In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies--experiments, simulations, etc.--that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to…

  15. Personal and Contextual Factors Associated with Students' Cheating in Science

    Science.gov (United States)

    Tas, Yasemin; Tekkaya, Ceren

    2010-01-01

    The authors conducted a correlational study to investigate the relations among seventh-grade Turkish students' cheating behavior, academic self-efficacy beliefs, usage of self-handicapping strategies, personal goal orientations, and classroom goal structures specific to the science domain. The Patterns of Adaptive Learning Scales was administered…

  16. Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms

    Science.gov (United States)

    Campbell, Todd; Wang, Shaing Kwei; Hsu, Hui-Yin; Duffy, Aaron M.; Wolf, Paul G.

    2010-10-01

    This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. This paper serves to challenge teacher-held assumptions about students learning science `from technology' with a framework and examples of students learning science `with technology'. Whereas a high percentage of students are finding their way in using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical and pedagogical foundation for better connecting the two worlds of students' lives: life in school and life outside of school. This position paper is in response to the changing landscape of students' lives. The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning `with technology' to enhance science learning.

  17. Science in the Elementary School Classroom: Portraits of Action Research.

    Science.gov (United States)

    McDonald, Jane B., Ed.; Gilmer, Penny J., Ed.

    Teacher knowledge and skills are critical elements in the student learning process. Action research serves as an increasingly popular technique to engage teachers in educational change in classrooms. This document focuses on action research reports of elementary school teachers. Chapters include: (1) "First Graders' Beliefs and Perceptions of…

  18. Lab-on-a-Chip: Frontier Science in the Classroom

    Science.gov (United States)

    Wietsma, Jan Jaap; van der Veen, Jan T.; Buesink, Wilfred; van den Berg, Albert; Odijk, Mathieu

    2018-01-01

    Lab-on-a-chip technology is brought into the classroom through development of a lesson series with hands-on practicals. Students can discover the principles of microfluidics with different practicals covering laminar flow, micromixing, and droplet generation, as well as trapping and counting beads. A quite affordable novel production technique…

  19. Turkish Preservice Science Teachers' Socioscientific Issues-Based Teaching Practices in Middle School Science Classrooms

    Science.gov (United States)

    Genel, Abdulkadir; Topçu, Mustafa Sami

    2016-01-01

    Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle…

  20. Bringing Real World Underwater Science, Engineering and Technology in Tomorrow's Classroom

    Science.gov (United States)

    Livingston, C.

    2012-04-01

    What do Remotely Operated Vehicles (ROVs), Ocean Science, Engineering and Technology have in common with science education in today's classroom? They all meet the growing demand for science, technology, engineering, and mathematics (STEM) professionals in tomorrow's U.S. workforce. Engaging students in real world science experiences will help them develop skills such as critical thinking, problem solving, collaboration, communication, innovation, and creativity. These skills are crucial to building a strong, competitive workforce in an integrated global economy. Fifth grade students from St. Andrew's School of Math and Science in Charleston, SC, USA science classes were introduced to engineering and robotics by using a combination of two underwater ROVs programs from the Office of Naval Research (SeaPerch) and Marine Advanced Technology Education (MATE). Students were grouped in teams as "real scientists" to design and construct a ROV. Students selected their role from a list of engineering positions, and researched how to construct the best ROV. Students created blueprints and models of their ROV design. Scientists/engineers from various local agencies were scheduled to come and share their expertise with the students. On World Ocean Day, a presentation was planned for fifth grade students to work closely with kindergarten through fourth grade students. The purpose of the day was two-fold; it provided students the opportunity to peer teach and the opportunity to present their experiences to a wide audience. All students presented their designs and demonstrated their ROV's movement capabilities in child size pools. They also modeled how submersible pilots communicate with scientists and other researchers while operating their newly designed ROV. As a culminating event, students visited a local marine science high school class with similar ROVs and evaluated their engineering designs in a fresh water pond.

  1. Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish

    Science.gov (United States)

    Licona, Peter R.

    This dissertation investigates translanguaging in an English/Spanish dual language middle school science classroom as the teacher and students worked through a curriculum unit focusing on socioscientific issues and implementing a scientific argumentation framework. Translanguaging is the process in which bilingual speakers fluidly and dynamically draw from their full linguistic repertoire to perform a communicative act. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging was examined for its related functions in the science classroom and how teacher translanguaging afforded opportunities for framing and supporting scientific argumentation. Results suggest that the functions of teacher translanguaging fell into three main themes: maintaining classroom culture, facilitating the academic task, and framing epistemic practices. Of the three categories of translanguaging, framing epistemic practices proved to be of paramount importance in the teacher presenting and supporting the practice of scientific argumentation. Implications from this study are relevant for pre-service science teacher preparation and in-service science teacher professional development for teachers working with emergent bilingual students.

  2. Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

    Science.gov (United States)

    McAuliffe, C.

    2016-12-01

    Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

  3. Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science

    Science.gov (United States)

    Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling

    2014-10-01

    Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.

  4. Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

    Science.gov (United States)

    Avard, Margaret

    2009-01-01

    In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

  5. Controversial Issues in the Science Classroom

    Science.gov (United States)

    Owens, David C.; Sadler, Troy D.; Zeidler, Dana L.

    2018-01-01

    As the partisan divide becomes more toxic to civil discourse, the role of science in that conversation also suffers from collateral damage, becoming suspect at best, and marginalized at worse, in terms of its contribution to resolving issues rooted in science having national and global significance. The authors suggest ameliorating that damage by…

  6. A phenomenological study on middle-school science teachers' perspectives on utilization of technology in the science classroom and its effect on their pedagogy

    Science.gov (United States)

    Rajbanshi, Roshani

    With access to technology and expectation by the mainstream, the use of technology in the classroom has become essential these days. However, the problem in science education is that with classrooms filled with technological equipment, the teaching style is didactic, and teachers employ traditional teacher-centered methods in the classroom. In addition, results of international assessments indicate that students' science learning needs to be improved. The purpose of this study is to analyze and document the lived experience of middle-school science teachers and their use of technology in personal, professional lives as well as in their classroom and to describe the phenomenon of middle-school science teachers' technological beliefs for integration of digital devices or technology as an instructional delivery tool, knowledge construction tool and learning tool. For this study, technology is defined as digital devices such as computer, laptops, digital camera, iPad that are used in the science classroom as an instructional delivery tool, as a learning tool, and as a knowledge construction tool. Constructivism is the lens, the theoretical framework that guides this qualitative phenomenological research. Observation, interview, personal journal, photo elicitation, and journal reflection are used as methods of data collection. Data was analyzed based on a constructivist theoretical framework to construct knowledge and draw conclusion. MAXQDA, a qualitative analysis software, was also used to analyze the data. The findings indicate that middle-school science teachers use technology in various ways to engage and motivate students in science learning; however, there are multiple factors that influence teachers' technology use in the class. In conclusion, teacher, students, and technology are the three sides of the triangle where technology acts as the third side or the bridge to connect teachers' content knowledge to students through the tool with which students are

  7. A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning

    Science.gov (United States)

    Borges, Sheila Ivelisse

    Statistics indicate that students who reside in forgotten places do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in Science for all (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K--12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving the teaching profession affecting already high teacher attrition rates in urban areas (Ingersol, 2001). In order to address these issues a culturally relevant pedagogy, called reality pedagogy (Emdin, 2011), was implemented in an urban science classroom using a bricolage (Denzin & Lincoln, 2005) of different theories such as social capital (Bourdieu, 1986) and critical race theory (Ladson-Billings & Tate, 1995), along with reality pedagogy to construct a qualitative sociocultural lens. Reality pedagogy has five tools, which are cogenerative dialogues, coteaching, cosmopolitanism, context, and content. In this longitudinal critical ethnography a science teacher in an alternative teaching certification program was supported for two years as she implemented the tools of reality pedagogy with her urban students. Findings revealed that the science teacher enacted four racial microaggressions against her students, which negatively affected the teacher-student relationship and science teaching and learning. As the

  8. Enhancing student success: Taking the classroom success seriously

    Directory of Open Access Journals (Sweden)

    Vincent Tinto

    2012-03-01

    Full Text Available Professor Vincent Tinto opens this issue of the International Journal of the First Year in Higher Education by highlighting the importance of paying attention to students' experiences in the classroom.  With the classroom experience of students in the United States college system firmly in mind, Tinto draws attention to what he calls the "attributes of effective classrooms".  The classroom attributes he describes, such as clear expectations, timely support, feedback on assessment, engaging pedagogies and enhancing teaching skills, though drawn from the United States experience, are universal and as such are transferrable across national boundaries and applicable to higher education educators, leaders and policy makers globally. You can assess this universality by relating Tinto's criteria to your teaching environment.

  9. Student Observations: Introducing iPads into University Classrooms

    Science.gov (United States)

    Wardley, Leslie J.; Mang, Colin F.

    2016-01-01

    This paper explores the growing trend of using mobile technology in university classrooms, exploring the use of tablets in particular, to identify learning benefits faced by students. Students, acting on their efficacy beliefs, make decisions regarding technology's influence in improving their education. We construct a theoretical model in which…

  10. Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

    Science.gov (United States)

    Liu, Ping

    2016-01-01

    This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that…

  11. Student and Instructor Perceptions of a Flipped College Algebra Classroom

    Science.gov (United States)

    Jaster, Robert W.

