Paper number: 11070
A Reflection on My Elementary Teaching Practice
Principal Author: Kristina Maruyama Tank, University of Minnesota, maru0033@umn.edu
Abstract:
The purpose of this paper is to document an elementary teacher’s experiences as a reflective practice. I am an elementary teacher with a strong science background in a school system where I am trapped into teaching language and math with hardly any time to teach science to students. Seeing science relegated to a content area that is of less worth not only harms students later in their desire to pursue science but also creates tensions for teachers like me who are worried about the lack of science learning at the elementary level. I present my own experiences, dilemmas, efforts, and some attempts to co-opt the system and teach science to my students.
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Paper number: 11029
Adapting a Methods Course Concerning Inquiry Based Instruction to the Online Environment: Successes and Challenges
Principal Author: April D. Adams, Northeastern State University, adams001@nsuok.edu
Abstract:
A science methods course concerning inquiry based instruction that had been taught face-to-face was converted to an online course. The process of converting to an online version will be discussed. Some of the processes that will be discussed include: how to engage students in an asynchronous learning environment, how to present materials using Camtasia Studio software, how to convert student presentations to an online environment, and how to manage the online course. The presentation will also present the difficulties encountered during the online version of the course and how some of these difficulties were resolved. Syllabi and student outcomes for each method of teaching the course will be compared. This graduate-level advanced methods course concerning inquiry based instruction is a core requirement for an M.Ed. in Science Education degree. The goals of course and the degree are aligned with the National Board for Professional Teaching Standards (NBPTS) and the National Science Education Standards. Submission of a portfolio to the NBPTS for Science Early Adolescence or Science Adolescence and Young Adulthood certification is a capstone option in this degree. Student outcomes indicate that out of the 14 students two students seemed to have technology difficulties that impacted their learning. Most of the instructional activities translated smoothly to the online environment. However, the required demonstration inquiry lesson assignment proved to be challenging to the students are well as to the instructor. This assignment pushed the limits of the technology. The implications and future modifications will be discussed as well.
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Paper number: 10221
How different teaching cultures influence teacher transformation through long-term inquiry-oriented practice
Principal Author: Mohammad Ahmadibasir, The university of Iowa, mohammad-ahmadibasir@uiowa.edu
Co-Authors: Brian Hand, The University of Iowa
Abstract:
Transformation of teachers from a traditional teaching approach toward an inquiry-oriented approach is in the center of attention in science education communities. To examine how teachers’ background affect teacher transformation, three teachers who collaborated with our PD program over a period of four years were chosen and the changes in their main teaching approaches were investigated. The amount of students talk per hour of instruction were calculated and compared over time as a criterion of students’ engagement. Then by applying Mediated Discourse Analysis (MDA), we came up with three kinds of inquiry-oriented approaches in order to classify the moments of the classroom practices: cook book lab, problem-based, and inquiry-based activity. The analysis suggests that through four-year teaching experiences, the frequency of occurrence of these three teaching approaches changes with the increase in inquiry-based activity. This change was accompanied with the increase in the amount of students’ talk per hour of instruction. We suggest that this transformation of teachers is related to interplay between the continuous PD program and the four-year practice of inquiry-oriented approaches. Despite the conventional view that suggests knowledge is cause of teacher change, we argue that it takes some years for teachers to put different kinds of inquiry-oriented approaches into dialogue in order to build up their own style of inquiry-based teaching.

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Paper number: 10017
Comparative Case Studies of the Development of Third Graders’ Conceptions of Nature of Science
Principal Author: Valarie L Akerson, Indiana University, vakerson@indiana.edu
Co-Authors: Vanashri Nargund, Indiana University; Ingrid Weiland, Indiana University; Khemmawadee Pongsanon, Indiana University
Abstract:
While it has been shown that young children can improvet their conceptions of NOS through participating in instruction that targets NOS concepts explicitly, it is important to understand how these conceptions change and develop as a result of instruction. Using comparative case studies we highlight similarities and differences found in third grade students’ conceptions of NOS over the course of one school year. These case studies were built through analysis of videotaped instruction, use of VNOS D2 surveys, Young Childrens’ Views of Science group interviews, collection and review of student work, and review of the lead resaercher daily log.(who was also the classroom teacher). We found that all students improved in their conceptions of NOS, but that some NOS aspects were more easily attained and others took more time to develop. We also compared their developing NOS conceptions with teaching practice, and noted which strategies seemed to help them better refine their ideas. We found that we could elicit ideas through discussions, notebooks, and observe-wonder-learn charts, and that it worked well to embed NOS concepts wtihin the science content that students were learning. We will share samples of student work over the course of the school year to shed light on both how student conceptions changed, and also the kinds of instruction that influenced change.
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Paper number: 10168
Using Linear Mixed Model to Model Growth of Environmental Science Knowledge in Elementary Students
Principal Author: Nancy Albrecht, University of Minnesota, albr0137@umn.edu
Co-Authors: Bhaskar Upadhyay, University of Minnesota; Brian Fortney, The University of Texas at Austin
Abstract:
In this paper we use linear mixed model to analyze various growth models to understand how students retain science knowledge over time. The students in four classrooms, two treatment and two control, are taught science through inquiry-instruction or its variation (treatment) and less inquiry-instruction or its variation in control groups over a two moth time. We used pre-post survey as design to measure knowledge retention before and after the instruction. The students tool post survey two more times over a four month period (two month interval) to measure retention during those times periods. The growth model shows how knowledge retention changes in these two instructional settings. We understand the limitations of bleeding effect over time and we did not measure that in our study.
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Paper number: 10137
Verbal Performance of an Elementary Teacher During Science Read Aloud
Principal Author: Vincent Amodeo, The State University of New York at Albany, va149844@albany.edu
Abstract:
An in-depth look at an elementary teacher’s verbal performance of a science read aloud was extended beyond the typical IRE and IRF features. Based on a theoretical framework of verbal performance expounded by Bauman (1977), the study presented here examines broader definitions of performer, art form, audience, and setting that makes a read aloud “ethnographically unique.” This case study is part of a broader study of science read alouds of elementary teachers, grades 1-6 in upstate New York. The study reported here deals with one classroom observation that is triangulated with a post-observation teacher interview and pre-observation teacher survey. The case study also examines the book used in the read aloud and evaluated it based on previously elaborated criteria. Bauman (1977) cites specific questions regarding verbal performance that are applied here: Is there special training or aptitude required of the performer? Is there any consideration of the performer’s competence? Is the practice of read alouds immune to gender differences? (There was only one male teacher in the original cohort of ten teachers.) How did the performance affect the teacher’s role in the classroom? Do the students perceive them differently, and if so, positively or negatively? How can this cadre of discrete factors blend together in one complete package? This study deviates from Bauman’s notion of performance for pleasure without responsibility or competence, to classrooms where the intent of conducting science read alouds does regard those two characteristics as significant. The teacher observed in this study shared similar concerns with other teachers of the larger study: what is the purpose for conducting a science read aloud? Is it pragmatic in the manner that Pappas et al. (2003) viewed performance or is it merely a teacher engaging in “the art of teaching?”
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Paper number: 11050
Science Methods Internship to Teacher Continuum Collaboration
Principal Author: Buffington C Angela, TCU, a.buffington@tcu.edu
Co-Authors: Susan M Harris, TCU
Abstract:
Through a teaching internship in an elementary science methods course, two science education PhD students noted a general lack of science comfort of pre-service teachers (Desy, Peterson, & Brockman, 2009) and we wondered how pervasive is this attitude. Science learners hold diverse views of science, science learning, and science teaching. To effectively instruct pre-service elementary teachers, methods instructors must have knowledge of the pre-service teachers they instruct including the needs and barriers to science learning. As PhD students, we were curious about the a posteriori experiences of science learners and how these experiences influence learning and teaching of science.

Our science methods internship prompted an exploratory collaborative study of the science teacher continuum. We observed pre-service teachers in science methods class, during micro-teachings of science lessons, and held post micro-teaching focus groups. As co-researchers we are using this data to gain an understanding of science experiences (i.e. how we learn science) in answering our research questions while simultaneously developing a collaboration as an integral part of teaching and research dynamics.

Through observations, focus groups, administering surveys, and interviews, we are addressing the following questions: How do pre-service elementary teachers’ conceptions of science and science teaching change as they gain science teaching experience? Who we are as students of science, from elementary school through today, influences the kind of science teacher we become. After science teachers become part of a school culture, the formation of who they are as teachers continues. What are the seminal experiences of science learners that shape a teacher? Who are the science teachers that look into a room full of students and first see possibilities?

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Paper number: 10052
Science teacher practice and scientific creativity: Manifestations of creativity in the science classroom
Principal Author: Allison Antink Meyer, Illinois Institute of Technology, aantink@iit.edu
Abstract:
This presentation will describe and elaborate on the characteristics of instruction that supported and hindered the demonstration of scientific creativity among students. Concern over the ability of U.S. classrooms to develop learners that will become the next generation of innovators, particularly given the present climate of standardized testing, warrants a closer look at the treatment of scientific creativity in classrooms. At this point, however, an important distinction must be made. The concern is not generally with student understanding of the role of creativity within the development of scientific knowledge (NOS) or within the processes of science, but more specifically with students’ ability to be creative and likewise with the ability of a science classroom and teacher to foster the development of that creativity. The research question addressed within this study: how does teachers’ classroom practice influence student demonstration of scientific creativity, was further broken down into two sub-questions:

a) What are the characteristics of instruction that facilitate scientific creativity among students both when creativity is planned for versus when it is unintended?

b) What are the characteristics of instruction that act to hinder instances of potential creativity among students both when creativity is planned for versus when it is unintended?

The presentation provides a snapshot of how the creative aspect of science is included and excluded by science teachers. This information is valuable for both curriculum developers and methods instructors as they develop materials and prepare teachers for instructional practices that should support the development of the skills necessary for critical thinking, scientific reasoning and innovation.

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Paper number: 10034
In What Ways Are Pre-Service Teachers Being Prepared to Teach K-12 Students About the Environment?

Principal Author: Scott A Ashmann, University of Wisconsin-Green Bay, ashmanns@uwgb.edu
Abstract:
Environmental issues and problems are becoming more prominent in our society. It is safe to say that some of these existing problems (and, undoubtedly, others that are looming) will still be here for our children to tackle. Thus, there is an urgent need to develop in K-12 students the awareness, knowledge, attitudes, and environmental ethic necessary to undertake these issues and problems. If teachers are not adequately prepared to teach our youth about the environment, then our hopes of the next generation being able to solve these problems has taken a serious blow. In what ways are pre-service teachers being prepared to teach K-12 students about the environment? The goal of this study was to review the preparation of pre-service teachers in Wisconsin with respect to environmental education. While it is difficult to describe the “typical” way in which pre-service teachers are being prepared to teach about the environment, there are some interesting examples that emerge from these data: (1) Biological sciences course requirement (Most with a lab component), (2) Selection from a menu of science courses in combination with environmental education being integrated into a science methods course, and (3) Field trip participation combined with observing K-12 students in a natural area. Five teacher education programs were identified through the data gathering process as doing more than “typical” when it comes to preparing pre-service teachers with respect to environmental education. These five programs either engage in multiple ways of preparing their pre-service teachers and/or the quality of the experiences offered are very high. A common attribute among these five programs, in addition to a committed and talented individual who spearheaded environmental education initiatives on the campus, was a "driving force" at the institutional level that facilitates the development of high quality environmental education activities by individual staff or faculty.
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Paper number: 11038
Addressing the needs of students with mobility impairments in geoscience field-based learning environments
Principal Author: Christopher L. Atchison, The Ohio State University, atchison.6@osu.edu
Abstract:
The post-secondary geology curriculum typically requires completion of a field-based education component. This importance of field experience in the geosciences is well documented in geoscience education literature. However, due to these field requirements, persons with mobility impairments face multiple barriers to obtaining a higher education in the geosciences. Furthermore, the lack of exposure to career opportunities in the geosciences potentially creates a perception that most geoscience careers do not accommodate graduates with mobility impairments. As a result, students might feel discouraged from pursuing undergraduate and graduate level degrees in geology.

An assumption exists that most traditional field environments are inaccessible to students with mobility impairments. A main objective of this study was to first determine how experience in a geologic field environment assists in the overall construction of cave geology content knowledge for students with mobility impairments. An effective evaluation of this field experience required an understanding of how students interact with their environment. Individual case studies of the students’ lived experience with (and within) a traditional field-site provided an understanding of how geological content knowledge was constructed in the face of field-related barriers.

Assuming that knowledge is independent of one’s physical ability, this study focused on understanding the potential environmental and physical barriers that students with mobility impairments maintain with respect to field-based education. Therefore, students’ experience in a cave geology field environment was investigated through their personal perception of the surroundings. This exploration was not intended to differentiate them from the rest of society by what they do or do not know, what they can or cannot do, but to assist them in obtaining the accessibility and content knowledge of a geoscience field-based curriculum. It is an understanding of these first-hand perceptions that provides a valuable foundation for field-based science educators working with students with mobility impairments.

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Paper number: 10098
Changing Views about Learning and Teaching Science: Learning Opportunities for Pre-Service Science Teachers in a Core Course on Educational Psychology
Principal Author: Saiqa Azam, Institute of Education & Research (IER), University of the Punajb, Pakistan, saiqa@ier.pu.edu.pk
Abstract:
This paper describes an action research aiming at challenging and hence trying to change the epistemological views of pre-service science teachers (PSTs) about science learning and teaching in a teacher education program. The context of the study is a core course in educational psychology in a science teacher education program. The researcher as an instructor used this course to provide learning opportunities for PSTs to change their existing traditional views about learning and develop a constructivist view of learning science. Data was collected at the beginning and the end of the course in the form of written reflections of student teachers about their views on learning science. During the course students teachers explored various paradigms of learning and relevant learning theories in context of science learning and teaching. Student teachers were encouraged to reflect and discuss their own learning experiences of science and possible options for future science teaching. Analysis of data demonstrated a significant shift in PSTs’ views about science learning; though their understanding about the intended view of learning science (constructivism) was trivial at the end of the course. The action research provides some evidence for the effectiveness of the course and suggests a plan of action for future to improve the core course aiming at changing views of student teachers’ about learning science.
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Paper number: 10127
Preparing Teachers to Teach Physics in High School: Role of Undergraduate Physics Study
Principal Author: Saiqa Azam, Institute of Education & Research (IER), University of the Punjab, Pakistan, saiqa@ier.pu.edu.pk
Co-Authors: Richard F. Gunstone, Monash Univeristy, Melbourne, Australia
Abstract:
Research in learning and teaching of physics, with a focus on conceptual understanding of different concept areas shows complexities of teaching and learning physics. Hence, preparation of physics teachers capable of teaching physics for conceptual understanding is a big challenge for physics (science) teacher education. Preparation of science teachers is a complex and multifaceted process. Pre-service teacher education programs have almost the same structure and organization across the nation (Howey, 1983). This kind of pre-service teacher education approach is known as the “traditional model”; the model is composed of three strands: (a) general education or liberal education, (b) subject matter preparation, and (c) professional education. Subject matter preparation for prospective phsyics teachers takes place in science faculties or physics departments. Teacher education programs at present physics method courses are designed on constructivist frameworks, but the subject matter preparation of physics which takes place in university Physics departments does not have focus on understanding which have significant effects on physics teacher preparation. The aim of this study was to explore, how the Physics they have studied at undergraduate level prepared them for teaching physics. The participants were prospective physics teachers and physics teacher educators from two Melbourne universities. The study was qualitative in design. The participants were interviewed; their views were collected based on their experiences of physics study to generate data to analyze the preparation of physics teachers during their undergraduate physics study. The findings shows that in spite of general satisfaction with undergraduate physics study prospective physics teachers did not find this study helping them to teach physics in high school. They suggested that more focus should be placed on deep understanding of physics concepts.

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Paper number: 13025
Building a model of shared language through inquiry- based science instruction: Using LegoWeDo as the instructional platform for field-based experiences.
Principal Author: Kate A Baird, IUPUC, kabaird@iupuc.edu
Co-Authors: Aija S Pocock, IUPUC
Abstract:
Building on the definition of a Learning Community proposed in Professional Learning Communities for Science Teaching: Lessons From Research and Practice by Munday and Stiles, we embrace the following six characteristics: Focus on Learning, Collaborative Culture Focused on Learning, Collective Inquiry, Action Orientation and Experimentation, Continuous Improvement, and Result Orientation for elementary children, pre-service and in-service educators as well as the university faculty. Using this model, we constructed a series of “Communities and Sub-communities” with foci such as Inquiry-Based Science Instruction, The Five Standards for Effective Pedagogy as defined by CREDE (Center for Research on Education, Diversity & Excellence), Teaching English as a New Language, and using multimedia to drive instructional planning.