    2017-01-01

    Each year about half a million students fail to make planned academic progress due to college algebra, hence the need for researchers to find ways of improving the quality of instruction in the course. Recent research suggests that flipping college algebra to allow time for active learning in the classroom may improve student performance. Also,…

  12. Unanticipated Student Utterances in an Adult ESL Grammar Classroom

    Science.gov (United States)

    Chavoshan, Ida

    2017-01-01

    This dissertation study focused on a feature of emergent interactions in the L2 classroom called unanticipated student utterances (USUs), which is defined as utterances spoken by the student that the teacher has not anticipated as part of the discussion at hand. The purpose of the study was to demonstrate why USUs are significant in the L2…

  13. Making Teachters Accountable for Students'Disruptive Classroom Behaviour

    NARCIS (Netherlands)

    Verkuyten, Maykel

    2002-01-01

    Using a more conversational analytical approach, this paper examines the various situated ways in which secondary school students, in interaction with teachers, describe and explain their disruptive classroom behaviour. The focus is on how students account for their behaviour and force

  14. Role-Play and Student Engagement: Reflections from the Classroom

    Science.gov (United States)

    Stevens, Rachel

    2015-01-01

    Role-play is viewed by scholars as an effective active learning strategy: it encourages participation among passive learners, adds dynamism to the classroom and promotes the retention of material. But what do students think of role-play? This study surveyed 144 students after a role-play activity in a history course and asked them to identify what…

  15. Talking the Talk: Library Classroom Communication and International Students

    Science.gov (United States)

    Amsberry, Dawn

    2008-01-01

    Language is a primary barrier for international students in library instruction classes. This article reviews the literature on classroom communication from both the second language acquisition and library fields, and suggests ways in which second language acquisition research can be applied to communication with international students in library…

  16. Beyond the Classroom: Internships and Students with Special Needs

    Science.gov (United States)

    Severance, Theresa A.; Starr, Pamela J.

    2011-01-01

    Internships and other forms of experiential learning are a valuable learning opportunity and resource for many students and perhaps even more so for those with special needs. Outside of the classroom, however, assisting students with special needs may present faculty with new questions and challenges as they navigate the transition to a community…

  17. How do medical students prepare for flipped classrooms?

    NARCIS (Netherlands)

    Bouwmeester, RAM; de Kleijn, R.A.M.; ten Cate, TJ; van Rijen, HVM; Westerveld, HE

    A flipped classroom, an approach abandoning traditional lectures and having students come together to apply acquired knowledge, requires students to come to class well prepared. The nature of this preparation is currently being debated. Watching web lectures as a preparation has typically been

  18. Association between substandard classroom ventilation rates and students' academic achievement.

    Science.gov (United States)

    Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J

    2011-04-01

    This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel. © 2010 John Wiley & Sons A/S.

  19. Evaluating students' perspectives about virtual classrooms with ...

    African Journals Online (AJOL)

    driving the change. In emerging economies, with an increase in the population, the cost ... Goldwater and Fogarty (2011) focused on classroom management in virtual class- rooms; and Chiu ...... business writing class. American Journal of ...

  20. Science Education and ESL Students

    Science.gov (United States)

    Allen, Heather; Park, Soonhye

    2011-01-01

    The number of students who learn English as a second language (ESL) in U.S. schools has grown significantly in the past decade. This segment of the student population increased by 56% between the 1994-95 and 2004-05 school years (NCLR 2007). As the ESL student population increases, many science teachers struggle to tailor instructional materials,…

  1. Classroom-based science research at the introductory level: changes in career choices and attitude.

    Science.gov (United States)

    Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David

    2011-01-01

    Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.

  2. An Investigation of Students' Personality Traits and Attitudes toward Science

    Science.gov (United States)

    Hong, Zuway-R.; Lin, Huann-shyang

    2011-05-01

    The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan's students' personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty-two elementary students and 1,954 secondary students completed the School Student Questionnaire in 2008. Factor analyses, correlation analyses, ANOVAs, and regressions were used to compare the similarities and differences among male and female students in different grade levels. The findings were as follows: female students had higher interest in science and made more contributions in teams than their male counterparts across all grade levels. As students advanced through school, student scores on the personality trait scales of Conscientiousness and Openness sharply declined; students' scores on Neuroticism dramatically increased. Elementary school and academic high school students had significantly higher total scores on interest in science than those of vocational high and junior high school students. Scores on the scales measuring the traits of Agreeableness, Extraversion, and Conscientiousness were the most significant predictors of students' attitudes toward science. Implications of these findings for classroom instruction are discussed.

  3. Promoting 21st-Century Skills in the Science Classroom by Adapting Cookbook Lab Activities: The Case of DNA Extraction of Wheat Germ

    Science.gov (United States)

    Alozie, Nonye M.; Grueber, David J.; Dereski, Mary O.

    2012-01-01

    How can science instruction engage students in 21st-century skills and inquiry-based learning, even when doing simple labs in the classroom? We collaborated with teachers in professional development workshops to transform "cookbook" activities into engaging laboratory experiences. We show how to change the common classroom activity of DNA…

  4. Science Fiction in the Political Science Classroom: A Comment

    Science.gov (United States)

    Landers, Clifford E.

    1977-01-01

    Science fiction can be used for introducing and analyzing political concepts at the undergraduate level for either a specialized theory-oriented course such as Political Science Fiction or an Introduction to Political Science course. (Author/RM)

  5. Secondary science teachers' view toward and classroom translation of sustained professional development

    Science.gov (United States)

    Lewis, Elizabeth Blake

    This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

  6. Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

    Science.gov (United States)

    Holzer, M. A.; National Earth Science Teachers Association

    2011-12-01

    Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in

  7. The Flipped Classroom and College Physics Students' Motivation and Understanding of Kinematics Graphs

    Science.gov (United States)

    Cagande, Jeffrey Lloyd L.; Jugar, Richard R.

    2018-01-01

    Reversing the traditional classroom activities, in the flipped classroom model students view lectures at home and perform activities during class period inside the classroom. This study investigated the effect of a flipped classroom implementation on college physics students' motivation and understanding of kinematics graphs. A Solomon four-group…

  8. Classroom Implementation of Science, Technology, Engineering ...

    African Journals Online (AJOL)

    Zimbabwe Journal of Educational Research ... Understanding science, technology, engineering, and mathematics (STEM) education as a ... life skills in general and scientific literacy, along with a productive disposition and sense of social ...

  9. Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

    Science.gov (United States)

    Tolbert, Sara E.

    2011-12-01

    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

  10. MANAGING DISRUPTIVE BEHAVIOR OF STUDENTS IN LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Siti Khasinah

    2017-05-01

    Full Text Available This article describes students’ disruptive behaviors in language classroom that may greatly affect language teaching and learning process, especially in ESL or EFL classes. Teachers should know what disruptive behavior is to enable them to deal with problems occurred in their classroom or to take preventive actions to keep their students well-behaved during the class. This can reduce the occurrence of misbehavior of students in their classroom. To prevent disruption in the classroom, teachers should establish behavioral expectations in the first day of the semester and the expectations can be based on students attendance, arrivals and departures, class participation, full English speaking, and other appropriate conducts in the syllabus and discuss them at the outset of the term. The agreement is then assigned as a learning contract or a code of conducts with which bounds the whole class. Consequently, whenever students are misbehaved, teachers and other students will directly know and recognize that the behaviors are out of the code. There are factors reasoning students to behave badly, so teachers as trouble solvers have to find appropriate strategies that are effective in helping students keep the code. Otherwise, the disruptions will escalate quickly and the problems will increase in numbers rapidly and finally, teachers will have to work very hard to avoid teaching failure and “losing face” when they cannot manage the disruption as listed in the expectation.

  11. Classroom management at the university level: lessons from a former high school earth science teacher

    Science.gov (United States)

    Lazar, C.

    2009-12-01

    Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment

  12. Evaluation of a Teaching Kit for Family and Consumer Science Classrooms: Motivating Students to Use a Food Thermometer with Small Cuts of Meat

    Science.gov (United States)

    Edwards, Zena; Edlefsen, Miriam; Hillers, Virginia; McCurdy, Sandra M.

    2005-01-01

    The U.S. Dept. of Agriculture recommends use of food thermometers to safely cook small cuts of meat, yet most consumers do not use them. Consumers lack knowledge about how and why to use food thermometers with small cuts of meat. Opportunities exist for family and consumer science classes to provide education about thermometers to adolescents, who…

  13. Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach.

    Science.gov (United States)

    Minuti, Aurelia; Sorensen, Karen; Schwartz, Rachel; King, Winifred S; Glassman, Nancy R; Habousha, Racheline G

    2018-01-01

    This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions.

  14. Flipped Classroom: Do Students Perceive Readiness for Advanced Discussion?

    Science.gov (United States)

    Hoover, Carrie Ann; Dinndorf-Hogenson, Georgia Ann; Peterson, Jennifer Lee; Tollefson, Bethany Renae; Berndt, Jodi Lisbeth; Laudenbach, Nikki

    2018-03-01

    Use of the flipped classroom model is recognized as a popular method of instruction. Effective preclass preparation methods can create more time for instructors to reinforce application, evaluation, and analysis of information using active learning strategies. This quasi-experimental study used a convenience sample of 42 third-year baccalaureate nursing students. Students were randomized into two groups and received either a narrated video (vodcast) or guided readings for the preclass preparation. A quiz was administered to assess preparation prior to class, and students completed a survey following the classroom activities. Students preferred media preparation to guided readings. This preference translated to higher quiz scores. Positive correlations were noted between quiz scores and students' understanding and increased confidence. Students' preference for the vodcast translated to the perception of an increase in confidence and understanding of the material. [J Nurs Educ. 2018;57(3):163-165.]. Copyright 2018, SLACK Incorporated.

  15. Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration

    Directory of Open Access Journals (Sweden)

    Rena Stroud

    2014-10-01

    Full Text Available Interactive whiteboard (IWB use has been associated with increased student motivation, engagement, and achievement, though many studies ignore the role of the teacher in effecting those positive changes. The current study followed the practice of 28 high school science teachers as they integrated the IWB into their regular classroom activities. The extent of teachers’ adoption and integration fell along a continuum, from the technologically confident “early adopter” to the low-use “resistant adopter.” Patterns of use are explored by extracting data from representative teachers’ practice. Science-specific benefits of IWB use, barriers to integration, and lessons learned for professional development are discussed.

  16. Ways to prepare future teachers to teach science in multicultural classrooms

    Science.gov (United States)

    Billingsley, Berry

    2016-06-01

    Roussel De Carvalho uses the notion of superdiversity to draw attention to some of the pedagogical implications of teaching science in multicultural schools in cosmopolitan cities such as London. De Carvalho makes the case that if superdiverse classrooms exist then Science Initial Teacher Education has a role to play in helping future science teachers to become more knowledgeable and reflective about how to teach school students with a range of worldviews and religious beliefs. The aim of this paper is to take that proposition a step further by considering what the aims and content of a session in teacher education might be. The focus is on helping future teachers develop strategies to teach school students to think critically about the nature of science and what it means to have a scientific worldview. The paper draws on data gathered during an interview study with 28 students at five secondary schools in England. The data was analysed to discover students' perceptions of science and their perceptions of the way that science responds to big questions about being human. The findings are used to inform a set of three strategies that teachers could use to help young people progress in their understanding of the nature of science. These strategies together with the conceptual framework that underpins them are used to develop a perspective on what kinds of pedagogical content knowledge teacher education might usefully provide.

  17. How Elementary Teachers' Beliefs About the Nature of Science Mediate Implementing Prescribed Science Curricula in Their Classrooms

    Science.gov (United States)

    Giglio, Kathleen Rose Fitzgerald

    This is an in depth study of two elementary school teachers, who are generalists because they teach multiple subjects to their classes, in addition to science, respectively in grade 3 and grade 6. The teachers taught and their students learned using a contemporary understanding of the nature of science (NOS), which they learned by actually doing science investigations, rather than being explicitly told about NOS (contrary to what some scholars claim). Neither teacher completed any formal/informal science training/experiences, especially connected to the construct NOS. Even though the teachers did not explicitly reference NOS in the classroom, their teaching about NOS was made possible through their implementation of the FOSS ( Full Option Science System) curriculum. Although their students enthusiastically demonstrated competence in both science process and content, as prescribed by the FOSS curriculum, the teachers' felt undermined by the state mandated assessments and the inclusion of student performance as a criterion for the state teacher evaluation system. This research was designed to answer the following questions: (1) What are elementary teachers' conceptions about NOS? (2) How are the teachers' NOS views manifested in their implementation of the FOSS program and their choices of instructional methods/materials? (3) What factors may have enhanced or hindered how the teachers sustained their NOS conceptions as they implemented the FOSS program? To explicate the relationship between teachers' views of NOS and the extent to which constructivist practices were employed in their science instruction, a multiple research methodology using grounded theory as the foundation and employing both quantitative and qualitative measures, was needed. Sources of quantitative data were written survey results using the Student Understanding of Science and Scientific Inquiry Questionnaire (SUSSI; Liang et al., 2008) Likert scale responses and constructed responses. Face

  18. How science teachers balance religion and evolution in the science classroom: A case study of science classes in a Florida Public School District

    Science.gov (United States)

    Willems, Pierre Dominique

    The purpose of this case study was to research how science teachers balance both religion and evolution in the science classroom with as little controversy as possible. In this study I attempted to provide some insight on how teachers are currently teaching evolution in their science classes in light of the religious beliefs of the students as well as their own. The case study was conducted in a school district in Florida where I attempted to answer the following questions: (a) How do science teachers in the Florida School District (FSD) approach the religion--evolution issue in preparing students for a career in a field of science? (b) How do science teachers in the FSD reconcile the subject of evolution with the religious views of their students? (c) How do science teachers in the FSD reconcile their own religious views with the teaching of evolution? (d) How do science teachers in the FSD perceive the relationship between religion and science? The data was collected through interviews with two high school teachers, and one middle school teacher, by observing each participant teach, by collecting site documents and by administering an exploratory survey to student volunteers. Analysis was conducted by open coding which produced four themes from which the research questions were answered and the survey answers were counted to produce the percentages displayed in the tables in chapter four. The teachers avoided discussion on religiously oriented questions or statements by the students and did not reveal their own religious orientation. The topic of microevolution appeared to reduce stress in the classroom environment, as opposed to addressing macroevolution.

  19. Cultivation of science identity through authentic science in an urban high school classroom

    Science.gov (United States)

    Chapman, Angela; Feldman, Allan

    2017-06-01

    This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students' perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed.

  20. Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher

    Science.gov (United States)

    Paek, Seungoh; Fulton, Lori A.

    2017-01-01

    This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a public charter school in Hawaii participated in the study. The participating science teacher introduced a tablet-based note taking application (TNA) to her…

  1. The nature of culturally responsive pedagogy in two urban African American middle school science classrooms

    Science.gov (United States)

    Bondima, Michelle Harris

    . Metaphorically, the teachers differed vividly. One was a nurturing mother, sister, and friend who assisted her students to cross the cultural line between the science classroom and their home and community. The other was a stern disciplinarian who painted a picture of order and hard work as keys for her students' success in school science. The researcher, who promotes a social justice ideology, made implications and recommendations for science teacher education and public policy.

  2. Authentic Classroom Leaders: The Student Perspective

    Science.gov (United States)

    Downing, Megan S.

    2016-01-01

    In a qualitative study assessing students' perceptions of faculty-student interaction in the online learning environment, findings demonstrated that students make meaning of faculty-student interaction in ways that align with authentic leadership behaviors. Faculty interaction, or lack thereof, shaped students' perceptions of faculty authenticity…

  3. A Review of Multi-Sensory Technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) Classroom

    Science.gov (United States)

    Taljaard, Johann

    2016-01-01

    This article reviews the literature on multi-sensory technology and, in particular, looks at answering the question: "What multi-sensory technologies are available to use in a science, technology, engineering, arts and mathematics (STEAM) classroom, and do they affect student engagement and learning outcomes?" Here engagement is defined…

  4. The Big Bang Theory--Coping with Multi-Religious Beliefs in the Super-Diverse Science Classroom

    Science.gov (United States)

    De Carvalho, Roussel

    2013-01-01

    Large urban schools have to cope with a "super-diverse" population with a multireligious background in their classrooms. The job of the science teacher within this environment requires an ultra-sensitive pedagogical approach, and a deeper understanding of students' backgrounds and of scientific epistemology. Teachers must create a safe…

  5. An Integrative Review of In-Class Activities That Enable Active Learning in College Science Classroom Settings

    Science.gov (United States)

    Arthurs, Leilani A.; Kreager, Bailey Zo

    2017-01-01

    Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about "active learning" in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are…

  6. Student science enrichment training program

    Energy Technology Data Exchange (ETDEWEB)

    Sandhu, S.S.

    1994-08-01

    This is a report on the Student Science Enrichment Training Program, with special emphasis on chemical and computer science fields. The residential summer session was held at the campus of Claflin College, Orangeburg, SC, for six weeks during 1993 summer, to run concomitantly with the college`s summer school. Fifty participants selected for this program, included high school sophomores, juniors and seniors. The students came from rural South Carolina and adjoining states which, presently, have limited science and computer science facilities. The program focused on high ability minority students, with high potential for science engineering and mathematical careers. The major objective was to increase the pool of well qualified college entering minority students who would elect to go into science, engineering and mathematical careers. The Division of Natural Sciences and Mathematics and engineering at Claflin College received major benefits from this program as it helped them to expand the Departments of Chemistry, Engineering, Mathematics and Computer Science as a result of additional enrollment. It also established an expanded pool of well qualified minority science and mathematics graduates, which were recruited by the federal agencies and private corporations, visiting Claflin College Campus. Department of Energy`s relationship with Claflin College increased the public awareness of energy related job opportunities in the public and private sectors.

  7. The materiality of materials and artefacts used in science classrooms

    DEFF Research Database (Denmark)

    Cowie, Bronwen; Otrel-Cass, Kathrin; Moreland, Judy

    Material objects and artefacts receive limited attention in science education (Roehl, 2012) though they shape emerging interactions. This is surprising given science has material and a social dimensions (Pickering, 1995) whereby new knowledge develops as a consensus explanation of natural phenomena...... that is mediated significantly through materials and instruments used. Here we outline the ways teachers deployed material objects and artefacts by identifying their materiality to provide scenarios and resources (Roth, 2005) for interactions. Theoretical framework We use Ingold's (2011) distinction between...... materials as natural objects in this world and artefacts as manmade objects. We are aware that in a classroom material objects and artefacts shape, and are shaped by classroom practice through the way they selectively present scientific explanations. However, materials and artefacts have no intrinsic...

  8. Incorporating Indonesian Students' "Funds of Knowledge" into Teaching Science to Sustain Their Interest in Science

    Directory of Open Access Journals (Sweden)

    A.N. Md Zain

    2011-12-01

    Full Text Available The purpose of this study was to examine the effect of incorporating students’ funds of knowledge in the teaching of science in sustaining Indonesian students’ interest in science. The researchers employed mixed method approach in this study. This study took place within two suburban secondary schools in Indonesia. Two teachers and a total of 173 students (94 males and 79 females participated in this study. The findings revealed that initially, most students expected that the teaching process would mainly include science experiments or other hands-on activities. Their preferences revealed a critical problem related to science learning: a lack of meaningful science-related activities in the classroom. The findings showed that incorporating students’ funds of knowledge into science learning processes -and thus establishing students’ culture as an important and valued aspect of science learning was effective in not only sustaining but also improving students’ attitudes and increasing their interest in science.