With Lego WeDo as the instructional platform in pre-service teachers’ field experiences, student-centered inquiry meaningfully blends science instruction with deliberate support for content-specific language. By integrating the new science concepts with learners’ prior knowledge and experiences from their various cultural backgrounds, teachers can maximize language and content learning for all students.
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Paper number: 10074
Science teachers’ beliefs about reformed teaching and learning: A quantitative analysis using the BARSTL questionnaire
Principal Author: Deborah S. Barry, Syracuse University, debarry@syr.edu
Co-Authors: Glenn Dolphin, Syracuse University; Lauren Jetty, Syracuse University; John Tillotson, Syracuse University; Monica Young, Syracuse University
Abstract:
A teachers’ understanding of teaching and learning has implications for their classroom performance. Teachers make instructional decisions about learning strategies, curriculum, assessment, and teaching strategies based on their perceptions of learners. The development of this understanding takes place over a lifetime of schooling, including undergraduate teacher training programs. However, the impact of varied teacher training programs on a teacher’s beliefs about teaching and learning is not well understood. A better understanding of the specific programmatic features that influence teachers’ beliefs about teaching and learning is needed to improve upon science teacher education programs. This study was conducted as part of a larger study whose purpose is: 1) to better understand secondary science teachers’ learning of content and pedagogy over time as a result of key interventions within these preservice science teacher preparation programs; 2) to assess the subsequent impact of this learning on their classroom teaching and 7-12 grade student outcomes; and, 3) to determine what factors significantly influence secondary science teachers’ beliefs and classroom practices following graduation from these preservice preparation programs. The current study investigates science teacher education programs at three doctoral-granting institutions in varied geographic locations within the United States. This presentation will report on teachers’ (N=102) beliefs about reformed teaching and learning and the specific features of their preservice teacher education program that act to predict those beliefs. Initial findings show that graduates from different preservice teacher preparation programs score significantly different in their beliefs about reformed teaching and learning and that these beliefs are stable over time (p=0.000).
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Paper number: 11026
Refining and Redefining Science Curriculum in a Native Internet-based High School
Principal Author: Anthony W Bartley, Lakehead University, abartley@lakeheadu.ca
Co-Authors: Eli K Pivnick, Keewaytinook Internet High School; John B Friesen, Lakehead University
Abstract:
Keewaytinook Internet High School (KiHS) is a hybrid secondary school for native students in isolated communities in Northern Ontario. Each community has a classroom with a qualified teacher who guides local students through web-based lessons and is also a course leader for their own specialist curriculum area. This presentation focuses upon collaboration between the school’s science teacher and a university team. Our guiding questions have been:

• What are the influences upon a science curriculum to serve the 9th and 10th grade native students in KiHS?”

• How might this curriculum be implemented?

Planning was inspired by work on resiliency where “protective factors” are identified and enhanced, while “risk factors” are detected and hopefully reduced (Brofenbrenner, 1999). Protective factors in KiHS are linked to community support to open new opportunities for students (Waxman, et al., 2003) by way of the school and its science program, and the caring guidance of their teachers (Rutter, 1987). The range of risk factors is consistent with those found in the literature - student alienation (Akenhead, 2001), negative self images (Demmert, 2001) and lack of access to appropriate resources (Alaska Native Knowledge Network, 1998). A further risk factor that we have identified is non-science teacher comfort levels with science, which has led to strategies to raise personal levels of efficacy for non-science specialist teachers.

Our most fruitful approaches have seen an emphasis upon the provision of locally-focused, technologically rich, culturally sensitive curriculum, all within the context of the provincial science curriculum (akin to state standards). Students also need to pass a 10th grade literacy test, so emphases upon “language across the curriculum” (Barnes et al., 1969) have also come to the fore. Assessment strategies (formative and summative) have been designed and included to complement this approach to teaching and learning.

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Paper number: 10205
Curriculum Innovation from Within – Emancipatory Action Research in the Context of Single Sex Classes in Science and Mathematics
Principal Author: Anthony W Bartley, Lakehead University, abartley@lakeheadu.ca
Co-Authors: Wayne Melville, Lakehead University; Molly Weinburgh, Texas Christian University; Douglas Jones, Sir Winston Churchill Collegiate and Vocational Institute; Andrea Lampo, Sir Winston Churchill Collegiate and Vocational Institute; Nicholas Sacevich, Sir Winston Churchill Collegiate and Vocational Institute; Jane Lower, Sir Winston Churchill Collegiate and Vocational Institute
Abstract:
The focal points in discussion of gender-related issues in mathematics and science have moved to include the academic achievement of potentially at-risk males. This is the area of interest for this action research project set in a public secondary school in Canada. The project looks at the development of single-sex male classes in mathematics and science as a way of promoting success for students in a college/workplace stream. We examine the genesis of the project, its progress and support from teachers and administrators, and present the perceptions of the students. The motivation for the development of this action research project came through extended discussion between a school counselor, department chairs and the school administration regarding the provincial “student success” initiative and its application within their school. University researchers, invited collaborators worked with teachers and administrators in the development of the action plan and data collection as part of the ongoing description and evaluation of the intervention. In its second year, there are now two single sex male cohorts of students, a 10th grade mathematics class following on from their 9th grade single sex class, and a 9th grade group who are together for their mathematics and science courses. Multiple indicators examined show considerable success for the initiative, particularly in the area of student achievement with 100% of students passing the course. Other positive areas include improved student attendance, reduced behavioral tensions and extended opportunities for in class discussions and argumentation. Students recognized that their engagement and their achievement had typically improved in a single-sex environment and though some questioned whether the value of the change, a majority were interested in continuing participation within the project.
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Paper number: 10210
Exploring the boundaries of science teaching and learning with English Language Learners in urban settings
Principal Author: GillianU U. Bayne, Lehman College of the City University of New York, gillian.bayne@lehman.cuny.edu
Co-Authors: Romil D. Amin, Rutgers University
Abstract:
This research explores how ELL immigrant science students, who make up over 94% of the student population in a small public international high school in an urban city, navigate the complexities of new educational and social cultures. The use of critical ethnography and cogenerative dialogues were employed in a coordinated fashion as a means to study and understand challenges related to (a) the acquisition and utilization of the English language in science classrooms, (b) the teaching and learning of science as a cultural process, (c) cultural alignment and misalignment between teachers and students, and amongst students themselves, and (d) the involvement of teachers, students an other stakeholders in improving science experiences for ELL immigrant students.
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Paper number: 11024
Earth System Science: Testing lead levels within park soils as a service learning project.
Principal Author: Meredith L. Beilfuss, Butler University, mbeilfus@butler.edu
Abstract:
During the 2010 Spring semester a course, titled Earth System Science (EES), was taught at Butler University utilizing a service learning component where students investigated an environmental problem. The EES students observed lead-level data from local park soils and created research papers on the project. Lead concentrations vs. action levels were examined. Approaches to soil remediation were addressed. Student survey data, using the Student Assessment Learning Gains (SALG) instrument, were collected both pre and post. This syllabus sharing poster will present the syllabi from this ESS course and how participation in a service learning project assisted these students in answering the questions posed by environmental data and how these learning experiences will help them become informed citizens that will be able to recognize and help solve local environmental problems.
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Paper number: 11042
Assessing preservice teachers confidence level in using e-portfolio within the elementary science methods classroom.
Principal Author: Meredith L. Beilfuss, Butler University, mbeilfus@butler.edu
Co-Authors: Li-Ling Yang, Roger Williams University; Julianne Miranda, Butler University
Abstract:
E-Portfolios: Is this just an electronic ‘in-box’? A survey was conducted on preservice teachers level of technology self-efficacy when using LiveText in a methods course to create lesson plans using templates, reflections, and creating portfolio’s. Survey results indicate a strong self-knowledge of LiveText components, such as templates, artifacts, tools/resources, and activities associated with assessment of artifacts. A high level of e-portfolio efficacy among these preservice teachers was observed, especially when uploading artifacts and creating lesson plans. Work still remains on effectively training preservice teachers on the extensive resources available through LiveText and using those tools to promote a reflective practitioner. This study has implications for the implementation and training of preservice teachers to use electronic portfolios in methods courses and moving from the view of e-portfolios as assessment of learning to assessment for learning.
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Paper number: 10143
Using Professional Development to Create Leaders in Ocean Science Education
Principal Author: Elizabeth V Bell, COSEE SE/South Carolina Sea Grant Consortium, elizabeth.vernon@scseagrant.org
Abstract:
The Center for Ocean Sciences Education Excellence SouthEast (COSEE SE) provides high quality marine education opportunities to educators North Carolina, South Carolina and Georgia. To increase ocean and science literacy, COSEE SE develops professional development opportunities that bring together scientists and educators in a collaborative learning environment. One such professional development opportunity is the Ocean Sciences Education Leadership Institute which is an annual, summer residential workshop for informal and formal educators. During this weeklong workshop, regional marine scientists participate in sharing their knowledge and current research and educators are provided opportunities to network with the scientists. As one of the requirements of the Institute, the educators are challenged to extend the Institute information during the following school year. One extension component requires the development and implementation of a lesson to their classroom. The second extension component, unique to COSEE SE, is the requirement of Institute educators to coordinate and host a 6-hour Ocean Awareness Day in their local community in partnership with an informal education center. Thus, Institute educators are challenged to take ownership of the information learned and transfer it to their colleagues. Confidence levels are raised and educators move from the role of passive learner to leader of ocean science education in their community.
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Paper number: 10173
Engaging First Year College Students in Science Education through Interdisciplinary Collaboration
Principal Author: Karen M Bengtson, College of St. Benedict/St. John’s University, kbengston@csbsju.edu
Co-Authors: Barbara J May, College of St. Benedict/St. John’s University
Abstract:
The College of St. Benedict and St. John’s University are designing a new course, Student Engagement in Integrative Science (SEIS). Faculty members of the education department and 6 natural science disciplines (Biology, Chemistry, Math, Computer Science, Physics, and Nutrition) are collaborating together to design and implement SEIS. This course will not follow traditional pedagogical approaches, but will be an interactive, inquiry-based approach to engage students in discussion, design, implementation and analysis of real scientific experiments. Faculty members have initiated this process by identifying several real world scientific problems through which we are identifying popular and scientific readings, podcasts, and assignments that will introduce different scientific concepts from multiple disciplines. Two examples under design are mass extinction and destruction of the ocean and pollution of waterways. With readings and active assignments, we will ask students to design experiments to better understand these scientific issues from which they will analyze and present their results. Taught in this fashion, we predict students will not only learn concepts from multiple disciplines, but also learn to think like scientists. We envision the following goals for future teachers upon matriculation in this course: 1) The requirements for science licensure will be met in the interdisciplinary course. 2) Future educators will experience an active approach to teaching science. They will witness the use of scientific methods in the teaching of basic scientific concepts. 3) By being fully immersed into the scientific process, future educators will be better prepared to teach and engage their own students in the fascinating world of science.
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Paper number: 10147
Interactions Between Beliefs And Practices In Teaching Have Divergent Results
Principal Author: William D Bennett, University of Iowa, william-d-bennett@uiowa.edu
Abstract:
In the course of science teaching, the beliefs and practices of science teachers may come into conflict. These conflicts sometimes arise during the course of implementing new or different curriculum in which teachers must reconcile their beliefs formed from previous experience and their intended goals for classroom performance. Science education literature has found that oftentimes these conflicts are resolved by a change in either beliefs or practices. However, a resolution to these conflicts can be inhibited by peripheral conflicts or issues that constrain science teachers’ freedom in classroom practices. The significance of this research for science teacher educators and curriculum developers lies in the ability of teachers to change their beliefs and practices. Even though the definition of teachers’ beliefs remains controversial in the literature, this position paper aims to further the discussion in defining the nature of teachers’ beliefs and the extent its effects has upon changing classroom practice.
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Paper number: 11048
Epistemological Conflicts in a Biology Classroom: A Case Study
Principal Author: William D Bennett, University of Iowa, william-d-bennett@uiowa.edu
Abstract:
In teaching science, the beliefs of science teachers may come into conflict and inhibit the implementation of reformed teaching practice. These conflicts sometimes arise during the course of implementing new or different curriculum in which teachers must reconcile their beliefs formed from previous experience and their intended goals for classroom performance. A case study of an experienced science teacher revealed that constructivist beliefs that conflict with positivist epistemological beliefs without leading to changes to classroom practice. Science education reform initiatives intend to encourage science teachers to transition their beliefs and practices to reformed, student-centered approaches. However, a resolution to these conflicts can be inhibited by peripheral conflicts or issues that constrain science teachers’ freedom in classroom practices. This result is supported by a growing body of literature that has found conflicts between beliefs and practices may persist without a resolution. The significance of this research for science teacher educators and curriculum developers lies in the ability of teachers to change their beliefs and practices according to the intended goals of science education professional development. Even though the definition of teachers’ beliefs remains controversial in the literature, this case aims to further the discussion in defining the nature of teachers’ beliefs and the factors that inhibit the adoption of reformed teaching practices.
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Paper number: 10188
Analysis of elementary science students’ discourse patterns during whole class discussion.
Principal Author: Matthew J Benus, The University of Iowa, matthew-benus@uiowa.edu
Co-Authors: Morgan B Yarker, The University of Iowa; Brian M Hand, The University of Iowa; Lori A Norton-Meier, University of Louisville
Abstract:
Our study sought to analyze the discourse patterns in science classrooms that have implemented argument-based inquiry approaches. The analysis for this study involved examining a segment of classroom time beginning after small group presentation of claim and evidence ended and whole-class conversation about the presentation began. The segment ended when the discussion moved on to a new topic or a new presenting group. The framework for this analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review of other instruments, and notable anomalies of difference from this data set. We then obtained Reform Teaching Observation Protocol (RTOP) scores for each of the classrooms. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms are different across different levels of RTOP implementation. Overall, low level RTOP implementation has a question and answer format that rarely includes discourse around scientific reasoning and justification. Higher levels of implementation are more likely to be focused student use of scientific evidence to anchor and develop a scientific understanding of "big ideas" in science.
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Paper number: 11010
Preservice Elementary Teachers’ Learning about Essential Features of Inquiry-Based Teaching and Learning
Principal Author: Mandy Biggers, University of Iowa, mandy-biggers@uiowa.edu
Co-Authors: Cory T Forbes, University of Iowa
Abstract:
Preservice and beginning elementary teachers face many challenges in learning to teach science as inquiry. There is little research on preservice teachers’ learning about inquiry based science teaching and learning within the 5 essential features of inquiry framework articulated by the National Research Council. In this study, we carried out case studies of 6 preservice elementary teachers enrolled in a semester-long elementary science teaching methods course to investigate their developing ideas about inquiry-oriented science teaching and learning. Data sources included multiple interviews, course artifacts, and additional data around 2 science lessons each preservice teacher planned and taught as part of the course. The NRC’s 5 essential features of inquiry served as both a theoretical and analytical framework for the study. Data were coded and cross-case analyses were conducted. Results indicate that the preservice teachers adopted the 5-part NRC framework to define inquiry, and adapted existing lessons around the framework by adding investigative questions (which supports inquiry) and by adding pre-made data tables (which contradicts their idea that student-directed inquiry is of the highest form). Students struggled, however, with separating the 3 features of inquiry emphasizing explanations. We also found that preservice teachers’ ideas changed over the course of the semester about the purpose of inquiry, aligning much closer to the reform effort’s purpose by the end of the semester. This research has important implications for the design of teacher education programs designed to prepare preservice elementary teachers to teach inquiry-oriented science. Our presentation will present these findings and discuss how they can help science teacher educators align their students’ ideas about inquiry with reform efforts.
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Paper number: 11036
Syllabus for Models of Teaching Secondary Science: Progressive Field Experience Model (PFEM)
Principal Author: Kimberly L Bilica, University of Texas at San Antonio, kimberly.bilica@utsa.edu
Abstract:
This poster presentation will showcase some of the innovations and challenges we face as we develop a field-based, science-specific course for pre-service high school science teachers in a culturally and linguistically diverse region of the U.S. Specifically, we will emphasize how we use a Progressive Field Experience Model (PFEM) to guide mentor teachers and teacher candidates into richer, more authentic classroom field interactions and to enhance communication among and between all stakeholders involved in early teacher preparation. We will also showcase how we use technology to enhance these interactions and to provide an interactive community for sharing ideas.
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Paper number: 10057
Educative Curriculum Materials as Science Teacher Professional Development for Environmental Curriculum Adoption
Principal Author: Alec M Bodzin, Lehigh University, amb4@lehigh.edu
Co-Authors: Violet Kulo, Lehigh University; Tamara Peffer, Lehigh University
Abstract:
Environmental issues including climate change, energy use, and land use change are quite complex, involve understanding new scientific research findings, and may entail thinking skills for interpreting data results that are spatial in nature. Developing skills for understanding and addressing environmental issues is a key component of science teacher education and environmental literacy, and is advocated by ASTE and NAAEE as an essential component of preparing science teachers (ASTE, 2009; NAAEE, 2004). Teaching and learning about environmental issues require that science teachers possess environmental content knowledge and understand effective science pedagogical approaches. Science teacher professional development is highly effective when designed to accompany particular curriculum materials that will be adopted and implemented in the classroom. To address the need to provide effective professional development to educate middle school science teachers about important environmental topics and to help them develop and teach spatial skills that are important for investigating a range of environmental issues in our society, we have designed and developed educative curriculum materials as a form of science teacher professional development. This effort is part of a science education systemic curriculum reform initiative to promote environmental literacy and inquiry and the development of spatial thinking with geospatial learning tools such as Google Earth and GIS as an essential component of the middle school curriculum. Specific pedagogical supports in our Environmental Literacy and Inquiry curriculum materials designed to help teachers with making productive adaptations in their science instruction are presented. Examples highlight instructional resources designed to promote teacher content knowledge of environmental science content and pedagogical supports within the curriculum to promote spatial thinking.
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Paper number: 10156
A Longitudinal Ethnographic Study: Bridging the Cultural Gap Between Urban High School Students and their Culturally Diverse Teacher Through Reality Pedagogy
Principal Author: Sheila I Borges, Teachers College, Columbia University, sib2110@columbia.edu
Co-Authors: Mei Chou, Pacific College of Oriental Medicine; Christopher Emdin, Teachers College, Columbia University
Abstract:
The sense of alienation that urban students feel in schools has been shown to be a contributing factor to their academic performance (Emdin, 2009), resistance to inquiry-based teaching (Tobin, 2000) and disconnect with their teachers (Cronsnoe et al., 2004). However, the literature suggests that stronger teacher-student relationships, characterized by creating a rich social capital, promote the academic achievement of students and minimize disciplinary problems (Irvine, 1990; Sanders, & Jordan, 2000; Weinstein, Curran, & Tomlinson-Clarke, 2004). That is why in order to achieve “Science for All” (AAAS, 1989) and improve student-teacher relationships, urban science educational researchers promote “Culturally Relevant Pedagogy” (Ladson-Billings, 1995), “Sociotransformative Constructivism” (Rodriguez, 1998), “Coteaching” and “Cogenerative Dialogues” (Tobin, 2000, 2006), and “Reality Pedagogy” (Emdin, 2009). This research discusses how culturally relevant pedagogy was expanded by conducting research that specifically describes how to conduct this pedagogy in the urban science classroom. Findings suggest that conducting Reality Pedagogy aided in bridging the student-teacher relationship in order to support a teacher that had decided to leave the teaching profession due to the cultural misalignments between her and her students. As a consequence the teacher remained in the profession and students became more connected to their teacher and demonstrated science achievement. Students in this longitudinal ethnographic study conducted the first (a) Health Fair that the school had ever offered, (b) blood drive, (c) helped in creating a curriculum based on Chinese Medicine by going into their communities and tapping into their indigenous knowledge, and (d) graduated from H.S. seeking post-secondary careers in the sciences. This research presentation will benefit those who would like to have tangible examples on how to conduct culturally relevant pedagogy, those who seek classroom management techniques, those seeking to understand how to connect with their culturally diverse students, science teacher educators, and science education researchers.