  9. Knowledge and power in the technology classroom: a framework for studying teachers and students in action

    Science.gov (United States)

    Danielsson, Anna T.; Berge, Maria; Lidar, Malena

    2018-03-01

    The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher-student interactions. In our analysis we focus on how instances of teacher-student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13-14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.

  10. Instructor-Student Rapport in Taiwan ESL Classrooms

    Directory of Open Access Journals (Sweden)

    Nathan G. Webb

    2014-09-01

    Full Text Available Positive relationships between instructors and students are critical to effective learning in the classroom. Rooted in the Scholarship of Teaching and Learning (SoTL, and centered at the crossroads of interpersonal communication and instructional communication (Affective Learning Model, this study examines how instructors in a Taiwan ESL school build relationships with Taiwanese students. Instructors were interviewed regarding the behaviors they use to build rapport with their students. Results show that instructors build rapport with their students using several specific techniques: uncommonly attentive behaviors, common grounding behaviors, courteous behaviors, connecting behavior, information sharing behavior, a balancing of connection and authority, adaptation of rapport to student level, and provision of a respite to norms. The findings provide specific examples of how instructors can build rapport in intercultural classrooms.

  11. Connecting Research in Science Literacy and Classroom Practice: A Review of Science Teaching Journals in Australia, the UK and the United States, 1998-2008

    Science.gov (United States)

    Hand, Brian; Yore, Larry D.; Jagger, Susan; Prain, Vaughan

    2010-01-01

    In the last 15 years (1994-2009), there has been considerable increased research interest in: (1) characterising the distinctive nature and constitutive elements of science literacy and (2) investigating classroom practices or necessary conditions that enable students to acquire this disciplinary capacity. This raises the question of the extent to…

  12. Relevance in the science classroom: A multidimensional analysis

    Science.gov (United States)

    Hartwell, Matthew F.

    While perceived relevance is considered a fundamental component of adaptive learning, the experience of relevance and its conceptual definition have not been well described. The mixed-methods research presented in this dissertation aimed to clarify the conceptual meaning of relevance by focusing on its phenomenological experience from the students' perspective. Following a critical literature review, I propose an identity-based model of perceived relevance that includes three components: a contextual target, an identity target, and a connection type, or lens. An empirical investigation of this model that consisted of two general phases was implemented in four 9th grade-biology classrooms. Participants in Phase 1 (N = 118) completed a series of four open-ended writing activities focused on eliciting perceived personal connections to academic content. Exploratory qualitative content analysis of a 25% random sample of the student responses was used to identify the main meaning-units of the proposed model as well as different dimensions of student relevance perceptions. These meaning-units and dimensions provided the basis for the construction of a conceptual mapping sentence capturing students' perceived relevance, which was then applied in a confirmatory analysis to all other student responses. Participants in Phase 2 (N = 139) completed a closed survey designed based on the mapping sentence to assess their perceived relevance of a biology unit. The survey also included scales assessing other domain-level motivational processes. Exploratory factor analysis and non-metric multidimensional scaling indicated a coherent conceptual structure, which included a primary interpretive relevance dimension. Comparison of the conceptual structure across various groups (randomly-split sample, gender, academic level, domain-general motivational profiles) provided support for its ubiquity and insight into variation in the experience of perceived relevance among students of different

  13. Classroom Resiliency--A Comparison of Navajo Elementary Students' Perceptions of Their Classroom Environment

    Science.gov (United States)

    Piechowski, Alta Begay

    2011-01-01

    The purpose of this study was to determine if there was a gender difference in how students perceived their classroom environment on the Navajo Nation public school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be…

  14. The Relationship between Classroom Management and Graduate Students' Academic Procrastination

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    naser nastiezaie

    2017-06-01

    Full Text Available AWT IMAGE Background and Objective: Academic procrastination is one of the common phenomena among students that can affect classroom management in different ways.. This study aimed to investigate the relationship between classroom management and academic procrastination in graduate students at University of Sistan and Baluchistan. Materials and Methods: This study is descriptive-correlational (regression. The study population was all graduate students of the University of Sistan and Baluchestan in the first half of the academic year 2015-2016. By using stratified convenience sampling method, 328 students were selected and studied through applying two questionnaires of class management that were made by researchers and Savari’s academic procrastination questionnaire. To analyze the data, Pearson correlation coefficient, simultaneous multiple regression analysis, and SPSS21 software were used. Results: Mean scores were as follows: designing and organizing (3.49±0.452, leadership (3.58±0.422, monitoring and control (3.42±0.48, evaluation (2.92±0.708, classroom management (3.35±0.346, academic procrastination (2.05±1.169. Correlation coefficients of designing and organizing, leadership, monitoring and control, evaluation, classroom management with academic procrastination were -0.3,-0.391,-0.414,-0.544 and -0.637 (p<0.01 respectively. Based on the results of regression analysis, class management components showed 41.5 of the variance of academic procrastination (p<0.01. Conclusion The faculty can effectively and efficiently manage their classroom by improving designing and organizing, leadership, monitoring and control, and evaluation skills. This may result in reduction of students' academic procrastination. Keywords: Classroom management, Designing and organizing, Leadership, Monitoring and control, Evaluation, Academic procrastination.

  15. Examining the Effects of Turkish Education Reform on Students' TIMSS 2007 Science Achievements

    Science.gov (United States)

    Atar, Hakan Yavuz; Atar, Burcu

    2012-01-01

    The purpose of this study is to examine the effects of some of the changes such as student centered learning (i.e. inquiry science instruction), outfitting classrooms with latest technology and computers that the reform movement has brought about on students' TIMSS 2007 science achievements. Two-staged stratified sampling was used in the selection…

  16. An Investigation of the Effects of Authentic Science Experiences Among Urban High School Students

    Science.gov (United States)

    Chapman, Angela

    Providing equitable learning opportunities for all students has been a persistent issue for some time. This is evident by the science achievement gap that still exists between male and female students as well as between White and many non-White student populations (NCES, 2007, 2009, 2009b) and an underrepresentation of female, African-American, Hispanic, and Native Americans in many science, technology, engineering, and mathematics (STEM) related careers (NCES, 2009b). In addition to gender and ethnicity, socioeconomic status and linguistic differences are also factors that can marginalize students in the science classroom. One factor attributed to the achievement gap and low participation in STEM career is equitable access to resources including textbooks, laboratory equipment, qualified science teachers, and type of instruction. Extensive literature supports authentic science as one way of improving science learning. However, the majority of students do not have access to this type of resource. Additionally, extensive literature posits that culturally relevant pedagogy is one way of improving education. This study examines students' participation in an authentic science experience and argues that this is one way of providing culturally relevant pedagogy in science classrooms. The purpose of this study was to better understand how marginalized students were affected by their participation in an authentic science experience, within the context of an algae biofuel project. Accordingly, an interpretivist approach was taken. Data were collected from pre/post surveys and tests, semi-structured interviews, student journals, and classroom observations. Data analysis used a mixed methods approach. The data from this study were analyzed to better understand whether students perceived the experience to be one of authentic science, as well as how students science identities, perceptions about who can do science, attitudes toward science, and learning of science practices

  17. The Role of Science Teachers' Beliefs in International Classrooms

    DEFF Research Database (Denmark)

    for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all...... of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process....

  18. An interactional ethnographic study of the construction of literate practices of science and writing in a university science classroom

    Science.gov (United States)

    Sena, Nuno Afonso De Freitas Lopes De

    An interactional ethnographic study informed by a sociocultural perspective was conducted to examine how a professor and students discursively and interactionally shaped the basis for engaging in the work of a community of geologists. Specifically, the study examined the role the Question of the Day, an interactive writing activity in the lecture, in affording students opportunities for learning the literate practices of science and how to incorporate them in thinking critically. A writing-intensive, introductory oceanography course given in the Geological Sciences Department was chosen because the professor designed it to emphasize writing in the discipline and science literacy within a science inquiry framework. The study was conducted in two phases: a pilot in 2002 and the current study in the Spring Quarter of 2003. Grounded in the view that members in a classroom construct a culture, this study explored the daily construction of the literate practices of science and writing. This view of classrooms was informed by four bodies of research: interactional ethnography, sociolinguistics sociology of science and Writing In the Disciplines. Through participant observation, data were collected in the lecture and laboratory settings in the form of field notes, video, interviews, and artifacts to explore issues of science literacy in discourse, social action, and writing. Examination of participation in the Question of the Day interactive writing activity revealed that it played a key role in initiating and supporting a view of science and inquiry. As the activity permitted collaboration, it encouraged students to engage in the social process to critically explore a discourse of science and key practices with and through their writing. In daily interaction, participants were shown to take up social positions as scientist and engage in science inquiry to explore theory, examine data, and articulately reformulate knowledge in making oral and written scientific arguments

  19. An Integrative Cultural Model to better situate marginalized science students in postsecondary science education

    Science.gov (United States)

    Labouta, Hagar Ibrahim; Adams, Jennifer Dawn; Cramb, David Thomas

    2018-03-01

    In this paper we reflect on the article "I am smart enough to study postsecondary science: a critical discourse analysis of latecomers' identity construction in an online forum", by Phoebe Jackson and Gale Seiler (Cult Stud Sci Educ. https://doi.org/10.1007/s11422-017-9818-0). In their article, the authors did a significant amount of qualitative analysis of a discussion on an online forum by four latecomer students with past negative experiences in science education. The students used this online forum as an out-of-class resource to develop a cultural model based on their ability to ask questions together with solidarity as a new optimistic way to position themselves in science. In this forum, we continue by discussing the identity of marginalized science students in relation to resources available in postsecondary science classes. Recent findings on a successful case of a persistent marginalized science student in spite of prior struggles and failures are introduced. Building on their model and our results, we proposed a new cultural model, emphasizing interaction between inside and outside classroom resources which can further our understanding of the identity of marginalized science students. Exploring this cultural model could better explain drop-outs or engagement of marginalized science students to their study. We, then, used this model to reflect on both current traditional and effective teaching and learning practices truncating or re-enforcing relationships of marginalized students with the learning environment. In this way, we aim to further the discussion initiated by Jackson and Seiler and offer possible frameworks for future research on the interactions between marginalized students with past low achievements and other high and mid achieving students, as well as other interactions between resources inside and outside science postsecondary classrooms.

  20. Using Magnets and Classroom Flipping to Promote Student Engagement and Learning about Protein Translation in a Large Microbiology Class

    Directory of Open Access Journals (Sweden)

    Jennifer Lynn McLean

    2016-05-01

    Full Text Available It is generally accepted within the education community that active learning is superior to traditional lecturing alone. Many science educators, however, are reluctant to give up classroom time for activities because they fear that they will not have time to cover as much content. Classroom flipping has been gaining momentum in higher education as one way to engage students in the classroom while still exposing students to the same volume of course content. The activity presented here demonstrates how flipping one lecture period can be used in conjunction with an engaging in-class activity to teach a concept that is often difficult for students to learn through lecture alone. Specifically, we asked students to view a lecture video on bacterial protein translation before coming to class. We then used the classroom period to conduct a hands-on activity that allowed students to interact with magnetic pieces representing the components of protein translation to generate a protein from a given piece of DNA. Survey data showed that students liked the flipped classroom format associated with this activity, but they would not want every class flipped, and they perceived that the hands-on protein translation activity helped them to learn the material. Preliminary summative assessment data showed that this activity may have been useful in helping students to achieve the fundamental learning outcome that students will be able to translate a protein from a given piece of bacterial DNA.

  1. Sustaining Student Engagement in Learning Science

    Science.gov (United States)

    Ateh, Comfort M.; Charpentier, Alicia

    2014-01-01

    Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

  2. Student questions in urban middle school science communities of practice

    Science.gov (United States)

    Groome, Meghan

    This dissertation examines student questions within three Communities of Practice (CoP), all urban middle school science environments. The study analyzed student questions from a sociocultural perspective and used ethnographic research techniques to detail how the CoP's shaped questions in the classroom. In the first study, two case study girls attempted to navigate questioning events that required them to negotiation participation. Their access to participation was blocked by participation frameworks that elevated some students as "gatekeepers" while suppressing the participation of others. The next two studies detail the introduction of written questioning opportunities, one into a public middle school classroom and the other into an informal classroom. In both studies, students responded to the interventions differently, most notable the adoption of the opportunity by female students who do not participate orally. Dissertation-wide findings indicate all students were able to ask questions, but varied in level of cognitive complexity, and the diagnostic interventions were able to identify students who were not known to be "target students", students who asked a high number of questions and were considered "interested in science". Some students' roles were as "gatekeepers" to participation of their peers. Two out of three teachers in the studies reported major shifts in their teaching practice due to the focus on questions and the methods used here have been found to be effective in producing educational research as well as supporting high-need classrooms in prior research. In conclusion, these studies indicate that social factors, including participation frameworks, gender dynamics, and the availability of alternative participation methods, play an important role in how students ask science-related questions. It is recommended that researchers continue to examine social factors that reduce student questions and modify their teaching strategies to facilitate

  3. Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers

    Science.gov (United States)

    Governor, Donna; Hall, Jori; Jackson, David

    2013-01-01

    This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…

  4. Ethical Values in the Classroom: How College Students Responded

    Science.gov (United States)

    Humbarger, Michele; DeVaney, Sharon A.

    2005-01-01

    It is important to understand the ethical values of college students because they will be the leaders of the future. As part of an undergraduate honors project, a survey was developed that consisted of eight cases depicting ethical dilemmas in the classroom. Each case included a choice of four actions ranging from most ethical to least ethical.…

  5. Emotions in the Classroom: Examining Environmental Factors and Student Satisfaction

    Science.gov (United States)

    Childers, Carla; Williams, Kim; Kemp, Elyria

    2014-01-01

    Education shares many similarities with service delivery in the business sector. The student often experiences the total service within the classroom. Marketers in retail stores and the hotel and hospitality industry have long acknowledged the ability of the physical environment to influence behaviors and therefore make concerted efforts to create…

  6. The Student with Albinism in the Regular Classroom.

    Science.gov (United States)

    Ashley, Julia Robertson

    This booklet, intended for regular education teachers who have children with albinism in their classes, begins with an explanation of albinism, then discusses the special needs of the student with albinism in the classroom, and presents information about adaptations and other methods for responding to these needs. Special social and emotional…

  7. Infusing Creativity into Eastern Classrooms: Evaluations from Student Perspectives

    Science.gov (United States)

    Cheng, Vivian M. Y.

    2011-01-01

    Infusing creativity elements into regular classroom was an important movement in recent Asian educational reforms. A large-scale research study was conducted in Hong Kong to explore the possibilities, outcomes and difficulties of this kind of curriculum change from students' perspectives. Based mainly on Western creativity literature, this study…

  8. Student Misbehaviors in Online Classrooms: Scale Development and Validation

    Science.gov (United States)

    Li, Li; Titsworth, Scott

    2015-01-01

    The current program of research included two studies that developed the Student Online Misbehaviors (SOMs) scale and explored relationships between the SOMs and various classroom communication processes and outcomes. The first study inductively developed initial SOM typologies and tested factor structure via an exploratory factor analysis.…

  9. Negotiating the Geopolitics of Student Resistance in Global Feminisms Classrooms

    Science.gov (United States)

    Ergun, Emek

    2013-01-01

    This article discusses the geo-political operations of student resistance in global feminisms classrooms, a topic that is largely ignored in the feminist pedagogies literature, where a generic understanding of the feminist teacher as a white, American and/or Western, and upper-class PhD seems to dominate. Given that the number of minority faculty…

  10. Flipped @ SBU: Student Satisfaction and the College Classroom

    Science.gov (United States)

    Gross, Benjamin; Marinari, Maddalena; Hoffman, Mike; DeSimone, Kimberly; Burke, Peggy

    2015-01-01

    In this paper, the authors find empirical support for the effectiveness of the flipped classroom model. Using a quasi-experimental method, the authors compared students enrolled in flipped courses to their counterparts in more traditional lecture-based ones. A survey instrument was constructed to study how these two different groups of students…

  11. iPad Use and Student Engagement in the Classroom

    Science.gov (United States)

    Mango, Oraib

    2015-01-01

    iPads and handheld digital devices have been securing their place in educational institutions surrounded by debates between advocates and skeptics. In light of not enough evidence supporting the use of iPads in education, this study examined the ways that college students in two foreign language classrooms perceived the influence of the use of…

  12. Case Study: Student-Produced Videos for the Flipped Classroom

    Science.gov (United States)

    Prud'homme-Genereux, Annie

    2016-01-01

    This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This month's issue describes a way of building a library of student-produced videos to use in the flipped classroom.

  13. "Knowing Your Students" in the Culturally and Linguistically Diverse Classroom

    Science.gov (United States)

    Moloney, Robyn; Saltmarsh, David

    2016-01-01

    The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and…

  14. Malaysian Students' Perceptions of Flipped Classroom: A Case Study

    Science.gov (United States)

    Zainuddin, Zamzami; Attaran, Mohammad

    2016-01-01

    The purpose of this study was to evaluate a class in University of Malaya where flipped learning was applied, and to examine students' perceptions and feedback towards flipped classroom. Data were collected using both quantitative and qualitative methods, i.e. survey, focus group and individual interviews. The results indicated that most students…

  15. A Qualitative Investigation of Student Engagement in a Flipped Classroom

    Science.gov (United States)

    Steen-Utheim, Anna Therese; Foldnes, Njål

    2018-01-01

    The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using…

  16. Classroom Seating Considerations for 21st Century Students and Faculty

    Science.gov (United States)

    Harvey, Eugene J.; Kenyon, Melaine C.

    2013-01-01

    This quantitative, cross-sectional research study explored students' perceptions of five different seating styles within typical classrooms in an urban public higher education institution. The five seating styles included: modern mobile chairs, tablet arm chairs, fixed tiered seating with tablet arms, rectangle tables with standard chairs, and…

  17. Trigger Warnings as Respect for Student Boundaries in University Classrooms

    Science.gov (United States)

    Spencer, Leland G.; Kulbaga, Theresa A.

    2018-01-01

    The fierce public and scholarly debate over trigger warnings in university classrooms has often characterized the issue as one of academic freedom and ignored the social justice arguments for trigger warnings. In this essay, we argue that trigger warnings expand academic speech by engaging students more fully in their own learning. Specifically,…

  18. Classroom Management Strategies for Difficult Students: Promoting Change through Relationships

    Science.gov (United States)

    Beaty-O'Ferrall, Mary Ellen; Green, Alan; Hanna, Fred

    2010-01-01

    Teachers in middle level schools face overwhelming demands and challenges in their classrooms. They are expected to know content and pedagogy, develop engaging lessons that meet the needs of diverse learners, and use a variety of instructional strategies that will boost student achievement while they simultaneously develop positive relationships…

  19. Participation Apprehensive Students: The Influence of Face Support and Instructor-Student Rapport on Classroom Participation

    Science.gov (United States)

    Frisby, Brandi N.; Berger, Erin; Burchett, Molly; Herovic, Emina; Strawser, Michael G.