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Paper number: 10198
Collaboration: Science, Social Studies, and Students
Principal Author: Mike Borowczak, University of Cincinnati, borowczak@gmail.com
Co-Authors: Andrea C Burrows, University of Cincinnati
Abstract:
A unique collaboration between a traditional high school college preparatory science class and a high school performing arts history class is explored. The presentation’s focus is on the use of technology to aide in and promote discussion between two geographically separated school teachers (science and social studies) and their students. In order to effectively discuss the use of technology we will provide an overview of the project as a whole, the major parties involved, and the infrastructure and related support mechanisms allowing our two different student populations to collaborate in a unique and exciting virtual setting. Our focus on technology is not only on the tools used, but the methods and challenges of integration of these into the classroom, and equally important the early reinforcement of acceptable research ethics.
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Paper number: 10105
Preservice elementary teachers’ experiences planning and implementing interdisciplinary science and literacy activities
Principal Author: Leslie U Bradbury, Appalachian State University, upsonlk@appstate.edu
Abstract:
Results of a study investigating the perceptions of preservice elementary teachers as they planned and implemented an interdisciplinary science and literacy-based activity within the context of a site-based methods course will be presented. Data collected for each of the 21 participants included: a reflection paper completed on the first day of class in which they described their perceptions of what it meant to integrate science and language arts in an effective way, a copy of the lesson plan for their integrated activity, a reflection paper completed after they taught the lesson, and an interview after the lesson had been completed. Key themes to emerge from data indicate that participants had a limited understanding of the role that children’s literature could play within the context of an interdisciplinary science and literacy lesson; participants believed that fiction books are more appropriate for use in an elementary classroom and did not value the role that nonfiction books could play in supporting science learning; participants believed in the value of interdisciplinary teaching. The findings indicate a need to focus on how science educators address the topic of interdisciplinary teaching in preservice elementary programs. The lack of feedback and advice from classroom teachers mentoring the preservice teachers points to the need to learn more about how to strengthen the university-school partnership to promote the growth of all members of the team.
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Paper number: 10158
A semester’s glimpse into using citizen science in pre-service science teacher preparation
Principal Author: Stacey A Britton, University of Georgia, biolady24@yahoo.com
Co-Authors: Deborah J Tippins, University of Georgia; Melissa Freeman, University of Georgia
Abstract:
In our society of technologically advanced students, we are losing touch with the needs of individuals, community, and the environment. Teacher preparation currently provides an avenue for introducing new techniques that will re-focus our concerns, place value in local, community knowledge and make students accountable and aware of their decisions. This presentation will illuminate citizen science as an alternative framework for science teacher preparation and promote the use of ethnographic methods in science education research. Rich descriptions of events and unfolding ideas will help structure discussion on citizen science and the degree to which pre-service secondary science teachers shared their developing understanding of what it meant to be a science teacher.
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Paper number: 10121
Linking Piaget’s Cognitive Development Theory to Environmental Identity Development Through Use of an After-School Nature Club
Principal Author: Ryan J Brock, University of Nevada, Reno, rbrock@unr.edu
Co-Authors: David T Crowther, University of Nevada, Reno
Abstract:
This study analyzes the components of an after school “Nature Club”, which has components of a formal and nonformal educational setting, to determine which methods best help to create or strengthen an environmental identity and build connections with nature. Participants’ Environmental Identity were pre/post assessed using the Environmental Identity Scale (Clayton, 2003). The Nature Club met once a week for nine weeks in a classroom at the school where students were introduced to hands on investigations and learning about nature and were also offered three “Saturday Excursions” to meet the teacher in natural settings to experience the local environment hands on. Besides hands on experiences both in the formal setting and the nonformal settings, students also kept “Nature Notebooks” for observations and reflections and had the chance to share digital nature photos with the rest of the club members, which they took outside the club meetings. A pre-, mid-, and post interview were also conducted. The data was analyzed through cross-case analysis.

Both quantitative and qualitative analysis indicates the club’s impact on strengthening of environmental identities. Information from this study would benefit both classroom teachers as well as curriculum developers who work with students in Piaget’s concrete operational stage of development. Through linking this study with Piaget’s cognitive development theory; nature connections, values, and social influences are explained.

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Paper number: 10050
Outcomes of Three Science Environmental Science Institutes on Urban Middle School Students
Principal Author: Sherri L. Brown, University of Louisville, s.brown@louisville.edu
Abstract:
Studies suggest that students have difficulty connecting science to their own lives (Aikenhead, 1996). This difficulty results in a decline in students’ attitudes toward science, leading to low science achievement. These factors result in fewer students interested in careers related to science, specifically for urban, minority students. The purpose of this study was to examine the impact that a science institute had on urban, disadvantaged, academically talented middle school students. The science institute included four visits to different sites as well as supplemental hands-on classroom-based activities. The purpose of the institute was to immerse students in an informal learning environment that affects their daily lives. Students visited facilities that provide public utility services (i.e. a power plant and a water company), zoo, and forest and arboretum. Our study was situated within Falk and Dierking’s (2000) Contextual Model for Learning which describes three basic intersecting elements (personal, sociocultural, and physical) that contribute to learning. A mixed methodology was employed to determine the impact of the institute on students’ content knowledge and attitudes toward environmental science. Data (e.g. content test, environmental science attitudinal survey, open ended questionnaires, notebooks) were collected before, during, immediately following the institute, and several months after the institute. Results indicated that students’ content knowledge was impacted through the learning of factual knowledge as well as understanding of the importance of broad environmental scientific processes. Students developed an awareness of the natural world, a foundation for future learning, and an awareness of environmental science as it applies to their own lives. Students’ attitudes toward environmental science were developed by an appreciation of resources, positive social experiences, and sharing of experiences. This study reported on a unique immersion experience in informal learning contexts where four sites were visited; it has implications for informal educators and classroom teachers.
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Paper number: 13005
Preparing For NCATE Environmental Education Accreditation
Principal Author: Fletcher S Brown, University of Montana, fletcher.brown@mso.umt.edu
Abstract:
NCATE recently has adopted Environmental Education as a SPA for accreditation for teacher education programs nation-wide. This presentation reviews the NCATE Program Standards for the Initial Preparation of Environmental Educators as well as how teacher preparation programs can alien their programs to meet the new standards.

Over the last year formalization of Environmental Education (EE) has taken major strides. At the formal level the National Council for Accreditation of Teacher Education (NCATE) has recognized EE as a specialized professional association (SPA) allowing institutions to be accredited in this area. This starts the establishment of a top down hierarchy of support that grassroots schoolteachers and teacher trainers can use to justify training in Environmental Education. In the past faculty who teach EE, many of which are science methods instructors, have been limited in their ability to offer courses because this did not help the institution meet NCATE standards. Now faculty members can develop a scope and sequence of course work and field experiences that meet NCATE accreditation providing justification for Environmental Education training for teachers.

This session is designed to provide participants with an opportunity to become familiar with two central components of the accreditation process for Environmental Education. First is a review of the Program Standards for the Initial Preparation of Environmental Educators developed in association with the North American Association of Environmental Education (NAAEE). These standards are the filters used by reviewers to evaluate proposals given for eventual accreditation. The second component reviewed is the NCATE review process embedded with the program standards. Here specific details will be shared that will help insure institutions include essential components unique to Environmental Education for successful accreditation.
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Paper number: 10153
Using simulation-based formative assessments to foster rich, enduring understandings
Principal Author: Barbara C Buckley, WestEd, bbuckle@wested.org
Co-Authors: Matthew D Silberglitt, WestEd; Edys S Quellmalz, WestEd
Abstract:
The development of richly connected and useful knowledge among science students has long been a central challenge of science education. Using a framework that integrates model-based learning with evidence-centered design, the Calipers II project addresses this challenge by designing, developing, and testing simulation-based assessment suites. Two suites (Ecosystems and Force & Motion) have been developed and tested with over 6,000 middle school students. An assessment suite includes two or three simulation-based embedded formative assessments that the teacher inserts into a classroom instructional sequence, collaborative classroom reflection activities to help the teacher adjust instruction, and a simulation-based summative benchmark assessment. The embedded assessments provide immediate feedback and coaching as students conduct inquiry tasks with the simulations, followed by progress reports to students and teachers. Progress reports suggest student groupings for the follow-up reflection activities. The summative benchmark assessment presents tasks parallel to those in the embedded assessments, but without feedback and coaching, in order to gauge student proficiency at the end of the unit. Teachers are supported through face-to-face professional development, along with print and web-based guidelines, a procedures manual, help files, and a HelpDesk.

The simulation-based assessment suites were tested in three phases. Cognitive labs (think-alouds) with middle school students and teachers during development provided preliminary evidence of usability and construct validity. Classroom feasibility tests were conducted in two California classrooms. Large-scale pilot tests were conducted in three states (NV, UT, NC) with over 6000 students. Findings at each phase were used to refine the assessment suites and the assessment management system. Data collected included classroom observation data; teacher logs, surveys, and interviews; and student demographic data in addition to student responses to the assessment tasks and an independent posttest. We will report the technical quality and usability of the assessment suites based on data analyses currently in progress.
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Paper number: 11047
Transformative Simulation-based Assessments for Science Learning and Teaching
Principal Author: Barbara C Buckley, WestEd, bbuckle@wested.org
Co-Authors: Matthew D Silberglitt, WestEd; Edys S Quellmalz, WestEd
Abstract:
The development of richly connected and useful knowledge among science students has long been a central challenge of science education. Using a framework that integrates model-based learning with evidence-centered design, the Calipers II project addresses this challenge by designing, developing, and testing simulation-based assessment suites. Two suites (Ecosystems and Force & Motion) have been developed and tested with over 6,000 middle school students.

An assessment suite includes two or three simulation-based embedded formative assessments that the teacher inserts into a classroom instructional sequence, collaborative classroom reflection activities to help the teacher adjust instruction, and a simulation-based summative benchmark assessment. The embedded assessments provide immediate feedback and coaching as students conduct inquiry tasks with the simulations, followed by progress reports to students and teachers. Progress reports suggest student groupings for the follow-up reflection activities. The summative benchmark assessment presents tasks parallel to those in the embedded assessments, but without feedback and coaching, in order to gauge student proficiency at the end of the unit. Teachers are supported through face-to-face professional development, along with print and web-based guidelines, a procedures manual, help files, and a HelpDesk.

Participants will be able to view and discuss demonstration versions of the assessments, progress reports provided to students and teachers, examples from the reflections activities, and the technical quality and usability results from three phases of testing. These included cognitive labs (think-alouds) with students and teachers, classroom feasibility testing, and the large scale pilot test conducted as part of a grant from the US Department of Education under the Enhanced Assessment Grant (EAG) program. This project used assessments built of the Calipers II assessments but with text to speech, visual enlargement and extended time accommodations.

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Paper number: 10048
Exploring Partnerships: Science Teachers and Graduate Engineering Students
Principal Author: Andrea C. Burrows, University of Cincinnati, stepgrantcoor@gmail.com
Abstract:
What is a partnership? There are many different definitions in educational literature. This research study explores new partnership negotiations between high school teachers and the graduate engineering students that worked with them during the entire academic year (2009-2010). Overall the study explores the culture of partnerships including the equity and diversity involved in that culture. The research questions included the meaning of partnership, the negotiations in partnerships, and the change in the partnership concept. A diverse group of teachers and graduate students was purposefully selected. Data collection included focus groups conducted at the beginning and ending of the study for both teacher and graduate student groups as well as interviews with each teacher (n=6) and each graduate student (n=3) at the end of the study. Coding techniques were used to identify the meaning of partnership, negotiations attempted, and partnership concept for each participant and each participant group. Findings indicate that there are varied meanings of partnership for participants and for participant groups. The negotiations in the partnerships came in patterns across participants and participant groups. The concept of partnership showed little change from the beginning to the end of the study in regards to participant word choice, but the examples and depth of explanation of partnership echoed a deeper connection to creating and sustaining another partnership. Understanding of science teacher team perceptions and negotiations of partnerships (science teacher and non K-12 school support/helper) is essential to the creation of such teams for a stronger science education community.
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Paper number: 12008
Co-Teaching a Secondary Science Methods Course
Principal Author: Andrea C. Burrows, University of Cincinnati, stepgrantcoor@gmail.com
Abstract:
This research study focuses on the benefits and challenges of a co-taught secondary science methods course. Although co-teaching is not new, it is not often embraced. The research question revolved around the benefits of a co-taught course. In the course, one instructor was an advanced doctoral candidate and the other was a high school science teacher pursuing a masters degree. The course met 10 times (once a week) over the course of 10 weeks. The undergraduate students were expected to participate in several projects, assignments, as well as weekly class discussions. Guest speakers were invited to showcase topics and provide future possible outreach experiences. The secondary science methods class (n=7) was surveyed at the beginning and end of the course regarding perceptions of learning and satisfaction from the course. The results showcase the strength of learning in a science community setting for the undergraduate students, the K-12 teacher, and the doctoral candidate. The power of community is expressed in this presentation as a way to confront the reluctance of some to co-teach.
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Paper number: 11053
Exploring the Epistemological, Pedagogical, and Curricular Beliefs of Preservice Secondary Science Teachers on Global Climate Change
Principal Author: Aris Reynold V Cajigal, University of Georgia, aris_rv_cajigal@yahoo.com
Co-Authors: Deborah J Tippins, University of Georgia - Dept. of Mathematics & Science Education
Abstract:
Global climate change is a socioscientific issue that is popular in socio-political, economic, and educational contexts. This presentation will examine the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change; the experiences that influenced their perspectives on the issue, and the negotiations they anticipate in the future when developing this topic in their own classrooms. Employing an interpretive research methodology, data were collected from four preservice secondary science teachers through case study methods, in-depth interviews, and written products. The analysis of data revealed that the preservice science teachers’ epistemological, pedagogical, and curricular beliefs on global climate change were in a dynamic relationship and bound by two significant points: (1) Global climate change is a seemingly inevitable topic. (2) Global climate change has a rightful place in the science curriculum. Perspectives on global climate change tended to be mediated by the preservice teachers’ experiences with people, places, and events. The themes emerging from cross-analysis include: (1) natural versus anthropogenic causes; (2) information audit; (3) relevance of the topic of global climate change to the individual lives of students; (4) influence from family and friends; (5) dealing with An Inconvenient Truth; (6) academic context; (7) controversy surrounding global climate change transcends the scientific, political, and economic aspects of society; and (8) classroom debate as a microcosm of the larger scientific community. Recognizing the controversial nature of the topic of global climate change, the preservice teachers plan to negotiate the teaching of this concept in terms of content, context, process, and outcomes.
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Paper number: 10140
The use of a socioscientific issues based curriculum to enhance nature of science understanding in high school biology students
Principal Author: Brendan E Callahan, Ferris State University , brendancallahan@ferris.edu
Co-Authors: Dana L Zeidler , University of South Florida ; Jeff Orasky, University of South Florida
Abstract:
There is a distinct divide between theory and practice in American science education. Research indicates that a constructivist philosophy, in which students construct their own knowledge, is conductive to learning, while in many cases teachers continue to present science in a more traditional manner. This study sought to explore possible relationships between one student-centered curriculum, socioscientific issues, and nature of science understanding. The SSI movement focuses on the incorporation of social issues involving a moral or ethical component with scientific relevance. Three main characteristics of the SSI movement are their open-endedness, their controversial nature, and the inclusion of moral or ethical reasoning (Zeidler & Sadler, 2008; Zeidler, Sadler, Simmons & Howes, 2005). These components allow students to think critically on assigned issues, and discuss the topics with others who believe differently. Both quantitative and qualitative methods were used to examine both whole class differences as well as individual differences between the beginning and end of a semester of high school Biology I. Six intact classes from the Tampa Bay area in Florida were used in the study. Three of the classes were given a semester-long SSI based curriculum, while the comparison classes were taught in their teacher’s traditional manner. Results indicated that a semester long treatment that did not incorporate explicit instruction enhanced some students’ nature of science understanding, however, the small sample size did not allow for statistical significance to take place with this developmental model. Theoretical implications regarding the use of explicit use of socioscientific issues in the classroom are presented.
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Paper number: 10164
Finding Success through Their Experiences: Science Lessons Developed and Taught by Urban Youth
Principal Author: Robby Callahan Schreiber, Science Museum of Minnesota, rschreiber@smm.org
Co-Authors: Younkyeong Nam, University of Minnesota
Abstract:
There has been increasing evidence of the positive effects of informal science programs on youth’s positive development such as their critical thinking skills, academic pursuit in science, and self-efficacy (Koke & Dierking, 2007). However, most youth participants of informal science programs are from higher socioeconomic status (SES) family and have more parental support (Larson, 2000).

This study explains how we define the success of an informal science education program for youth from marginalized populations. The study was conducted in the Kitty Andersen Youth Science Center at the Science Museum of Minnesota with a group of high school seniors. Utilizing phenomenological research methods we tried to find the meaning of the urban youths’ experience of success in an informal science education program setting. Through the lens of culturally relevant pedagogy we describe the dynamic interactions between the youth participants’ socio-cultural characteristics and program factors. We also discuss how the youths’ positive development can be understood by the smaller context of youth self and the larger context of the program.

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Paper number: 10063
Model Based Inquiry in High School Physics: Examples and Outcomes of Enactment
Principal Author: Todd Campbell, Utah State University, todd.campbell@usu.edu
Co-Authors: Danhui Zhang, Beijing Normal University, China; Drew Neilson, Logan High School
Abstract:
This study was undertaken to consider whether Model Based Inquiry (MBI) is a suitable mechanism for facilitating science as inquiry to allow students to develop deep understandings of difficult concepts, while also gaining better understandings of science process and nature of science. In addition, this manuscript considers time devoted to MBI in comparison to more traditional lecture and demonstration teaching, while also revealing the MBI strategy that one practicing teacher implemented in the physics classroom. Pre-, post-, and delayed- revised versions of the Physics, Attitudes, Skills, and Knowledge Survey (PASKS) Lawson (n.d.), physics assessment instruments created and used in Piburn et al. (2000), were administered to two groups of students, those taught a unit on buoyancy with a traditional demonstration and lecture (TDL) instructional strategy (n = 26) and those taught the same buoyancy unit, but with the MBI instructional strategy employed (n = 28). Instruction for both groups lasted nine days. The PASKS focus on student achievement in terms of science content, science process/reasoning, nature of science, and student attitude toward science. Through quantitative methods the findings revealed statistical differences when considering the all measures with significant differences found overall and on each scale. This indicated improved achievement on overall and on each scale with the exception of attitude scale for both groups. Additionally, the findings revealed no statistical differences between groups (i.e. TDL & MBI). Our findings have led us to conclude that because no significant differences were found for any of the domains investigated, we have provided some evidence that MBI can be implemented, further refined, and considered without fear of jeopardizing student learning with the teaching goal of immersing students in the culture of scientific inquiry so that they can experience the process of extracting explanation from evidence paramount to science.
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Paper number: 11009
Teaching Science in the Elementary Schools through Engineering Design
Principal Author: Brenda M. Capobianco, Purdue University, bcapo@purdue.edu
Abstract:
This poster presentation documents the development, implementation, and assessment of an innovative approach to preparing the next generation of elementary science educators required to incorporate the engineering design process in their prospective practice. The presentation highlights the goals, objectives, instructional and curricular activities, and assessments of a methods course designed purposely to introduce preservice elementary science teachers to the parallels between scientific inquiry and the engineering design process. Emphasis is placed on key student learning outcomes that demonstrate increased knowledge in science content, pedagogy, and pedagogical content knowledge.
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Paper number: 10053
Teacher uncertainty and collaborative science teacher action research
Principal Author: Brenda M. Capobianco, Purdue University, bcapo@purdue.edu
Co-Authors: Allan Feldman, University of South Florida
Abstract:
This paper is a re-examination of our participation with science teachers during the past twenty years in several different collaborative action research projects. We explore the multiple ways science teacher researchers responded to uncertainty through collaborative action research. According to Floden and Clark (1988), uncertainty in teaching is grounded in the important and inevitable unpredictability of classroom life. Uncertainty about influence arises because teachers can never be sure how student understanding is changing, let alone about whether what they do will have its desired effects on students (Floden & Clark, 1988). But uncertainty goes beyond doubts about influence. Teachers also face uncertainties about instructional content, ranging from difficult choices about what to teach, to imperfect understandings of difficult concepts, to the fragile foundations of the academic disciplines themselves (Floden & Clark, 1988; Helsing, 2007; Jackson, 1986; Schon, 1983; Wallace & Louden, 2003). In addition, an existential analysis suggests that the nature of uncertainty itself can lead to the resistance to change that some teachers exhibit. This paper includes an in depth look at how the role of a critical friend can support and facilitate teachers’ reactions to uncertainty; how generations of more experienced teacher researchers help novice teacher researchers navigate the murky waters of uncertainty; and how colleagues and critical friends can help teachers identify real and mythic constraints (Tobin & McRobbie, 1996) on their practice. A case can be made that doubts about one’s efficacy as a science teacher are sometimes difficult; however, through collaborative action research, this sense of uncertainty can be recognized, accepted, and addressed in a positive and productive manner.
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Paper number: 13007
Assessing Pedagogical Content Knowledge Among Secondary School Science Teachers
Principal Author: Janet Carlson, BSCS, jcarlson@bscs.org
Co-Authors: Julie Gess-Newsome, Northern Arizona University
Abstract:
The presenters will first provide background about PCK and its research base and a description of the PCK rubric. Participants will then have the opportunity to use the rubric to analyze teachers’ PCK related to their instruction for a specific biology topic, based on different data sources: written reflections; interviews; and videotapes of classroom sessions. Group discussions will be interspersed throughout the session as participants provide rationales for their scoring decisions, consider what each data source tells them about teacher thinking, and decide how they could address weaker areas of teacher PCK in PD sessions. A final discussion will compare the results from the different data sources for PCK and evaluate the relative advantages and disadvantages of using particular data sources or combinations of data sources to provide information about teacher PCK and the guidance this information provides for professional development.
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Paper number: 11062
Designing and Supporting Approximations of High Leverage Science Teaching Practices for Pre-Service Elementary Teachers
Principal Author: Jennifer L Cartier, University of Pittsburgh, jcartier@pitt.edu
Co-Authors: Elaine M Lucas-Evans, University of Pittsburgh; Leslie Lancaster, University of Pittsburgh
Abstract:
Elementary science instruction is defined and constrained by whatever instructional materials happen to be available to teachers and most elementary teachers use those materials in uncritical ways. Thus, those of us who work with pre-service elementary teachers (PSETs) must help them develop robust practices related to critique of and planning with such materials. We developed a science methods course for PSETs that focuses primarily on helping them develop strategies for active participation with (see Remillard, 2005) supported curriculum materials. The overall goal is to enable them to engage with these resources to construct an enacted curriculum that reflects the commitments and vision of the NSES (NAS, 1996) with respect to enabling students to participate in inquiry practices. Drawing on the framework proposed by Grossman, et al. (2008), we approached our course design by: (1) decomposing the high leverage practice of “participating with curriculum materials”; (2) developing various representations of the practice (or components of the practice); and (3) designing tasks within which PSETs can approximate the practice (or components of the practice). Two approximation tasks in particular, the Learning Cycle project and the Task Selection and Sequencing activity, have proven to be useful both in terms of supporting PSETs’ developing skills and in terms of informing the iterative design of the course. We will share these tasks and summarize our empirical results in the poster session.
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Paper number: 10037
Combined preservice and inservice professional development: fostering collaboration during student teaching
Principal Author: Tina J Cartwright, Marshall University, tina.cartwright@marshall.edu
Co-Authors: Suzi Smith, Marshall University; Carrie Adams, Marshall University
Abstract:
Knowing elementary teachers often feel uncomfortable teaching science, preservice teachers were paired with mentor teachers who were both interested in science. Three preservice teachers and three mentor teachers all attended a summer science workshop in which they learned more about a guided-inquiry science curriculum that was being newly implemented in their schools. Using qualitative methods, we analyzed and coded our fieldnote and interview data in order to see what themes emerged. Overall, the student teachers and mentor teachers felt the collaboration was a "win-win situation" for everyone involved. Since the student teachers were paired with a mentor teacher who loved science, the student teachers felt as if they had something in common in order to begin their student-mentor teacher relationship. Three themes emerged from our research: student teachers felt more confident, student teachers felt more like the real teacher, and the power struggle that often occurs in student teaching was lessened. Student teachers often feel anxious when beginning the student teaching experience, but by attending the same workshop over the summer, the student teachers felt more relaxed and capable when the semester began. With supportive mentors, they gained confidence in their teaching abilities, and they began to rely on one another. They felt like co-teachers and like the real teacher. When collaboration proceeded well, there was less of a power struggle between the student teachers and mentor teachers. The future direction of this collaborative pairing holds promise for student teaching placements. When student teachers are paired with like-minded mentor teachers and are given an opportunity to meet before the student teaching semester begins, they are more likely to feel confident, struggle less with the mentor teacher, and feel valued as an equal and not a subordinate. This in turn enhances the science education the children receive.
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Paper number: 10071
Science Teaching Laboratory: A Group Placement Model Explored
Principal Author: Jeffrey S Carver, West Virginia University, jeffrey.carver@mail.wvu.edu
Abstract:
For the first time in the secondary education program at a land grant university in the Mid-Atlantic region of the United States students were required to participate in a 50 hour pre-clinical placement in a middle/secondary classroom as part of their secondary methods courses. Traditional experiences in which one student is placed with one classroom teacher with little interaction from the university faculty has been common practice for pre-clinical experiences of this nature. However, given the size of the education programs and the number of students needing to be placed has created a shortage of classrooms in which to place students for pre-clinical and clinical experiences. During the secondary science teaching methods class pre-service teachers were given the option to enroll in a traditional pre-clinical placement or an innovative university faculty facilitated group pre-clinical placement. During the group placement pre-service teachers, university faculty, and the classroom teacher worked together in a shared environment to improve the teaching and learning of science and science teaching at all levels. The science teaching laboratory met at the local high school for 3.5 hours each week during the spring semester. Three pre-service teachers participated in the science teaching laboratory while the remaining seven students in the class choose the more traditional placement model. The science teaching laboratory experience resulted in more opportunity for classroom teaching though less flexibility in scheduling and decision-making. Students in the group placement exhibited greater growth in confidence in the group setting as evidenced by improved teaching performance, improved observational skills. The group placement also helped to alleviate some of the clinical classroom shortage. This model is being studied in an on-going research project to explore the longitudinal effect of the group placement on student teaching performance as well as the effect on the clinical classroom shortage.

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Paper number: 10095
Transfer: Current Understandings and the Impact of a Novel Strategy
Principal Author: Andy R. Cavagnetto, Binghamton University -SUNY, acavagne@binghamton.edu
Co-Authors: Kenneth Kurtz, Binghamton University - SUNY
Abstract:
Given the importance of transfer of argument construction and critique to science education, this paper will report on the current theoretical understandings of researchers engaged in studies of transfer and a study testing a strategy for the facilitation of transfer of scientific thinking. The study aimed to determine the effects of a category construction strategy on participants’ ability to detect two common fallacies related to quality of evidence: post hoc and hasty generalization. Undergraduate students were randomly distributed to either the experimental treatment (cognitive categorization) or a control group (direct instruction). In the experimental treatment, participants sorted six cards, three with arguments containing one of the common fallacies (post hoc or hasty generalization) and three with fallacy-free arguments. Participants then identified the common idea that was the basis for their sort. Our hypothesis was that the task would focus participants’ attention on the underlying concept and allow participants to see application of the concept across different contexts. In doing so, the task addresses two obstacles to transfer: focusing on the big idea rather than the surface similarities and viewing the concept in multiple contexts (Haskell, 2001). Following the intervention (treatment/control), participants rated a fallacious argument on a five-point scale and provided an explanation for their rating. Participants then completed a distracter task followed by a second transfer task in which they were required to judge and provide their ideas about an argument. Students who performed the cognitive categorization (sorting) task correctly performed nearly two times as well as the direct instruction group on the second transfer task. While recognizing that this is an initial step in this line of research, the results suggest that the cognitive categorization task or some derivation of the task may hold promise for helping to mediate the transfer problem. Implications and limitations will be discussed.
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Paper number: 12009
Religion as support factor for women of color pursuing science degrees
Principal Author: Robert J Ceglie, Mercer University, ceglie_rj@mercer.edu
Abstract:
This study explores the influence of religion as a support factor for a group of Latina and African American women majoring in science. The current project is a part of a larger study which investigated persistence factors of underrepresented woman who were engaged in science majors at United States Colleges and Universities. In the larger study, sixteen women of color who were majoring in a science field were interviewed as a means to understand their experiences in science. Using Hurtado’s persistence theory to guide the study (2007, 2008), the aim was to identify what positive factors assist students in completing science majors. This paper focuses on one theme which emerged with six of the participants; the importance of religion as a source of support. This was a surprise finding as few studies have investigated the role of religion toward persistence efforts. In the current study, six of the sixteen participants disclosed that they believed religion was a significant factor toward their persistence. These findings were more illuminating as it was discovered that none of the participants participated in the same religious denomination. Regardless, individuals articulated their belief that their “God� or a “higher power� was a key factor in their ability to achieve their goals. The belief in the strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance to increase participation of students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be key factors which influence the way these students look at the world. Therefore, the findings offer evidence that educators and researchers may need to broaden what support factors may be important to particular groups of students.
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Paper number: 10046
The Impacts of the Science Writing Heuristic (SWH) Approach on Students Critical Thinking Skills
Principal Author: Niphon Chanlen, University of Iowa, niphon-chanlen@uiowa.edu
Co-Authors: Brian Hand, University of Iowa
Abstract:
This study examines the impacts of the Science Writing Heuristic (SWH) approach in science classroom on students’ critical thinking skills comparing to science traditional approach. The results show that the critical thinking skills of student who are experienced in the SWH environment can be enhanced better than the traditional classroom environment.
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Paper number: 11044
Thai High School Physics Teachers’ Conceptions of ‘Student-Centered’ Teaching and Learning
Principal Author: Kawin Chaumklang, University of Minnesota, chaum010@umn.edu
Co-Authors: Fred Finley, University of Minnesota
Abstract:
In the past 20 years, education in many countries such as the United States (APA Work Group of the Board of Educational Affairs, 1997; National Research Council, 1996, 2000) and Thailand (Office of the National Education Commission, 2000) has been reformed with a special emphasis on teaching and learning reform through a student-centered approach. As a result, the phrase “student-centered” has become quite popular in educational community. However, the term “student-centered” or “learner-centered” does not have a standardized definition in the research and educational literature, especially in science education literature. Furthermore, little research has been done on what science teachers mean when they use the phrase “student-centered.”