    2014-01-01

    Participation is considered a positive student classroom behavior that can also create a face-threatening classroom climate that may be alleviated through interpersonal relationships with the instructor. Participants (N?=?189) categorized as low apprehensives perceived less face threat and more face support when participating; moderate…

  20. Balancing acts: A mixed methods study of the figured world of African American 7th graders in urban science classrooms

    Science.gov (United States)

    Cleveland-Solomon, Tanya E.

    What beliefs and cultural models do youth who are underrepresented in science have about the domain of science and about themselves as science learners? What do they imagine is possible for them in relation to science both now and in the future? In other words, what constitutes their figured world of science? This dissertation study, using a mixed methods design, offers new perspectives on the ways that underrepresented youth's unexamined assumptions or cultural models and resources may shape their identities and motivation to learn science. Through analyses of survey and interview data, I found that urban African American youths' social context, gender, racial identity, and perceptions of the science they had in school influenced their motivation to learn science. Analyses of short-term classroom observations and interviews suggested that students had competing cultural models that they used in their constructions of identities as science learners, which they espoused and adopted in relation to how well they leveraged the science-related cultural resources available to them. Results from this study suggested that these 7th graders would benefit from access to more expansive cultural models through access to individuals with scientific capital as a way to allow them to create fruitful identities as science learners. If we want to ensure that students from groups that are underrepresented in science not only have better outcomes, but aspire to and enter the science career pipeline, we must also begin to support them in their negotiations of competing cultural models that limit their ability to adopt science-learner identities in their classrooms. This study endeavored to understand the particular cultural models and motivational beliefs that drive students to act, and what types of individuals they imagine scientists and science workers to be. This study also examined how cultural models and resources influence identity negotiation, specifically the roles youths

  1. "It's What We Use as a Community": Exploring Students' STEM Characterizations In Two Montessori Elementary Classrooms

    Science.gov (United States)

    Szostkowski, Alaina Hopkins

    Integrated science, technology, engineering, and mathematics (STEM) education promises to enhance elementary students' engagement in science and related fields and to cultivate their problem-solving abilities. While STEM has become an increasingly popular reform initiative, it is still developing within the Montessori education community. There is limited research on STEM teaching and learning in Montessori classrooms, particularly from student perspectives. Previous studies suggest productive connections between reform-based pedagogies in mainstream science education and the Montessori method. Greater knowledge of this complementarity, and student perspectives on STEM, may benefit both Montessori and non-Montessori educators. This instrumental case study of two elementary classrooms documented student characterizations of aspects of STEM in the context of integrated STEM instruction over three months in the 2016-2017 school year. Findings show that the Montessori environment played an important role, and that students characterized STEM in inclusive, agentive, connected, helpful, creative, and increasingly critical ways. Implications for teaching and future research offer avenues to envision STEM education more holistically by leveraging the moral and humanistic aspects of Montessori philosophy.

  2. Social Media in the Science Classroom: Using Instagram With Young Women to Incorporate Visual Literacy and Youth Culture

    Science.gov (United States)

    Serpagli, Lauren Paola

    The purpose of this study is to explore the impact that a digital, picture sharing platform, specifically Instagram, can have on the learning experience in the biology classroom. Students are surrounded by a societal culture inundated with technology, including smart phones and social media, and science educators need to find ways to harness the popularity of these tools in the classroom. The theoretical frameworks guiding this study are Culturally Relevant Pedagogy (CRP), Digital Visual Literacy, and a Critical Feminism. To understand the many ways of social media, specifically Instagram, could influence science content understanding in the classroom, the research methodology used was a connective ethnography. This approach allowed for analysis for the creation of the dual-setting of the classroom and the digital platform and the emerging culture that resulted. As Instagram was used as the virtual component of the classroom, this gave rise to a new identity for the classroom, one in which a digital culture was established. Instagram served as an extension of the classroom space that was not limited by time, location, or teacher availability. The participants in this study were female high school biology students in New York City. An Instagram profile was created for the course and used in different ways: To post homework reminders, lab pictures, biology memes, current events, and discoveries, thereby exposing students to science in "nontraditional" ways. Students discussed their reactions and feelings of the uses and effectiveness of Instagram in the class and made suggestions for future applications through questionnaires, focus groups, and individual interviews. Findings reveal Instagram to ease access for review and reminders, integrate teenage culture into learning, and serve as an effective supplement tool to traditional classroom instruction. One chief goal of this research project was to help educators increase their understanding of the role that social

  3. Student enthusiasm for learning in language classrooms

    OpenAIRE

    Tokunaga, Masahiko; 徳永, 昌彦

    2005-01-01

    Student enthusiasm would seem to be a fundamental aspect of learning, yet it is a difficult concept to define because it takes in a range of different behaviours on the part of students. Nevertheless, it is important to consider just what student enthusiasm for learning is. This concept will be explored before comparing how the various theories of learning treat it. Finally, theories that are most useful for maximising student enthusiasm for learning particularly related to language learning,...

  4. Effects of Classroom Ventilation Rate and Temperature on Students' Test Scores.

    Directory of Open Access Journals (Sweden)

    Ulla Haverinen-Shaughnessy

    Full Text Available Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms from Southwestern United States, and student level data (N = 3109 on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person. The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students' mean mathematics scores (average 2286 points were increased by up to eleven points (0.5% per each liter per second per person increase in ventilation rate within the range of 0.9-7.1 l/s per person (estimated effect size 74 points. There was an additional increase of 12-13 points per each 1°C decrease in temperature within the observed range of 20-25°C (estimated effect size 67 points. Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.

  5. Effects of Classroom Ventilation Rate and Temperature on Students' Test Scores.

    Science.gov (United States)

    Haverinen-Shaughnessy, Ulla; Shaughnessy, Richard J

    2015-01-01

    Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students' mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9-7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12-13 points per each 1°C decrease in temperature within the observed range of 20-25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.

  6. The Role of Motivating Tasks and Personal Goal Orientations in Students' Coping Strategies in Science

    Science.gov (United States)

    Subasi, Münevver; Tas, Yasemin

    2016-01-01

    This study aims to investigate coping strategies of middle school students in science classes in relation to students' goal orientations and motivating tasks conducted in the classroom environment. The study was conducted in spring semester of 2015-2016 academic year. Sample of the study consists of 316 middle school students receiving education…

  7. Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners

    Science.gov (United States)

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-01-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71…

  8. The science experience: The relationship between an inquiry-based science program and student outcomes

    Science.gov (United States)

    Poderoso, Charie

    Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

  9. Classroom Management. Make Your Students Teachers, Too.

    Science.gov (United States)

    Gomoll, Judith A.

    1993-01-01

    Describes how to boost elementary students' confidence and nurture responsibility by making students resident experts at review stations. Students rotate from station to station where the experts are learning at their own pace, spending more time on material they do not understand, and receiving personal attention and immediate feedback. (SM)

  10. A Meta-Analysis: Student Misbehaviors That Affect Classroom Management

    Directory of Open Access Journals (Sweden)

    Gülay Dalgıç

    2014-05-01

    Full Text Available Research on student misbehaviors in classroom have focused on the identification of most frequent misbehaviors and individual practices used by the teachers. However there is still a significant gap about the demographic and other factors that affect teachers’ perceptions of misbehaviors in classrooms. This meta-analysis reviewed the literature in Turkey on student misbehaviors from the views of teachers and demographic factors in theses and published articles between 2000-2012. The sample included 3648 teachers gathered from 16 studies. The results highlight that task avoidance, constant talking with classmates, verbal hostility towards peers and teacher, indifference to study subject during classes, damaging school stuff, and coming late are the most frequent student misbehavior types reported by teachers. Results showed a small relation between perceived student misbehavior and teachers’ teaching field, teacher seniority, educational background of teachers, and number of students in classroom. Gender was not determined as a statistically significant variable in determining teachers’ perceptions of student misbehavior. Practical implications for future research and practices are discussed.

  11. Student Perceptions of Classroom Achievement Goals as Predictors of Belonging and Content Instrumentality

    Science.gov (United States)

    Walker, Christopher O.

    2012-01-01

    The goal of the current study was to examine the predictive relationships among a set of cognitive-motivational variables that have been found in previous studies to support academic achievement. Student perception of a classroom's achievement goal structure (classroom mastery, classroom performance-approach, classroom performance-avoidance) was…

  12. Implementing the Flipped Classroom: An Exploration of Study Behaviour and Student Performance

    Science.gov (United States)

    Boevé, Anja J.; Meijer, Rob R.; Bosker, Roel J.; Vugteveen, Jorien; Hoekstra, Rink; Albers, Casper J.