The purpose of this study is to explore Thai high school physics teachers’ conceptions of student-centered teaching and learning. There were nine Thai physics teachers participated in this study. The Conceptions of Student-Centered Approach (CSCA) interview was conducted to capture teachers’ personal conceptions of student-centered teaching and learning. Additionally, the CACA interview was focused on three educational aspects: curriculum, instruction, and assessment. During the interview, each teacher was asked for giving new beginning teachers the description of what student-centered teaching and learning should look like.

The results of this study provide a better understanding of physics teachers’ conceptions of student-centered teaching and learning. This information could help educators to create appropriate teacher preparation and professional development programs as well as to provide suitable supports to practicing physics teachers in order to accomplish the goal of the current educational reform movement. The refined definition of the “student-centered” addressing theoretical and practical concerns are discussed.
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Paper number: 10124
Role of the teacher in engaging elementary school students in argumentation: Four year longitudinal study

Principal Author: Ying-Chih Chen, University of Iowa, ying-chih-chen@uiowa.edu
Co-Authors: Niphon Chanlen, University of Iowa; Ching-Mei Tseng, University of Iowa; Brian Hand, University of Iowa
Abstract:
The way a teacher uses different roles is essential for students’ successful engagement in argumentative practice. This study conceptualized four critical roles for teachers—director, moderator, coach, participant— to support students in the construction of scientific argument, and explored the way three teachers used different role in implementing Science Writing Heuristic (SWH) approach in elementary school classrooms. The Reformed Teacher Observation Protocol (RTOP) was used to analyze videotaped science lessons. Analysis of the data indicated that there was a shift in the areas of teacher support, teacher questioning, student voice, and science argument across the four years. Several levels of subsequent analysis were completed related to teacher role and student argumentation. Results indicate that the teachers increasingly played all four roles during the four years of the study, which is called richness of teacher role, instead of only using the director role as they did in the first year. The results also show that these teachers are progressing toward balancing the roles indifferent activities and contexts, which call balance of teacher role. As teacher roles shifted, student voice increased and the elements of argument were practiced. Finally, this study suggests that teacher change need time to occur and an ongoing training program is necessary rather than one-time event.
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Paper number: 10181
The effect of integrating talking and writing for argumentation in the context of the science writing heuristic (SWH) approach

Principal Author: Ying-Chih Chen, University of Iowa, ying-chih-chen@uiowa.edu
Co-Authors: Brian Hand, University of Iowa; Lori Norton-Meier , University of Louisville; Soonhye Park , University of Iowa
Abstract:
Argumentation can be seen to take place as an individual activity, through thinking and writing, or as a negotiated social act within a group. Translating these two perspectives into classroom practice, writing and talking activities are recognized as potential pedagogies to engage students in argumentative processes. However, few research has explored how talking and writing can be effectively combined to engage students in argumentation with the ultimate goal of enhancing student learning. This general qualitative study is a preliminary attempt to investigate the role of talking and writing of argumentative processes and how the combination of the two modalities help students construct their scientific knowledge utilizing the argument-based inquiry approach, the Science Writing Heuristic approach (SWH). The data consisted of ten videotapes and student field notes which were central on exploring the phenomena of inertia. The results indicated that while talking is important for students sharing and challenging ideas, writing promotes students to visualize and consolidate their ideas. In addition, while talking enhances students¡¦ quality of epistemic representations in writing, writing promotes student talking using elements of arguments. The combination of talking and writing pushes students to higher level argumentation. Further, the characteristic of writing and talking for argumentative processes as well as the interaction between the two modalities should be considered for the future research.
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Paper number: 11028
Translations of students¡¯ claims and evidence through online and in-class disccussions
Principal Author: Aeran Choi, Kent State University , achoi1@kent.edu
Co-Authors: Brian Hand, University of Iowa; Lori Norton-Meier, University of Louisville
Abstract:
The purpose of this study was to examine claims and evidence developed by 5th grade students after they completed online asynchronous and in-class synchronous discussions about inquiry-based scientific investigations using the Science Writing Heuristic (SWH) approach and their perspectives of the roles of online and in-class discussions. The students in this study were engaged in a human health investigation using the SWH approach in their classrooms. Students were requested to do research and collect data to diagnose each patient¡¯s health problem given by their teacher. Then, students analyzed their collected data from internet source and their teacher; and proposed claims and evidence. Extending students¡¯ active engagement in inquiry-based investigation in science classrooms, the teacher invited the students to the online discussion using the Moodle forum. Students also participated in in-class final discussion after they completed the online discussion. Then, students were requested to write their final claims and evidence after they completed online and in-class discussions. Writing samples of claims and evidence about human health investigation before and after online and in-class discussions were collected from 54 students from 3 classes of a 5th grade teacher. Data analyses indicated that after discussions, students justified claims using more articulated evidence; supported evidence using more data sources and references. Results of this study indicated that online and in-class discussions about students¡¯ inquiry investigations provided them with useful opportunities to be engaged in argumentation and contribute to improving students¡¯ development of more reasonable evidence using data as an essential component supporting scientific claims with sufficiency, validity, reliability, and accuracy. Strategies stimulating students¡¯ argumentation will be discussed.
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Paper number: 10215
Impact of Historical Short Stories on Post-Secondary Geology Students NOS Understanding and Science Attitudes
Principal Author: Michael P Clough, Iowa State University, mclough@iastate.edu
Co-Authors: Benjamin C Herman, University of South Florida; Jen A.R. Smith, Iowa State University
Abstract:
Understanding the NOS is key to science literacy (AAAS, 1989; Matthews, 1994; McComas & Olson, 1998; NRC, 1996) and may be important for enticing students to further their science education. The centrality of the NOS for science literacy is illustrated in the way it impacts students’ attitudes toward science and science classes, and their understanding of science content. Past attempts at accurately portraying the NOS in science textbooks, or developing primary source materials that concentrate on the history and nature of science have been problematic because they have emphasized the history of science to such an extent that most science teachers perceived the science content as secondary. A key solution to this tension is the development of materials that teach both science content and the NOS, and that teachers can infuse when and where they deem suitable. With National Science Foundation Course, Curriculum, and Laboratory Improvement (CCLI) funding, we created thirty historical science stories (six each for astronomy, biology, chemistry, geology and physics) that teach both science content and the NOS, and that science teachers can infuse when and where they wish. In the research reported here, three historical geology stories were implemented in a post-secondary introductory geology course. The efficacy of the stories for improving post-secondary geology students’ NOS understanding and attitudes will be reported and compared to prior research conducted on the project stories.
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Paper number: 10028
Elementary Science Textbooks: Examining Activities Promoting Students’ Visual Interpretations and Productions
Principal Author: Julianne Coleman, University of Alabama, jcoleman@bamaed.ua.edu
Co-Authors: M. Jenice Goldston, University of Alabama; John Dantzler,
Abstract:
The importance of learning the communication of science is emphasized by The National Science Education Standards (NRC, 1996), and its companion report, Benchmarks for Science Literacy (AAAS, 1994). The purpose of this study was to describe and quantify the types of learning activities that promote the interpretation and production (drawn or created) of pictures, photographs, diagrams, maps, charts and graphs within a popular K-6 science textbook series. Using a modified version of Moline’s (1995) categories for visual representations, four researchers met three times to develop the coding matrix and discuss coded pages in a teacher edition textbook. Any discrepancy in coding was discussed and consensus reached. Researchers coded independently chapters 2 and 3 from the kindergarten teacher text to establish inter-rater reliability using a Fleiss Kappa and inter-rater reliability coefficients. Each researcher then coded the teacher editions independently. Databases were created and cross-checked with the original paper copies for any errors. Descriptive statistics were conducted within and across grades K-6 data. Qualitative data collected was related to information found in instructional activities that encouraged the interpretation and production of visual information such as pictures, illustrations and graphical forms such as diagrams, maps, tables, timelines and graphs (Moline, 1995). Inductive analysis of the qualitative data followed Shank’s approach; seeking patterns within the data moving from specific to general (Shank, 2002). Preliminary findings indicate that primary grade teacher editions promote students’ interpretation and production of visual information in limited ways utilizing synthetic diagrams (e.g., concept webs and flow diagrams) and tables. Primary grade activities requiring students to draw are associated with observations, a fundamental process skill. Activities in the upper grade teacher editions more frequently promote the interpretation and production of diagrams (synthetic and analytical) and tables. Teacher editions (K-6) provide few, if any questions for discussing student generated drawings.
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Paper number: 11032
Identifying Salient Features and Cognitive Processes as Students Interact with PowerPoint Presentations
Principal Author: Michelle Cook, Clemson University, mcook@clemson.edu
Abstract:
This study compares eye movement measures and interviews coded for cognitive processes as learners interacted with two different Powerpoint presentations on DNA replication. The subjects for this research were middle school girls participating in summer science camps. Eye movement data and a subsequent log-linear analysis suggests that the replication graphics in Study 2 were more successful at cueing student attention to the most relevant features; however, attention to the relevant features did not necessarily result in understanding of the process in all cases. The interview responses indicated that Study 2 participants had better understanding of the unzipping process compared with Study 1 participants, but the same is not true regarding the process of creating the leading strand. Although participants in Study 2 spent more time on the important parts of the leading strand graphic, their understanding of the process was not noticeably different from the participants in Study 1. It is likely that the additional features in Study 2 overly complicated the graphic, making it more difficulty to interpret. This research can offer insight into the design of visual representations. The questions asked in this study can offer a more complete understanding of how learners view and interpret graphics.
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Paper number: 13026
Using Case Studies to Examine Environmental Issues
Principal Author: Michelle Cook, Clemson University, mcook@clemson.edu
Co-Authors: Cynthia C M Deaton, Clemson University
Abstract:
This session will discuss environmental science cases and how to use them in the science classroom to engage elementary and middle school students. Using case studies in the classroom is a unique way to support students’ development of environmental science content knowledge and science process skills. Cases studies provide students will opportunities for students to develop decision-making skills, examine real-life situations, and refine their communication skills (Herreid, 1994). In this session, we will focus on using teacher-developed cases to engage students in environmental science content, such as abiotic and biotic factors affecting ecosystems and animal adaptations. Specifically, we will provide and discuss the cases we developed for elementary and middle school students and how we use them to introduce and examine environmental science content. Our cases focus on environmental science issues relevant to our community: a) wastewater dumping, b) invasive species (i.e. Kudzu), c) ecosystem changes due to weather and human influence, and d) adaptations of native wildlife. We will also provide suggestions for a) facilitating cases, such as using weblogs for presenting a case, directing student to additional resource materials, and encouraging students to reflect on the case b) developing cases about environmental issue relevant to your students and c) designing classroom investigation to study the case-based teaching.
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Paper number: 12021
Evolutionary Educational Psychology and Science Education
Principal Author: Peter C Cormas, Providence College, pcormas@providence.edu
Abstract:
As David Geary’s Evolutionary Educational Psychology gains momentum, it is important to understand its similarities and differences to the central tenets of science education. Although most of Geary’s work has been in mathematics education, science education appears to have a much more obvious connection (i.e., biology and physics folk domains, children’s experimentation with the environment, etc.). Similarities between EEP and science education that will be addressed include: a) some prior knowledge and abilities are biologically-primary, and children and scientists share similar abilities; b) everyday thinking is not the same as scientific thinking, and children need to learn how to think scientifically; and c) science content is vast and instructional designers need to consider what should and should not be included in curricula, and how to academically develop curricula.

Ideas that conflict or seem to conflict include: a) many aspects of inquiry are not biologically-primary, 2) the survival of the human species needs few, and not all individuals in society to be competent in the sciences, 3) intelligence and motivation vary within a population, therefore different science instruction may be needed for different groups of students; d) there is not enough information to integrate social learning theories into EEP or instructional theory, and e) EEP should be part of teacher education courses.
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Paper number: 10133
How Do We Prepare Pre-service Science Teachers to Respond to the Psychological / Affective Aspects of Teaching with Inquiry? -- Case Studies from a Chemistry Teaching and Learning Class
Principal Author: Brett A Criswell, Kennesaw State University, bcriswe1@kennesaw.edu
Co-Authors: Greg T Rushton, Kennesaw State University
Abstract:
The push to use inquiry-oriented teaching approaches in the classroom goes back at least as far as Dewey and the progressive school movement. Most of the attention of the numerous reform movements which have occurred in the last 75 years has been on implementing such practices, and most of the effort around implementing such reform has focused on the cognitive aspects of facilitating / participating in inquiry experiences. The recent emphasis on argumentation in the science education literature is representative of this. What have received much less attention are the psychological / affective issues associated with engaging in inquiry activities. While constructs like tolerance for ambiguity and need for closure have been part of the psychological literature for decades, they have been largely ignored by science education researchers and science teacher educators. Clearly, these psychological / affective parameters play an essential role in the way students view and participate in inquiry activities.

Given the argument just outlined, it is incumbent on those involved in science teacher preparation to equip pre-service teachers with not just the cognitive skills to enact inquiry practices, but the psychological / affective skills as well. One route to accomplishing this is to immerse these teachers in such experiences themselves and explicitly address aspects of the affective domain. The two presenters have begun to do this in a course intended to promote PCK development in chemistry teachers. In this presentation, the authors will present case study data (class video excerpts, journal entries, discussion board contributions) highlighting the psychological / emotional journeys of purposefully-selected students in the course. This will hopefully allow the development of a framework for exploring this area of teacher professional development, as well as providing suggestions for how to address the affective domain explicitly in teacher preparation programs.
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Paper number: 14007
Project Based Science: A Story of Three Enactments
Principal Author: Charlene M Czerniak, The University of Toledo, Charlene.Czerniak@utoledo.edu
Co-Authors: Lacey Strickler, The University of Toledo; Ann Novak, Greenhills School; Mark Templin, The University of Toledo
Abstract:
The 21st Century Skills of critical thinking, problem solving, communication, creativity, innovation and collaboration are skills that are considered essential for all students to acquire to be successful in our demanding global economy (Partnership for 21st Century Skills, 2009). One approach to teaching science that addresses these skills is Project Based Science (PBS). PBS is built around five features that are used to design activities that: 1) engage students in investigating a real life question or problem; 2) result in students developing a series of artifacts or products; 3) enable students to engage in investigations; 4) involve students, teachers, and members of society in a community of inquiry as they collaborate about the problem; and 5) promote students use of cognitive tools (Krajcik, Blumenfeld, Marx, & Soloway, 1994). Each of these features supports students in constructing understanding of important science concepts as they inquire into a real life problem that pertains to their lives. During this themed paper set panelists will present an overview of and findings from three federally funded projects that use PBS as a theoretical and pedagogical framework for improving teaching and learning. Each project focuses on the professional development of inservice science teachers from an urban school district. The National Science Foundation funded program, entitled Leadership for Educators: Academy for Driving Economic Revitalization in Science (LEADERS), is a mathematics and science partnership focusing on alternative energies, the US Department of Education funded program, entitled Inquiry Masters Program Advancing Content for Teachers (IMPACT) focuses on environmental science, and the Howard Hughes Medical Institute funded project, entitled IMAGINE, focuses on the biomedical sciences. These three projects are at various stages of completion and each panelist will discuss the use of PBS, the details, evaluation and findings from each unique project.
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Paper number: 10169
Science Courses that Construct a Foundation for the Development of Teachers’ Pedagogical Content Knowledge
Principal Author: John Czworkowski, University of California, San Diego, jczworkowski@ucsd.edu
Co-Authors: Sherry Seethaler, University of California, San Diego
Abstract:
Fundamental to effective teaching is development of pedagogical content knowledge, the integration of subject matter and pedagogy. Yet, the traditional isolation of science subject matter courses and education courses deprives prospective teachers of the opportunity to “unpack� their understanding of science and integrate content and pedagogy. The vision of the new California Teach undergraduate science education minor at the University of California, San Diego is to bridge this gap through a cooperative effort between the science and education departments.

Three content-focused courses in the science education minor highlight the challenges inherent to learning and teaching science, while offering students an opportunity to revisit fundamental science concepts, to explore the nature of science, and to practice skills in scientific reasoning. The courses are seminar-style and require student presentations and active student engagement in discussions, problem tasks, and teaching/learning activities. These courses include content from all of the core disciplines of science. Sample syllabi will be available at the conference.

Preliminary data indicate that the attitudes of the target science majors are moving in the desired direction, including enhanced interest in teaching, and that their understanding of pertinent issues and concepts is improving. For example, students are recognizing limitations in their scientific understanding, identifying their own scientific misconceptions, learning the difference between rote factual and deep conceptual knowledge, and connecting different scientific disciplines. These courses appear to be promoting the use of new active learning strategies by students in their regular science courses, such as enhanced metacognitive skills and self-questioning, more active/collaborative approaches to learning, seeking real-life applications, and considering alternative approaches that could be used to teach the material. In sum, students are developing insights and skills that will enable them to benefit maximally from their fieldwork in schools, priming them to build a rich body of pedagogical content knowledge.
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Paper number: 10217
Looking through Five Different Lenses: Preservice Teachers’ Practice-Oriented Reflections and Goals for Teaching Science
Principal Author: Robert M Danielowich, Adelphi University, rdanielowich@adelphi.edu
Abstract:
Recent research suggests that teachers’ core conceptions about general teaching play crucial roles in their learning as they attempt to enact science education reform initiatives such as the NOS, inquiry, and STS/SSI. In this multiple case study, six secondary preservice teachers taught, peer-evaluated, and reflected about five short lessons focused on different science reform agendas in a methods course and then taught, reflected about, peer-shared, and reflected again about five videotaped full-length lessons during student teaching. Reflections in each course were open coded into five practice-oriented goal categories, and shifts in each teacher’s reflections among categories were interpreted using three interviews and multiple secondary data sources. While shifts in two categories (lesson structure, classroom climate) were similar for all teachers, analyses of shifts in other categories (assessment, lesson content, lesson coordination) revealed most teachers’ negotiations with reform practices were best explained by goals they reflected about less, rather than more, in the student teaching term. The results demonstrate the need for a consistent “safe space” for preservice teachers to examine their practice-driven goals both before and during student teaching and reinforce the need to interpret teachers’ struggles to enact science-specific reform agendas in light of their broader goals for teaching.
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Paper number: 11063
Effects of Mentoring in Undergraduate Instructional Leaders
Principal Author: Cynthia C M Deaton, Clemson University, cdeaton@clemson.edu
Co-Authors: Benjamin E Deaton, Anderson University
Abstract:
This presentation discusses findings from a case study examining the mentoring relationship between experienced and novice Supplemental Instruction (SI) Leaders for undergraduate science courses. Mentoring is a powerful model for professional development because it allows both the mentor and protégé to engage in the learning process (Frank & Dahlgren, 1996; Abell et al., 1995). That is, they are colearners, with both making new connections with and understanding of the content (Frank & Dahlgren, 1996). In this study, we introduced a mentoring model to support undergraduate SI Leaders understanding of science content and pedagogy for teaching science to other undergraduate students. The mentoring model introduced consisted of (a) the mentor and protégé examining their expectations of the mentoring relationship, (b) discussing their science instruction and any issues with instruction, and (c) mentors analyzing video of their protégé’s instruction and providing them with feedback. Case study methodology (Patton, 2002) guided the data collection and analysis. Open coding (Strauss & Corbin, 1990) was used to identify themes and cases were developed for each mentor-protégé pair. Data indicated that successful mentoring partnerships were negotiated and those partnerships supported the professional development of both the mentor and protégé. Several forms of professional development occurred through the mentoring partnership, which included, but are not limited to, a) the development of learning strategies, b) fostering student engagement, c) classroom/session management, and d) instructional design (e.g., planning and the development of learning materials). Findings also found that our mentoring program produced unexpected rewards for mentors and protégés, such as providing them with intrinsic rewards and allowing them to negotiate their first professional working relationship. This presentation also outlines the mentoring model used with the SI Leaders and the strengths and weaknesses of the model.
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Paper number: 11033
Project SEARCH - Bringing STEM and Environmental Education Together
Principal Author: Daniel L Dickerson, Old Dominion University, ddickers@odu.edu
Co-Authors: Eileen Hofmann, Old Dominion University; Patti Horne, Averett University; Stephanie Hathcock, Old Dominion University; Laura Nelson, Portsmouth Public Schools
Abstract:
Old Dominion University (ODU) Science Education, ODU Center for Coastal Physical Oceanography, and Portsmouth Public Schools were recently awarded a two-year grant from the National Oceanic and Atmospheric Administration (NOAA) Bay Watershed Education and Training Program entitled Project SEARCH (Science Education Advancing Research of the Chesapeake Bay and its Habitats). The focus of the grant is to provide urban 5th and 6th grade students with Meaningful Watershed Experiences (MEWEs) and support the teachers of those students in implementing the MEWEs by providing materials, in class support, and professional development opportunities. The MEWEs and teacher experiences involve building instrument buoys in order to explore their own research questions, field sampling aboard a research vessel, interacting with scientists from underrepresented populations, and learning about current local scientific issues from nationally recognized experts and from the data they collect and analyze.
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Paper number: 10209
Forging Post-Baccalaureate Students into 21st Century Science Teachers through Constructivist Principles of Project Based Instruction
Principal Author: Gail Dickinon, Texas State University—San Marcos, dickinson@txstate.edu
Co-Authors: Emily J Summers, Texas State University—San Marcos
Abstract:
This longitudinal, mixed methods study examines the impact of a preservice project-based instruction course on the practice of novice teachers. Inservice teachers report that preservice exposure to PBI is critical for early adoption. Teachers identify unit design, anchor video production, and course texts as the most important aspects of the course and suggest adding a model project. We find that in their third year, inservice teachers transition from focusing on PBI as a method to assessing student understanding and fine tuning group management. Their students enjoy PBI as compared with other methods, are interested in science careers, and accurately answered all science concept questions in our interviews. Based on initial findings a redesigned course will be implemented with a second comparison group of preservice teachers who will subsequently participate in an internship aligned to the course. Preservice teacher interns will be observed and interviewed and student work products will be examined to determine science content achievement.
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Paper number: 10103
How Being a Good Student Can Be a Barrier to Meaningful Learning
Principal Author: Glenn R Dolphin, Syracuse University, grdolphi@syr.edu
Co-Authors: Sharon R Dotger, Syracuse University
Abstract:
This research focused on one consistent lab group comprised of four women within a science class of preservice elementary teachers at a university in the northeastern United States. Data included focus group interviews, active participant classroom observations, electronic science notebook and mental model submissions, exams and essays. I generated four descriptions of how the participants performed the “good student,” or what students do to live up to expectations of academic success. First was the “conservative student,” who did not trust her personal knowledge but saw learning as the acquisition of knowledge that came from an expert. Second was the “grade conscious student” who sought to meet the expectations placed on her by herself or others, to achieve high marks. It was not unlikely for the grade conscious student to ask when assignments were due, and how much they were “worth.” Third, the “subordinate student,” did not assert herself during class and quickly acquiesced to ideas that came from others when they differed from hers. The fourth I identified as the “engaged student.” She initiated or directed class or group discussion in order to negotiate meaning, and worked to incorporate her personal meaning with concepts discussed in class.

The findings seemed to indicate that classroom identities, though they are bound to have some developmental aspects, are more fluid in the sense that students can perform the conservative student, for example, during one part of class and then perform the subordinate student later on. When students performed particular identities seemed to rely on the nature of classroom activity, and often times on teacher discourse and actions. By understanding how students experience types of activities and discourse, teacher educators might develop ways to mitigate the “good student” behaviors that do not promote useful understanding and encourage those behaviors that do.

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Paper number: 10104
The Rookies: A Case Study of Three First-Year Science Teachers in a Rural School
Principal Author: Glenn R Dolphin, Syracuse University, grdolphi@syr.edu
Co-Authors: John W Tillotson, Syracuse University
Abstract:
The purpose of this study was to examine three new science teachers (the entire 8 – 12 science department) working within a high needs rural school district in Upstate New York. We conducted individual semi structured interviews, several classroom observations, and made video recordings of each participant’s teaching practices. The videos became the subject of focus group reflective discussions to probe participants’ motivations for their classroom activities.

Themes we developed from the data informed our understanding of how the teachers saw themselves within the context of being a new teacher in this school. Participants reacted to explicit expectations from their administrators, however they also felt there were more important implicit messages from the same administrators running counter to the explicit communications.

We came to understand that the participants viewed the ruralness of the school favorably in terms of student relations and closeness to the community, however they also experienced the drawbacks in the amount of different classes they taught and the "small town" politics that were at play within the school.

We also observed a disconnect between what the participants said they do instructionally and what we observed them doing. The methods they invoked as they taught were not parallel to what they reported to have experienced in teacher training coinciding with the disdain they expressed for their teacher training program. This might suggest that if there was no "buy-in" from the participants for the theoretical foundations of their teacher training, the efficacy of that training would not be realized.

This information can be used to make informed decisions concerning effective strategies for recruiting, mentoring and supporting science teachers in rural school settings based on their evolving professional development needs as they progress through induction phase of their teaching career.

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Paper number: 10148
A tale of three universities: How preservice science teachers experience three different teacher education programs and the development of their beginning repertoire
Principal Author: Glenn R Dolphin, Syracuse University, grdolphi@syr.edu
Co-Authors: Lauren E Jetty, Syracuse University; Deborah S Barry, Syracuse University; Monica O Young, Syracuse University; John W Tillotson, Syracuse University
Abstract:
Researchers utilized a semi-structured interview protocol to engage participants in describing their experiences with the various interventions within their preservice program. Having read through 29 transcripts (7 from Southeast University, 12 from Northeast University, and 10 from Midwest University) of participants from three different (in both scope and sequence) university teacher education programs, we developed descriptive themes about how participants described the different program interventions. Using multiple methods courses as an example, participants from SE-U felt they gained “tools” and “practice” for running the classroom, and participants from NE-U felt methods courses were a “how to” for teaching science. MW-U participants regarded the progression of their methods courses positively and felt it gave them understanding for why elementary science was important. For some, it confirmed why they did not want to teach elementary science.

We continued such analysis for 8 other interventions including diverse field placements, nature of science coursework, specialized applications courses, the creation of a research-based rationale for teaching, and instruction in the systematic and extensive use of appropriate technology to enhance learning.

We also developed broad themes that were not intervention specific. Some participants saw teaching strategies they learned as what they use to transfer knowledge, others saw the strategies for helping students construct their own knowledge. We also discerned that some participants considered reflective practices (video reflection, action research, etc.) to be activities that were good to do, but as an addition to teaching practice where another group saw these types of practices as a actual part of teaching practice.

There is very little written about teachers’ preservice program experiences in the context of multiple program interventions and their relative effectiveness. If teacher educators want to build truly effective, research based teacher education programs, this is certainly a step in accomplishing it.

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Paper number: 10023
The Path of Resilience: Portraits of Four High School Science Teachers
Principal Author: Patricia A Doney, University of Georgia, patdoney@uga.edu
Co-Authors: Thomas Koballa, University of Georgia
Abstract:
I employed an interpretive case study approach (Merriam, 1991) to investigate how four selected high school science teachers, perceived to be resilient to the demands of a complex schooling environment, were influenced in their responses to stresses associated with the initial years of teaching. The research question was: What enables some teachers, when exposed to the same stresses that cause other teachers to be ineffective and leave their science teaching positions, to remain and thrive? I focused the study on teacher participants’ school and classroom context, their perceptions of the stresses associated with being a novice science teacher, and their perceptions of how their schools and their lives, both professional and personal, influence their responses to the stresses in their first years of teaching.

The findings revealed that the four teachers, in their unique teaching contexts, do things that “enable them to maintain competent functioning in the face of life stressors” (Kaplin, Turner, Norman, and Stilson, 1996, p. 158). In these teachers, I identified evidence of strategies described by Howard and Johnson (2004) that teachers use to cope with and overcome stress and burnout. Most often unable to change the classroom and school situations from which stressful experiences arise, these teachers respond to stressful situations in two general ways. First, the use of palliative techniques in which success is bolstered by strategies such as exercise, hobbies and relaxation techniques. Second, direct action in which they attempt to eliminate the sources of stress often seeking support from colleagues, organizing time, prioritizing work tasks, having significant relationships and being competent (Kyriacou, 2001).

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Paper number: 10108
Misery loves (and learns from) company: Exploring the role of the beginning science educator in supporting peer development within an online induction environment
Principal Author: Joel D Donna, University of Minnesota, joeldonna@umn.edu
Co-Authors: Gillian H Roerhig , University of Minnesota
Abstract:
Online induction programs can offer participants multiple sources of support and provide professional growth for beginning teachers. These models can help teachers to thrive and survive through interaction within an online community of learners. This study examines the online dialogs of highly active participants within an online induction program for beginning science teachers. In particular, it examines the discourse that took place within an interactive reflective journal section. We analyze this data through an affordance framework that works to understand the interplay of social, pedagogical, and technical affordances as intended by design and perceived by the participants. We also seek to understand the role that peers can play in supporting the professional growth of beginning science teachers. These understandings can be used to develop new models of online induction programs that meet the immediate needs of individual science teachers while helping to foster professional growth.
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Paper number: 11071
Technology for teaching and learning science: Developing pre-service science teacher TPACK through a content-specific technology integration course
Principal Author: Joel D Donna, University of Minnesota, donna010@umn.edu
Co-Authors: Aaron Doering, University of Minnesota; Cassandra Scharber, University of Minnesota
Abstract:
In this session, the authors will describe a technology integration course for pre-service science teachers. This is a seven session course that meets for three hours and is taught concurrently with a middle school science methods course and field experience course. The primary goal of this course is to develop and refine beginning teacher technological pedagogical content knowledge. Within this course several technologies are explored both from the perspective of the teacher and of learners. These technologies include concept mapping tools, online simulations, collaborative spreadsheet and presentation software (e.g. Google Docs), probeware, and several web2.0 technologies. This course that blends experience with the tools as well as peer dialog and reflection as to how these tools can be thoughtfully integrated into science instruction. Pre-service educators explore how these tools are used within research and industry in particular content areas, how these tools can be used to support reform based science education pedagogy, as well as how learners learn from and with technology.
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Paper number: 11043
The Influence of a Physical Science Professional Development on Students NOS Views
Principal Author: Lisa A Donnelly, Kent State University, ldonnell@kent.edu
Co-Authors: Sean Argyle, Kent State University
Abstract:
Science education reform documents emphasize the need for K-12 students to understand nature of science (NOS). Teachers must have adequate NOS instruction themselves in order to teach their students. Previous NOS professional development (PD) programs have improved teachers’ views and, in some cases, impacted classroom instruction and students’ NOS views. This study furthers these lines of inquiry by investigating the extent to which students made NOS gains following the implementation of various contextualized and decontextualized NOS activities promoted within a physical science PD. Furthermore, we investigate the extent to which usage of particular decontextualized NOS activities impacted students’ gains in NOS views. The sample consisted of 510 students from 29 science classes whose teachers were enrolled in a physical science PD graduate class that emphasized NOS. As part of the course, teachers were assigned an action research project investigating their students’ NOS views. Teachers administered the VNOS before instruction, implemented a variety of NOS activities of their choosing, and again administered the VNOS post instruction. Data analysis consisted of coding the VNOS surveys, performing statistical comparisons of pre and post scores, and determining the extent to which various factors were related to student gains. Students showed significant improvement in their understandings of the empirical NOS, subjective NOS, role of creativity in science, and existence of non-experimental methods in science. Teacher usage of PD-provided NOS activities was related to student gains. Also, particular decontextualized activities were shown to promote student gains for particular NOS aspects.
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Paper number: 10151
High School Biology Teachers’ Evolution and Nature of Science Teaching Practices
Principal Author: Lisa A Donnelly, Kent State University, ldonnell@kent.edu
Abstract:
Although evolution is the central organizing principle in biology, biology teachers sometimes have concerns about teaching this controversial topic. Nature of science (NOS) instructional strategies have been widely advocated as a means by which to mitigate student concerns and accomplish content learning objectives for evolution. This study investigates high school biology teachers’ concerns about teaching evolution as well as their evolution and NOS teaching practices. Forty-two teachers within northeastern Ohio completed a written concerns and teaching practices survey, and one third of these teachers completed a follow-up interview. Teachers were most concerned about gathering teaching resources and information, addressing students’ concerns and needs, and collaborating with other biology teachers for evolution instruction. Teachers taught evolution for an average of 12.3 (S.D. 5.6) days and addressed NOS for an average of 14.6 (S.D. 19.3). Most described teaching evolution as a central organizing principle of biology and as “fact.” Teachers frequently indicated that they use strategies with possible student concerns in mind, often employing NOS ideas to do so. Implications for evolution-related professional development efforts are discussed.
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Paper number: 10136
Including Students with Disabilities in Teachers’ Lesson Study Planning
Principal Author: Sharon Dotger, Syracuse University, sdotger@syr.edu
Abstract:
This presentation will discuss a modification of research lesson plans to include differentiation for students with disabilities in an inclusive elementary setting. Beginning with the research lesson format recommended in the literature, the presentation will discuss how teachers struggled to determine how these structures would apply in their setting. A modified approach, which we called layered lesson planning, was employed to help the teachers construct research lessons that contained challenging science content for their students and was appropriately differentiated for their students’ needs. This presentation will discuss the planning process the teachers went through as well as the modifications they came up with for their lessons. It will close with implications for science teacher education and lesson study practice, particularly regarding including students with disabilities.
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Paper number: 10056
BrainU: A teacher professional development program on neuroscience
Principal Author: Janet M Dubinsky, University of Minnesota, kendi003@umn.edu
Co-Authors: Gillian Roehrig, University of Minnesota; Selcen Guzey, University of Minnesota; J McClelland, University of Minnesota; Barb Billington, University of Minnesota; Ken Jeddolah, University of Minnesota
Abstract:
BrainU is a professional development program for secondary science teachers and it aims to help teachers to improve their knowledge of neuroscience and implement inquiry-based teaching strategies. Over the past six years, the program has reached 140 teachers in Minnesota. For the last two years, the program has been developed and implemented through the collaboration among the department of Neuroscience and Curriculum and Instruction at the University of Minnesota. Teachers participated in BrainU workshops during summers or academic school years and received year long support in neuroscience and inquiry pedagogy. Formative and summative evaluations of the previous workshops show the significant change in participating teachers’ neuroscience knowledge, implementation of inquiry-based teaching, and students’ understanding of neuroscience content (Dubinsky, 2010; Dubinsky, Roehrig, Geving, Jeddeloh, Lenhardt, Michlin, Smasal, 2010; MacNabb, Schmitt, Michlin, Harris, Thomas, Chittendon, Ebner, Dubinsky, 2006; Wakefield, Baker, Waskow, Dubinsky, 2008). In this presentation, we will share the design and structure of the workshops that contribute to the success of the long term program. Workshop activities will be also presented. Furthermore, we will share the research data from the recent four workshops-two summer workshops and two workshops that were held during the academic school years.
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Paper number: 10174
A Pattern of Change in Teaching Science among Head Start Teachers on an American Indian Reservation

Principal Author: Mia Dubosarsky, University of Minnesota, dubo0053@umn.edu
Co-Authors: Gillian Roehrig, University of Minnesota; Ann Mogush-Mason, University of Minnesota; Barb Murphy, University of Minnesota; Stephan Carlson, University of Minnesota
Abstract:
Despite many scholars’ recommendations, science is often absent from early childhood education. Some of the reasons that early childhood teachers avoid science from their daily routines include insufficient preparation, lack of confidence teaching science, misconceptions about the nature of science, and even science anxiety. In minority populations the problem is even greater due to identification of science with the ‘culture of power’.