    2017-01-01

    The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students' study behaviour throughout a flipped course…

  13. The kids got game: Computer/video games, gender and learning outcomes in science classrooms

    Science.gov (United States)

    Anderson, Janice Lyn

    In recent years educators have begun to explore how to purposively design computer/video games to support student learning. This interest in video games has arisen in part because educational video games appear to have the potential to improve student motivation and interest in technology, and engage students in learning through the use of a familiar medium (Squire, 2005; Shaffer, 2006; Gee, 2005). The purpose of this dissertation research is to specifically address the issue of student learning through the use of educational computer/video games. Using the Quest Atlantis computer game, this study involved a mixed model research strategy that allowed for both broad understandings of classroom practices and specific analysis of outcomes through the themes that emerged from the case studies of the gendered groups using the game. Specifically, this study examined how fifth-grade students learning about science concepts, such as water quality and ecosystems, unfolds over time as they participate in the Quest Atlantis computer game. Data sources included classroom observations and video, pre- and post-written assessments, pre- and post- student content interviews, student field notebooks, field reports and the field notes of the researcher. To make sense of how students learning unfolded, video was analyzed using a framework of interaction analysis and small group interactions (Jordan & Henderson, 1995; Webb, 1995). These coded units were then examined with respect to student artifacts and assessments and patterns of learning trajectories analyzed. The analysis revealed that overall, student learning outcomes improved from pre- to post-assessments for all students. While there were no observable gendered differences with respect to the test scores and content interviews, there were gendered differences with respect to game play. Implications for game design, use of external scaffolds, games as tools for learning and gendered findings are discussed.

  14. Exploring the classroom: Teaching science in early childhood

    Directory of Open Access Journals (Sweden)

    Peter J.N. DEJONCKHEERE

    2016-06-01

    Full Text Available This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N= 57 and the children were 4–6 years old. In order to assess children’s attention for causal events and their understanding at the level of scientific reasoning skills, we designed a simple task in which a need for information gain was created. Compared to controls, children in the post-test showed significant learning gains in the development of the so-called control of variables strategy. Indeed, they executed more informative and less uninformative explorations during their spontaneous play. Furthermore, the importance of such programmes was discussed in the field of STEM education.

  15. Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments

    Science.gov (United States)

    Fraser, Barry J.; Giddings, Geoffrey J.; McRobbie, Campbell J.

    The research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross-nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross-validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed-ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form.

  16. Teaching and nature: Middle school science teachers' relationship with nature in personal and classroom contexts

    Science.gov (United States)

    Ball, Nadine Butcher

    2000-10-01

    This qualitative study describes three middle-school science teachers' relationship-with-nature in personal and classroom contexts. Participating teachers had more than 7 years experience and were deemed exemplary practitioners by others. Interview data about personal context focused on photographs the teacher took representing her/his relationship-with-nature in daily life. Interview data for classroom context explored classroom events during three or more researcher observations. Transcripts were analyzed using a multiple-readings approach to data reduction (Gilligan, Brown & Rogers, 1990; Miles & Huberman, 1994, p. 14, 141). Readings generated categorical information focused on portrayals of: nature; self; and relationship-with-nature. Categorical data were synthesized into personal and teaching case portraits for each teacher, and cross case themes identified. Participants indicated the portraits accurately represented who they saw themselves to be. Additional readings identified sub-stories by plot and theme. Narrative data were clustered to highlight elements of practice with implications for the relationship-with-nature lived in the classroom. These individual-scale moments were compared with cultural-scale distinctions between anthropocentric and ecological world views. Cross case themes included dimensions of exemplary middle-school science teaching important to teacher education and development, including an expanded conception of knowing and skillful use of student experience. Categorical analysis revealed each teacher had a unique organizing theme influencing their interpretation of personal and classroom events, and that nature is experienced differently in personal as opposed to teaching contexts. Narrative analysis highlights teachers' stories of classroom pets, dissection, and student dissent, illustrating an interplay between conceptual distinctions and personal dimensions during moments of teacher decision making. Results suggest teachers

  17. Science Fiction in Education: Case Studies from Classroom Implementations

    Science.gov (United States)

    Vrasidas, Charalambos; Avraamidou, Lucy; Theodoridou, Katerina; Themistokleous, Sotiris; Panaou, Petros

    2015-01-01

    This manuscript reports on findings from the implementation of the EU project "Science Fiction in Education" (Sci-Fi-Ed). The project provides teachers with tools, training, and guidance that will assist them in enhancing their teaching, making science more attractive to students, connecting it with real-life issues such as the…

  18. Epistemology & the Nature of Science: A Classroom Strategy

    Science.gov (United States)

    Viney, Mike

    2007-01-01

    Efforts to enact balanced treatment laws represent an attempt to wedge the supernatural into scientific explanations. Current attempts to displace methodological naturalism from science indicate a need to make the nature of science a central theme in our instruction. This article utilizes constructivist listening to introduce students to five…

  19. Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

    Science.gov (United States)

    Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

    2014-08-01

    This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

  20. Strategies for Effective Implementation of Science Models into 6-9 Grade Classrooms on Climate, Weather, and Energy Topics

    Science.gov (United States)

    Yarker, M. B.; Stanier, C. O.; Forbes, C.; Park, S.

    2011-12-01

    As atmospheric scientists, we depend on Numerical Weather Prediction (NWP) models. We use them to predict weather patterns, to understand external forcing on the atmosphere, and as evidence to make claims about atmospheric phenomenon. Therefore, it is important that we adequately prepare atmospheric science students to use computer models. However, the public should also be aware of what models are in order to understand scientific claims about atmospheric issues, such as climate change. Although familiar with weather forecasts on television and the Internet, the general public does not understand the process of using computer models to generate a weather and climate forecasts. As a result, the public often misunderstands claims scientists make about their daily weather as well as the state of climate change. Since computer models are the best method we have to forecast the future of our climate, scientific models and modeling should be a topic covered in K-12 classrooms as part of a comprehensive science curriculum. According to the National Science Education Standards, teachers are encouraged to science models into the classroom as a way to aid in the understanding of the nature of science. However, there is very little description of what constitutes a science model, so the term is often associated with scale models. Therefore, teachers often use drawings or scale representations of physical entities, such as DNA, the solar system, or bacteria. In other words, models used in classrooms are often used as visual representations, but the purpose of science models is often overlooked. The implementation of a model-based curriculum in the science classroom can be an effective way to prepare students to think critically, problem solve, and make informed decisions as a contributing member of society. However, there are few resources available to help teachers implement science models into the science curriculum effectively. Therefore, this research project looks at

  1. Mobile Technology in Science Classrooms: Using iPad-Enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning

    Science.gov (United States)

    Ting, Melodie Mirth G.

    Most recently, there has been a noticeable rise in the push for use of technology in the classroom. The advancement in digital science has increased greatly the capacity to explore animations, models, and interesting apps. that should substantially enhance science cognition. At the same time, there is a great need to increase collaboration in the science classroom. There is a concern that the collaborative experience will be lost with the use of technology in the classroom. This study seeks to explore the use of iPads in conjunction with a constructivist learning approach to promote student collaboration. The participants in this study included two sections of 11 th grade AP Chemistry students. Data was generated from different sources such as teacher observations of classroom interactions patterned after Gilles (2004). In order to gauge student perception of working in groups with the use of the iPad, survey questions adapted from Knezek, Mills and Wakefield (2012) and group interviews were used (Galleta, 2013). Learning outcomes were assessed using methods adapted from a study by Lord and Baviskar (2007). Findings of this study showed high percentages of evidence for increased community, productive student group communication, effective feedback through use of the iPads, and value of the interactive apps., but it also showed that students still preferred face-to-face interactions over virtual interactions for certain learning situations. The study showed good content learning outcomes, as well as favorable opinions among the students for the effectiveness of the use of iPads in collaborative settings in the classroom.

  2. Supporting and Thwarting Autonomy in the High School Science Classroom

    Science.gov (United States)

    Patall, Erika A.; Vasquez, Ariana C.; Steingut, Rebecca R.; Trimble, Scott S.; Pituch, Keenan A.

    2017-01-01

    This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices…

  3. The Adoption of Variation Theory in the Classroom: Effect on Students' Algebraic Achievement and Motivation to Learn

    Science.gov (United States)

    Ting, Jing Jing; Tarmizi, Rohani Tarmizi; Bakar, Kamariah Abu; Aralas, Dalia

    2017-01-01

    Introduction: Analysis of lessons held in East Asia regions that perform well in Trends in International Mathematics and Science Studies such as; South Korea, Hong Kong and Japan, demonstrated teachers in mathematics classroom enacted features of the content systematically with consideration of variation within students' capabilities. Recent…

  4. Young African American children constructing identities in an urban integrated science-literacy classroom

    Science.gov (United States)

    Kane, Justine M.

    This is a qualitative study of identities constructed and enacted by four 3rd-grade African American children (two girls and two boys) in an urban classroom that engaged in a year-long, integrated science-literacy project. Juxtaposing narrative and discursive identity lenses, coupled with race and gender perspectives, I examined the ways in which the four children saw and performed themselves as students and as science students in their classroom. Interview data were used for the narrative analysis and classroom Discourse and artifacts were used for the discursive analysis. A constructivist grounded theory framework was adopted for both analyses. The findings highlight the diversity and richness of perspectives and forms of engagement these young children shared and enacted, and help us see African American children as knowers, doers, and talkers of science individually and collectively. In their stories about themselves, all the children identified themselves as smart but they associated with smartness different characteristics and practices depending on their strengths and preferences. Drawing on the children's social, cultural, and ethnolinguistic resources, the dialogic and multimodal learning spaces facilitated by their teacher allowed the children to explore, negotiate, question, and learn science ideas. The children in this study brought their understandings and ways of being into the "lived-in" spaces co-created with classmates and teacher and influenced how these spaces were created. At the same time, each child's ways of being and understandings were shaped by the words, actions, behaviors, and feelings of peers and teacher. Moreover, as these four children engaged with science-literacy activities, they came to see themselves as competent, creative, active participants in science learning. Although their stories of "studenting" seemed dominated by following rules and being well-behaved, their stories of "sciencing" were filled with exploration, ingenuity

  5. Student explanations of their science teachers' assessments, grading practices and how they learn science

    Science.gov (United States)

    del Carmen Gomez, María

    2018-03-01

    The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

  6. Supporting students' strategic competence: a case of a sixth-grade mathematics classroom

    Science.gov (United States)

    Özdemir, İ. Elif Yetkin; Pape, Stephen J.