This article presents results of Ah Neen Dush, a unique science professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing science curricula while emphasizing Ojibwe cultural themes. Specifically, the article portrays the process of change in the beliefs and practices of the teachers during two years of the program. Through analysis of teachers’ reflections, surveys and interviews, as well as analysis of classroom observations, the authors point at awareness toward science opportunities as the first step in change of practices. Additional steps toward a change in science teaching were observed as teachers increased questioning and interactions with students and adopted workshops’ strategies as well as inquiry vocabulary while reflecting on their practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate classroom interactions.

The authors discuss challenges that this professional development program proposed - such as working with diverse group of teachers, incorporating technology as means of communication, and weaving together cultural themes and scientific processes - and present implications for other early childhood science professional development programs developers about overcoming such challenges.

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Paper number: 10175
Hip-hop, The Obama Effect and Urban Science Education
Principal Author: Christopher Emdin, Teachers College, Columbia University, ce2165@columbia.edu
Abstract:
With the ever-increasing diversity of schools in the United States, and the persistent need to develop science teaching strategies for the students who attend these schools, hip-hop culture has been proposed to be a means through which urban youth can find success in school. As a result, studies of the role of hip-hop in understanding the motivators of urban youth and their involvement in school, or lack thereof, has grown in visibility. This paper explores the use of science rap lyrics in the classroom, the creation of rap lyrics by teachers and students, and other aspects of hip-hop culture as a means to improve science teaching and learning. I also explore the potential of using the “Obama Effect”- recent decisions that the President has made that relate to contemporary science and hip-hop, as a means to deliver instruction.

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Paper number: 10180
Reality pedagogy, Citizenship, & Urban Science Education
Principal Author: Christopher Emdin, Teachers College, Columbia University, ce2165@columbia.edu
Abstract:
This paper outlines and then applies the concept of citizenship as an entry point into addressing issues that inhibit social justice for marginalized youth. In so doing, the paper provides an in-depth description of an effort to address social justice in urban science education. Through a research project in a physics classroom, and the exploration of an approach to science pedagogy focused on students’ realities. The author discusses practical tools for addressing under-discussed issues that inhibit urban youth from fully participating in urban science classrooms.
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Paper number: 12020
Facilitating Science Teaching Self-Efficacy Research in Science Education
Principal Author: Larry G Enochs, Oregon State University, enochsl@onid.orst.edu
Co-Authors: Joseph Jesunathadas, California State University– San Bernardino; Kevin Finson, Bradley University; Gail Shroyer, Kansas State University
Abstract:
Science teaching self-efficacy research is around 20 years old. Teaching efficacy is based on early work suggesting that teacher’s efficacy beliefs positively impact student learning and the actual success or failure of a teacher’s behavior. Recent work has suggested that more is needed. This session provides PhD students, new researchers, and experienced research emerging research methods and assistance for conducting Science Teaching Self-Efficacy research. These methods include the following topics: introduction and overview of the self-efficacy construct; evoking self-efficacy in preservice classrooms; translation of existing scales; use of research on self-efficacy in special populations such as preparing science teachers of gifted students; continuing validation of efficacy scales (modification of instruments; and new instruments); utilizing self-efficacy measures in the preparation of teachers. This roundtable session will be interactive. We will address research methods and issues centered on science teaching self-efficacy. We will engage the participants through interactive presentation. Each presenter will provide materials to guide the participants through discussions and provide take-home strategies for implementing needed strategies.
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Paper number: 10075
Science teachers’ opportunities to learn through enacted approximations of whole class discussions
Principal Author: Andrew H Falk, University of Michigan, ahfalk@umich.edu
Abstract:
Approximations of enacted practice are a promising pedagogy for teacher education (Grossman et. al., 2009), but there has been little investigation of the opportunities they can create for teacher learning. This study examined the opportunities to learn created by middle school science teachers’ approximations and debriefing of whole class discussions in the context of a professional development program. Analysis of video and artifact records showed that teachers’ approximations created a range of rich opportunities for their learning related to science content, representations of content for teaching, student thinking, and instructional strategies. Teachers’ analyses in debrief sessions focused on a more limited subset of those opportunities. They infrequently unpacked the science content that was the goal for student understanding, and tended to affirm instructional decisions made during facilitation. An explicit focus on the learning goals that are the target of discussion is recommended to support teachers’ examination of science content and their more rigorous analysis of instructional decisions.
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Paper number: 10021
Does Digital Story Telling Encourage

Middle School Girls to Identify with Scientists?

Principal Author: Donna L Farland-Smith, The Ohio State University, farland-smith.1@osu.edu
Abstract:
Women’s avoidance of science careers continue regardless of the increases in their participation and achievement in science courses (Gilbert & Calvert, 2003; NSF, 2003). The problem occurs when girls at a young age form perceptions about the human aspect of the sciences that are narrow and limiting, and unable to identify with science professions. The end result, unfortunately, is that young girls are discouraged from becoming scientists.

Middle school girls are especially vulnerable as they are constructing their own identities. Girls at this age often develop negative attitudes toward school science classes and science in general, which steer them away from considering science as a career (Kahle 1990). The construction of one’s science identity requires the participation of others as it is constructed socially within communities of practice (Tan & Calabrese Barton, 2007). Side-by-Side’ with Scientists is the community of practice identified for this research as a means of exploring the complex relationship between science identities and communities of practice besides the classroom setting. How young girls shape their perceptions of scientists as members of a particular community and how this relates to their overall science identities has been and continues to be the focus of this research. The last four years of data collection of this inquiry-focused interactive experience involving female middle school students and university scientists has demonstrated that middle school girls’ perception of science and scientists can be successfully improved (Farland-Smith, 2009). Engaging scientists in helping promote science as a positive, exciting and satisfying career goal will help debunk common myths in the minds of young students about science and drive students, especially female students, to consider science careers. The results of this study reveal insight into how middle school girls internalize their ‘Side-by-Side’ experience through the use of technology integration specifically digital story telling.

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Paper number: 11008
Promoting curriculum planning and instructional competency: Secondary science education syllabus sharing
Principal Author: Xavier Fazio, Brock University, xavier.fazio@brocku.ca
Abstract:
This poster session presents a secondary generic science and biology education syllabus. The poster will include evidence of outcomes from a curriculum and instruction course for secondary science teacher education taught over the past 5 years, illustrating activities and assessments used to promote curriculum planning and instructional competencies for secondary science teacher candidates. Implications for the impact and limitations of course experiences in supporting pre-service science teachers’ newly formed ideas and practices are presented.
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Paper number: 14004
Action Research in Science Teacher Education
Principal Author: Allan Feldman, University of South Florida, afeldman@usf.edu
Co-Authors: Brenda M Capobianoc, Purdue University; Theresa A Cullen, University of Oklahoma; Kimberly Lebak, Richard Stockton College of New Jersey; Karthigeyan Subramaniam, University of North Texas; Colleen Megowan-Romanowicz , Arizona State University; Valerie L Akerson, Indiana University; Deborah L. Hanson, Hanover College; Ron Tinsley, Richard Stockton College of New Jersey
Abstract:
For more than 50 years action research (AR) has been promoted as a way for teachers to engage in inquiry into their educational situations to improve their practice, their students’ learning, and to add to the knowledge base on teaching and learning. Science educators have been part of this movement by studying and facilitating science teachers’ AR. However, there have been few attempts to bring together researchers of science teacher AR to share their findings and other insights. To rectify this, the Journal of Science Teacher Education sponsored a special themed issue on teacher AR to give visibility to the significant role AR plays in science teacher education. The purpose of this paper set is to bring together the authors of the papers selected by peer review for the special issue to engage in dialog with each other and attendees about their findings about the different ways AR promotes quality professional development, supports effective teacher preparation, and informs policies in science education. The session will begin with an overview by the co-editors of the special issue of the role of AR in science education. They will be followed by five-minute presentations by the authors of the papers to be included in the special issue. The remainder of the session will be devoted to an exchange among the panelists and with the audience about the findings of their studied, and about the different ways in which they conceptualized and implemented teacher AR.

The titles of the papers are:

Inquiry and Reflection are Contagious

Teachers’ views on action research as professional growth

Understanding Changes in Teacher Roles Through Collaborative Action Research

Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development

Teacher learning and collaborative action research: Generating a “knowledge-of-practice” in the context of science education

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Paper number: 10160
Caught in the Crossfire: Creating Science Education Programs for Highly Qualified Content Specialist
Principal Author: Martha D. Fewell, East Carolina University, fewellm@ecu.edu
Abstract:
Science education programs serving rural areas face extraordinary challenges when compared to programs in urban areas. Science teachers in rural areas are expected to be proficient in all four science disciplines. Limited enrollment in rural schools means teachers in these schools do not have the luxury of content specialization enjoyed by their urban counterparts. Therefore, prospective science teachers must become proficient in biology, chemistry, earth and space science, and physics within the limits of the undergraduate program.

This presentation examines the curriculum revision process undertaken by one science education program at a university in a heavily rural area of southeastern United States. The faculty was faced with the immediate challenge of doubling program enrollment in a time of declining salaries for teachers and expectations for students. The decision was made to oppose the trend of other area mathematics and science programs and increase emphasis on science by enhancing science content. This proposal describes how faculty had to first address issues of image inside and outside the department in order to accomplish the intended goals. While impact of the new curriculum has yet to be determined, initial indications are reported.

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Paper number: 12002
Somewhere Over the Rainbow: Potential Futures for DAST Research
Principal Author: Kevin D Finson, Bradley University, finson@bradley.edu
Co-Authors: Donna Farland-Smith, Ohio State University - Mansfield; Nate Carnes, University of South Carolina; Valarie Akerson, Indiana University; Christine Tippett, University of Victoria; Todd Milford, University of Victoria; Theresa Cullen, University of Oklahoma; Brenda Capobianco, Purdue University; Larry G. Enochs, Oregon State University
Abstract:
The issue at focus of this roundtable presentation is to answer the key question: What are important and useful directions for DAST-related research in the future? Sub-questions to be addressed by participants will include (1) What “other” things do we want to know about DAST than what has already been reported in the research literature?, (2) What aspects of a particular influence (media, school, parents, etc.) relative to perceptions of scientists need to be examined?, and (3) How do we find out how a particular influence impacts students? (i.e. cognitively, affectively-- and what is happening when this occurs?). As is potentially the case for a variety of research instruments, the DAST can sometimes be used in ways that are too shallow or in ways that overreach its capabilities. If used in shallow ways, it ceases to provide information beyond what has already been repeatedly shared in the literature (e.g. the male “mad scientist” stereotype), thus failing to advance the field. If used in an overreaching manner, conclusions can be drawn that are not warranted. Consequently, the manner in which the DAST is utilized needs to be considered carefully by researchers. Some have emphasized the need to couple use of the DAST with other sources of data or to employ more sophisticated refinements of the instrument and data analysis so the picture that emerges more appropriately illuminates the fullness of a learner’s conceptions about scientists. Fundamentally, we want to explore the need for continued DAST-related research, and – if needed – what directions would be of most benefit to science educators.
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Paper number: 10219
Science Teachers’ Knowledge of Science: Using Concept Maps to Quickly Determine Content Knowledge in Beginning teachers.
Principal Author: Jonah B Firestone, Arizona State University Mary Lou Fulton Teachers College, jonah.firestone@asu.edu
Co-Authors: Krista L Adams, Arizona State University Mary Lou Fulton Teachers College; Julie A Luft, Arizona State University Mary Lou Fulton Teachers College; Jennifer Neakrase, New Mexico State University
Abstract:
There are a variety of ways to assess the content knowledge of teachers (subject exams, grades, concept maps, etc.). Concept maps, however, have the advantage of not only assessing what the teacher knows, but also assessing how the teacher connects various science topics (Novak, 2008). Because of this, concept maps, are being used more often, not only during preservice to assess future teachers, but, by the teachers themselves to assess their students. However, there is a plethora of ways that concept maps are assessed. Quite often these assessments are qualitative in nature and very time consuming. This makes it difficult to assess large groups of new teachers in longitudinal studies. In order to address this issue this study proposes a method of quantitatively scoring concept maps do make the scoring both standard and rapid. As part of a larger NSF funded study of beginning science teachers (N=114), a rubric was developed to quantitatively assess concept maps created by new teachers at the beginning of their first year of teaching and at the end of each additional year. The results of the study indicated that the creation of a quantitative rubric to rapidly assess the concept maps not only aided in their assessment, but allowed the researchers to correlate trends found in other aspects of the study with the changes found over time in the concept maps.
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Paper number: 10110
Teacher Views on Using Engineered Environments versus the Natural Environment as Context for High School Science
Principal Author: Lawrence Flick, Oregon State University, flickl@science.oregonstate.edu
Co-Authors: Sue Ellen DeChenne, University of Nebraska
Abstract:
Middle and high school science and career technical education teachers participated in a three-day professional development workshop for two consecutive summers. They designed instruction teaching science using the context of the everyday, engineered environments in which students live. Researchers used teacher workshop discussions, teacher presentations, focus groups discussion and classroom observations to examine teacher interpretation of science in an engineered environment. An emphasis of the project was to teach science that is useful. “Usefulness” was described as science that goes out from the classroom into students’ lives compared to “relevant” science that comes into the classroom from the broader society within which students live. Summer workshops featured two specially designed video cases studies highlighting science concepts in construction settings (a) an energy efficient multiple family structure emphasizing heat transfer and (b) a campus science building emphasizing electricity. Teacher interpretation of the argument relating school science to science useful in the homes of students, criticized weak links between school science and science that students do or can use. Teachers also contrasted the standards-based content with the content used when talking about constructing and living in a home and working in school buildings. Results offer specific challenges to science and career technical teacher education. There is discontinuity between standards-based science and the science students want or need to use. There is a difference in science concept language and in some concepts themselves. The language of NSES is sparse compared to that needed to talk about science in everyday use. Science is embedded daily in individual instances often associated with student actions. School science is embedded in generalizations that often sit in moot contrast to everyday life. Results question the kinds of science teachers learn in traditional academic settings and their ability to apply science in ways that students can use.
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Paper number: 10097
Designing mSEGs for Environmental Literacy
Principal Author: Elizabeth Folta, SUNY - College of Environmental Science and Forestry, wildlife.educator@gmail.com
Co-Authors: Len Annetta, George Mason University; Rebecca Cheng, NC State University
Abstract:
Ninety-five middle school students participated in testing/ design sessions to improve a Modular Serious Educational Game (mSEG). MSEGs are a new form of educational video game that uses a variety of components or modules to teach students. The modules could be in different platforms (e.g., Serious Educational Game, Augmented Reality), as in the case of this project, or levels in the same platform. The students had to complete one module and complete an assessment in order to move to the next module in the game. Modules can be designed in any form the designer wants as long as all the modules fit under one game umbrella and that the storyline for the game weaves through all the modules. In the Red Wolf Caper, a combination of a Serious Educational Game (SEG) and an Augmented Reality (AR) game was used to connect students with their natural surroundings. Students selected to portray one of three roles: wildlife biologist, botanist, or entomologist. The game was designed to teach students basic identification skills, provide them with social and biological information related to endangered species programs, and to teach them how to synthesize a variety of data sources.