    2012-06-01

    Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours.

  7. The Black Cultural Ethos and science teachers' practices: A case study exploring how four high school science teachers meet their African American students' needs in science

    Science.gov (United States)

    Strachan, Samantha L.

    The underachievement of African American students in science has been a persistent problem in science education. The achievement patterns of African American students indicate that researchers must take a closer look at the types of practices that are being used to meet these students' needs in science classrooms. Determining why science teachers decide to employ certain practices in their classrooms begins with a careful examination of teachers' beliefs as well as their instructional approaches. The purpose of this study was to explore four urban high school science teachers' beliefs about their African American students' learning needs and to investigate how these teachers go about addressing students' needs in science classrooms. This research study also explored the extent to which teachers' practices aligned with the nine dimensions of an established cultural instructional theory, namely the Black Cultural Ethos. Qualitative research methods were employed to gather data from the four teachers. Artifact data were collected from the teachers and they were interviewed and observed. Believing that their students had academic-related needs as well as needs tied to their learning preferences, the four science teachers employed a variety of instructional strategies to meet their students where they were in learning. Overall, the instructional strategies that the teachers employed to meet their students' needs aligned with five of the nine tenets of the Black Cultural Ethos theory.

  8. Reading, Writing & Rings: Science Literacy for K-4 Students

    Science.gov (United States)

    McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

    2007-12-01

    Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.

  9. Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

    Science.gov (United States)

    Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

    2013-01-01

    Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by…

  10. Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms

    Science.gov (United States)

    Meyer, Allison Antink; Lederman, Norman G.

    2013-01-01

    Concerns with the ability of U.S. classrooms to develop learners who will become the next generation of innovators, particularly given the present climate of standardized testing, warrants a closer look at creativity in science classrooms. The present study explored these concerns associated with teachers' classroom practice by addressing the…

  11. An exploratory study of the influence of national and state standards on middle school science teachers' classroom assessment practices

    Science.gov (United States)

    McWaters, Kathy Jean

    2001-07-01

    Classroom assessment practices of middle school science teachers were identified and the influence of national and state science standards on these practices was examined. In Phase I of this study a mail questionnaire was sent to 450 middle school (grades 5,6,7 and 8) science teachers in 17 parishes in Louisiana to obtain information about their classroom assessment practices. In Phase II, nine middle school teachers in eight departmentalized classrooms, two classes at each grade, participated in a qualitative study. Data were collected through questionnaires, classroom observations, interviews and document analysis. Data analysis revealed three major categories of classroom assessment targets: (a) student achievement, (b) student attitudes and, (c) student products. Results indicated that most teachers are using different assessment methods when assessing different achievement targets, as recommended by science reform documents. It was also determined that many teachers are using appropriate methods to assess student learning. While teachers reported that students spend an inordinate amount of time engaged in assessment activities, classroom observations suggested that the activities were not always written tests or graded activities. Another key finding is that there is a disconnect between the quality of teaching and the quality of assessment. Teachers who teach the material recommended by science reform documents and use recommended instructional strategies were observed to stop teaching and engage students in a "test rehearsal" geared towards rote memorization of factual information. Data suggest that the national and state science content standards are influencing the content and the format of teacher-made tests. Teachers' reported using the standards during assessment construction or selection in a wide variety of ways. The most direct use of the standards reported was to select content, format and cognitive level for test items. A more circumspect approach

  12. Exoplanet Science in the Classroom: Learning Activities for an Introductory Physics Course

    Science.gov (United States)

    Della-Rose, Devin; Carlson, Randall; de La Harpe, Kimberly; Novotny, Steven; Polsgrove, Daniel

    2018-03-01

    Discovery of planets outside our solar system, known as extra-solar planets or exoplanets for short, has been at the forefront of astronomical research for over 25 years. Reports of new discoveries have almost become routine; however, the excitement surrounding them has not. Amazingly, as groundbreaking as exoplanet science is, the basic physics is quite accessible to first-year physics students, as discussed in previous TPT articles. To further illustrate this point, we developed an iOS application that generates synthetic exoplanet data to provide students and teachers with interactive learning activities. Using introductory physics concepts, we demonstrate how to estimate exoplanet mass, radius, and density from the app output. These calculations form the basis for a diverse range of classroom activities. We conclude with a summary of exoplanet science resources for teachers.

  13. Using Authentic Science in the Classroom: NASA's Coordinated Efforts to Enhance STEM Education

    Science.gov (United States)

    Lawton, B.; Schwerin, T.; Low, R.

    2015-11-01

    A key NASA education goal is to attract and retain students in science, technology engineering, and mathematics (STEM) disciplines. When teachers engage students in the examination of authentic data derived from NASA satellite missions, they simultaneously build 21st century technology skills as well as core content knowledge about the Earth and space. In this session, we highlight coordinated efforts by NASA Science Mission Directorate (SMD) Education and Public Outreach (EPO) programs to enhance educator accessibility to data resources, distribute state-of -the-art data tools and expand pathways for educators to find and use data resources. The group discussion explores how NASA SMD EPO efforts can further improve teacher access to authentic NASA data, identifies the types of tools and lessons most requested by the community, and explores how communication and collaboration between product developers and classroom educators using data tools and products can be enhanced.

  14. Student Interactions in Technology-Rich Classrooms

    Science.gov (United States)

    Fonkert, Karen L.

    2010-01-01

    Students are more likely to develop a deep conceptual understanding of mathematics when they interact with and discuss their thoughts with others. The National Council of Teachers of Mathematics (NCTM) (1989, 2000) has recommended that students be active learners--communicating with one another, conjecturing, exploring, and justifying claims by…

  15. The Use of Clinical Interviews to Develop Inservice Secondary Science Teachers' Nature of Science Knowledge and Assessment of Student Nature of Science Knowledge

    Science.gov (United States)

    Peters-Burton, Erin E.

    2013-01-01

    To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment which assesses student knowledge. Twenty-eight inservice teachers enrolled in a graduate course which in part required a clinical…

  16. A Self-Regulatory Approach to Classroom Management: Empowering Students and Teachers

    Science.gov (United States)

    Alderman, M. Kay; MacDonald, Suzanne

    2015-01-01

    Development of motivation and self-regulated learning skills can take classroom management beyond the role of maintaining order in the classroom to empower students and teachers for lifetime learning. The authors describe self-regulated learning, student strategies, and the classroom structure that supports motivation and self-regulation.

  17. The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping.

    Science.gov (United States)

    Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

    Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic…

  18. Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

    Science.gov (United States)

    Wolf, Stephen J.; Fraser, Barry J.

    2008-01-01

    This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…

  19. Literacy Strategies in the Science Classroom The Influence of Teacher Cognitive Resources on Implementation

    Science.gov (United States)

    Mawyer, Kirsten Kamaile Noelani

    Scientific literacy is at the heart of science reform (AAAS, 1989; 1993: NRC, 1996). These initiatives advocate inquiry-based science education reform that promotes scientific literacy as the prerequisite ability to both understand and apply fundamental scientific ideas to real-world problems and issues involving science, technology, society and the environment. It has been argued that literacy, the very ability to read and write, is foundational to western science and is essential for the attainment of scientific literacy and the reform of science education in this country (Norris & Phillips, 2004). With this wave of reform comes the need to study initiatives that seek to support science teachers, as they take on the task of becoming teachers of literacy in the secondary science classroom. This qualitative research examines one such initiative that supports and guides teachers implementing literacy strategies designed to help students develop reading skills that will allow them to read closely, effectively, and with greater comprehension of texts in the context of science. The goal of this study is to gather data as teachers learn about literacy strategies through supports built into curricular materials, professional development, and implementation in the classroom. In particular, this research follows four secondary science teachers implementing literacy strategies as they enact a yearlong earth and environmental science course comprised of two different reform science curricula. The findings of this research suggest teacher's development of teacher cognitive resources bearing on Teaching & Design can be dynamic or static. They also suggest that the development of pedagogical design capacity (PDC) can be either underdeveloped or emergent. This study contributes to current understandings of the participatory relationship between curricular resources and teacher cognitive resources that reflects the design decision of teachers. In particular, it introduces a

  20. Teacher perspectives on specialisation in the elementary classroom: implications for science instruction

    Science.gov (United States)

    Poland, Susan; Colburn, Amanda; Long, David E.

    2017-09-01

    In the current educational climate of testing and accountability, many elementary teachers find they lack adequate time and confidence to enact reform-based science teaching due to pressure to perform in reading and mathematics. With this tension in mind, we explore the phenomenon of elementary teacher specialisation in comparison to the traditional, generalist model of teaching, wherein a teacher is responsible for teaching all subjects to one group of students each year. This mixed-methods study examines teacher perspectives on the practice of specialisation and generalisation through teacher interview data. Our teachers spoke candidly about their attitudes towards specialisation, the perceived impacts of specialization on teachers and students, and the role of accountability, administration, and testing in their decisions to specialise. Additionally, our teachers discussed time dedicated to science in specialist and generalist classrooms. Our findings suggest that specialist roles are sought by those who see specialisation as a means of reducing workload, while allowing for content mastery and improved instruction. Alternatively, generalist roles are sought by those who primarily view the role of elementary teaching as the care and development of children, and who prefer to focus on the classroom as a holistic, fluid space. Implications for science teaching are discussed.