The participants first played the game, then provided recommended changes through interviews, written comments, design sessions, and the Serious Educational Game Rubric (SEGR). Recommended improvements included improving dialogue control, more AR sections, more interaction between the AR and SEG, additional roles, a higher level of accessibility, and more action in the game. The average student score for the game was 18 out of a possible 28 using the SEGR instrument. The plan is to use the Red Wolf Caper and other mSEGs to connect technology savvy youth with the outdoors. MSEGs have potential for both formal and informal learning environments.

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Paper number: 11004
Investigating and promoting elementary teachers’ use of science curriculum materials to teach science as inquiry: The PIESC3 project
Principal Author: Cory T Forbes, University of Iowa, cory-forbes@uiowa.edu
Co-Authors: Kim Gasaway, Davenport Community Schools; Biggers Mandy, University of Iowa; Zangori Laura, University of Iowa
Abstract:
The purpose of this project is to investigate how and why elementary teachers use existing science curriculum materials to plan and engage in effective science teaching, as well as promote students’ science learning. The National Research Council (2000) emphasizes engaging students in five essential features of inquiry, or five interrelated inquiry practices, to best support their science learning. However, elementary teachers face many challenges engaging their students in essential features of science-as-inquiry. Professional development efforts must be designed to support elementary teachers to do so. To meet this need, the proposed PIESC3 (Promoting Inquiry-Based Elementary Science through Collaborative Curriculum Co-Construction – pronounced “pisces”) professional development program will be implemented in a large, urban, high-needs school district. The PIESC3 program will engage elementary teachers in evaluation, planning, and instruction to learn about the teaching and learning of science-as-inquiry as articulated in the National Science Education Standards; learning to use this knowledge to feasibly adapt existing, district-specific science curricular resources to design inquiry-based planned instruction; analyze their own teaching and evidence of student learning; and use this evidence to better support students’ science learning through engagement in scientific inquiry. We will employ a quasi-experimental, non-randomized two group pre-test/post-test repeated measures design, as well as in-depth case studies, over two years to investigate the effectiveness of the PIESC3 program and to learn more about how elementary teachers use existing science curriculum materials to plan and engage in inquiry-based science. This project promotes a novel science professional development model for elementary teachers, builds upon and contributes to the research base in science education, and highlights the crucial role of the multi-institution partnership upon which the project is based.
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Paper number: 10117
Embedding PACT and Maintaining Program Mission:

Supporting Teacher Candidates to Meet Students’ Academic Language Needs

Principal Author: Frederick W Freking, University of Southern California, freking@usc.edu
Co-Authors: Imelda Nava, University of California, Los Angeles
Abstract:
The purpose of this paper is to share beginning analyses of data from a teacher education program that focuses on developing teachers’ understanding of academic language (AL). In this paper, we discuss: 1) ways in which teacher candidates demonstrate knowledge of AL in an exemplary PACT Teaching Event and 2) how faculty support AL in their courses. These findings illustrate strategies for supporting teacher candidates to meet students’ language needs as well as reflection on how to better support teacher candidates in a science teacher education program.
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Paper number: 10025
Sci-Casting: Teachers and students podcasting about science
Principal Author: Jennifer K Frisch, Kennesaw State University, jfrisch1@kennesaw.edu
Co-Authors: Laurie Brantley-Dias, Georgia State University; Heather Borowski, City of Decatur Schools
Abstract:
This presentation describes a project that is a partnership between City of Decatur Schools, Georgia State University, Kennesaw State University and Burton 4-H Center on Tybee Island. This partnership seeks to improve life science and Earth science content knowledge, pedagogy, and technology integration skills of 4th and 5th grade teachers at an elementary school near Atlanta, GA through a combination of professional development and science-based field experiences. The project attempts to combine nature study and learning technologies as a means to improve teaching practice for increased student understanding of science concepts. Specifically, we help participating teachers to employ scientific inquiry and the use of podcast and vodcasting technology to enhance the lessons that they subsequently implement before, during and after a student field trip to Tybee Island. The presenters will describe the project, show some sample podcasts created by teachers and their students, and discuss ongoing research about what participants consider when constructing their “sci-casts,” as well as the degree to which the project has increased teachers’ understanding of and comfort with science inquiry, as well as students’ understanding of science concepts.

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Paper number: 13001
Addressing State Standards with Content-Based, Inquiry Workshop Sessions
Principal Author: Brian L. Gerber, Valdosta State University, blgerber@valdosta.edu
Co-Authors: Heather Brasell, Valdosta State University; Verilette Hinkle, Valdosta State University; Edmund A. Marek, University of Oklahoma
Abstract:
By continually responding to teachers’ feedback over a three year period, we developed an approach that allowed 150-200 grades 3-5 teachers to experience science content through inquiry pedagogy. The program was developed to address teacher-identified challenges in teaching science and provided the types of support they specifically requested in a broad survey of hundreds of local teachers. Using the relatively new state science performance standards as the conceptual framework, a team of diverse educators delivered scientific subject matter through activity-based, inquiry-oriented lessons for teachers. Sessions included: 1) Multiple Pedagogical Approaches to Specific Standards, 2) Scientific Content Delivered through an Inquiry-Oriented Format, 3) Make & Take Sessions to Develop Instructional Materials, and 4) Technology Sessions on Applications of the Latest Innovations. Since teachers indicated from initial sessions that some university faculty members were boring and irrelevant, we formed teams in which a master teacher took the lead in developing exploratory lessons with content support of delivered by scientists who were not to lecture.
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Paper number: 10047
"I’m returning to the classroom simply because I need a job for a year": Using case study to investigate elementary science teacher’s career mobility.
Principal Author: Andrew Gilbert, Evergreen State College, gilberta@evergreen.edu
Co-Authors: Virginia Regula, Kent State University
Abstract:
This study chronicled the career mobility of an elementary science teacher. The focus of the research effort documented her willingness and ability to transition into and out of teaching and shape her resulting career path. Data artifacts for this instrumental case study approach included: interviews, personal communications, member checks and relied heavily on the use of scholarly personal narrative, as defined by Nash (2004). All data was transcribed and coded into emergent categories using a constant comparative analysis approach. The findings indicated that their decisions to enter and leave teaching was a complex mélange of issues that included career disposition, notions of isolation, overarching culture of the school, and future possibilities. However, most striking was her ability to re-enter teaching on a temporary basis after considerable time away from the classroom, which suggests that teachers develop a sense of agency regarding their career decisions. This may require researchers to reconsider how we view teacher decision-making within the context of teacher attrition and mobility. Implications for science teacher education indicate that some teachers may enter the profession considering teaching to be a transition into a different career path. Science teachers may perceive multiple career options (beyond the classroom) based on their preparation and teaching experience. Further implications and possibilities for science teacher education are discussed.
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Paper number: 10027
Psychometric Analysis of a 5E Learning Cycle Lesson Plan Assessment Instrument
Principal Author: M. Jenice Goldston, University of Alabama, dgoldsto@bamaed.ua.edu
Co-Authors: Jeanelle Day, Eastern Connecticut University; John Dantzler,
Abstract:
Abstract:

Sixty six preservice teachers enrolled in elementary science methods prepared lesson plans which were scored using a 5E learning cycle lesson plan rubric (ILP rubric). The ILP is comprised of twelve items with a scoring range of zero to four points per item. Content validity was determined through the expertise of a panel of five science educators. The preservice teachers’ inquiry lesson plans completed at the end of the semester were scored by the instructors. Descriptive statistics reveal the means and standard deviations of each of the five phases that include: Engage, Explore, Explain, Elaborate, and Evaluate. The engage item held the highest mean rating and the evaluation items were the lowest mean ratings. An exploratory factor analysis provided evidence of construct validity, with three factors. The factors included 1) explore, 2) evaluate and 3) engage/explore/elaborate. Discussion of the instrument’s structure in light of the 5E phases is discussed and provides directions for future revisions and research.
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Paper number: 10222
Impact of a Content Area Practicum Experience (CAPE) on self-efficacy in content knowledge attainment and application in Pre-Service Science Teachers
Principal Author: Timothy A Goodale, College of Coastal Georgia , tgoodale@ccga.edu
Abstract:
The Content Area Practicum Experience (CAPE) places middle grades science teacher candidates within applicable science and informal education organizations. The theoretical framework behind this program in centered on the reality that secondary education is evolving and the demand for content expertise for today’s educators is dramatically increasing. Much of today’s college content interaction resides in coursework. A real life “experience” with science, is lacking in the traditional teache preparation curriculum. In the spring of 2010 the College of Coastal Georgia placed approximately 24 students in organizations that ranged from the local department of natural resources to the Georgia Sea Turtle Center. Here the future educators interacted, engaged and interned with professional scientists and informal educators. This session will outline the framework of this experience, the process of networking and developing partnerships with local organizations and initial outcomes of the Content Area Practicum Experience.
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Paper number: 10077
Co-learning and Critical Friendship in Teacher Education: Adopting Just-in-Time-Teaching
Principal Author: Karen Goodnough, Memorial University, kareng@mun.ca
Co-Authors: Pamela Osmond, Nova Central School District
Abstract:
This paper reports on a self-study that was conducted in the context of a primary/elementary science education methodology course. The authors adopted Just-in-Time Teaching or JiTT, a teaching and learning strategy based on the interaction between web-based study assignments and face-to-face class sessions. Students respond electronically to web-based assignments which are due shortly before class. The instructor reads the students’ submissions “just in time” (a few hours before class) and adjusts teaching and learning activities based on the feedback provided by students in their online submissions. JiTT has been adopted in different post-secondary contexts, but mainly in engineering and science faculties. Research on the use of the JiTT strategy has shown several positive outcomes, such as improved student learning of subject matter and increased positive attitudes about disciplines.

In this study, the first author became a “critical friend” as she worked closely with a new teacher educator, Pamela (the second author), in adopting the JiTT approach in two courses. This study was guided by the following research questions: a) How does instructor pedagogical content knowledge and classroom practice change as a result of adopting the JiTT strategy? b) What is the role of a critical friend in self-study? c) How does a critical friendship promote co-learning in a shared inquiry?

Outcomes focus on how the course instructor enhanced her professional knowledge (knowledge of assessment, instruction, student learning, and her own understanding of her beliefs) and the role of a critical friend in fostering co-learning in a critical friendship.

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Paper number: 11052
The Impact of Explicit Instruction in Inquiry Teaching Methods on Elementary Preservice Teachers’ Conceptions of Inquiry
Principal Author: Susan E Gran, Purdue University, sgran@purdue.edu
Abstract:
Inquiry and the National Science Education Standards (NRC, 2000) defines the aspects of teaching science through inquiry, and asserts that engaging in scientific inquiry is important for teachers to set the foundation for being able to understand how to facilitate inquiry-based science instruction in their own classrooms. Among the issues preservice teachers grapple with in science are low self-efficacy, less interest in science than other content areas, and understanding of science as inquiry. The purpose of this study was to determine preservice elementary teachers’ conceptions of inquiry-based science teaching and the effect of explicit instruction in inquiry methods on those conceptions. Data were collected in the form of feedback forms, check-point reflections and student work. Preliminary results indicated that methods students were able to identify elements of inquiry, but were unable to explain their reasoning. In short, their conceptions were naïve. Additionally, a number of the methods students expressed frustration with previous inquiry experiences, causing them to harbor unfavorable views of inquiry as a viable method for teaching elementary science. Their underlying notion of inquiry was that students need to figure out everything on their own; the frustration being that they do not know if they are developing the accepted conceptual understandings. The results also demonstrated that there is a discrepancy between methods students’ reported and exhibited understanding of inquiry. Though they self-report high understanding of inquiry, they are unable to identify or explain specific examples of inquiry. Lastly, results reflected an increase in methods students’ conceptions of inquiry teaching following one semester experiencing the explicit strategies described.
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Paper number: 10183
Gettin’ Children Back in the Woods: a model of partnership that reintroduces the value of one’s local surroundings.
Principal Author: Lisa A Gross, Appalachian State University, grossla@appstate.edu
Co-Authors: Joy J. James, Appalachian State University; Nikki Patrick, CC Wright Elementary, Wilkes County, NC
Abstract:
As recently indicated in Richard Louv’s (2005) book, Last Child in the Woods: Nature Deficit Disorder, there is a declining interest in nature due to lack of access and opportunities to play in natural areas. Environmental Education (EE) can be one way that children and adults are afforded opportunities to access, experience and learn about their surroundings. For our project, university undergraduates from two degree programs (Elementary Teacher Education and Recreation Management) collaborate, construct and implement Environmental Education (EE) activities for 5th grade students at a local environmental site. This presentation/paper introduces this collaborative program model, describes the process in establishing partnerships in the local community, provides preliminary science content and attitudinal data (5th grade students), and summarizes the impact of such an experience on preservice and practicing elementary teachers.
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Paper number: 10090
MICROTEACHING: THE VALUE OF MASTERY EXPERIENCE IN A

SCIENCE METHODS COURSE

Principal Author: Amanda M Gunning, Teachers College, Columbia University, amg2150@columbia.edu
Co-Authors: Felicia M Mensah, Teachers College, Columbia University
Abstract:
Though field experiences are a common component of teacher education, mixed reviews of field experiences for preservice teachers are prevalent. Specific studies about field experiences as part of science methods courses are few. This study seeks to examine the development of self-efficacy in science teaching for a small group of six preservice teachers enrolled in a semester-long science methods course for elementary school teachers. The evidence indicates that there is a stark difference in the self-efficacy developed by the teachers who were able to teach a science lesson in the field and those who did not. This finding is informative considering the diversity of participants’ incoming experiences and the current research on the effectiveness of field experiences. Giving preservice teachers a chance to try out science teaching on their own is a beneficial way to address efficacy issues and to provide an opportunity to build efficacy in science teaching.
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Paper number: 13023
Multiple Ways of Knowing Science: Instructional Strategies combining Western and

Native Science Perspectives
Principal Author: Mark Guy, University of North Dakota, mark.guy@und.edu
Co-Authors: Timothy Young, University of North Dakota; Kerry Hartman, Fort Berthold Community College; Randy Phelan, Fort Berthold Community College; Kathy Froelich, Sitting Bull College; Linda Different Cloud-Jones, Sitting Bull College
Abstract:
Beyond Earth, a recently implemented pilot project, created an innovative approach to the

study of physics and astronomy by combining Native American and Western

epistemologies in informal settings. Native American Science and other cultural ways of

knowing were juxtaposed with Western Scientific methods in order to broaden the

understanding of how the patterns in the universe are known. Families and youth in two

Native American communities and one rural community experienced multiple ways of

understanding specific astronomy topics. An inquiry-based instructional model of

learning gave youth and families experiences rooted in both Native science and Western

science core concepts on equal footing. The Beyond Earth project was implemented in

after-school programs at three sites with students in grades 4-8.

Building on the personal and socio-cultural contexts of the Contextual Learning Model

(Falk & Dierking, 2000), Beyond Earth explored how we understand the universe by

weaving indigenous narratives through a module specific to the astronomy topic of the

Earth/Moon/Sun system. By applying innovative experiential and inquiry-based

strategies, this project created meaningful learning environments focused on core

astronomy concepts and shared cultural perspectives. Teacher candidates, classroom

teachers, and science educators co-planned and designed the project to reflect the cultural

relevance of each of the three sites. Preliminary findings of the pilot project indicated

very positive support for the project from participants, educators, and team leaders.
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Paper number: 10130
Metaphors about the learning of science: Domain analysis of science teachers’ talk
Principal Author: Rita A Hagevik, The University of Tennessee, rhagevik@utk.edu
Co-Authors: James Roberson, The University of Tennessee
Abstract:
This study reports the results of a domain analysis of the dialogue of six elementary and six secondary teachers of science over a two-week period in which they were enrolled in an environmental science workshop. This analysis examined how through the use of metaphors in relation to conceptual change, these teachers explained how science was learned. An emphasis was placed on the relationships of accommodation and assimilation (Posner, et al., 1982; Scott, Asoko, and Leach, 2007) to describe the teachers’ views of learning science. The research questions were: 1) What metaphors do teachers of science use to describe their learning of science?, 2) What do the metaphors used by the teachers of science reveal about their understanding of science learning as related to the process of conceptual change?

The results of the study found that the science teachers perceived learning and understanding to occur mostly through assimilation or the weak-structuring process of conceptual change, instead of the more radical and robust structuring process of accommodation. Yet at the same time these teachers stated that their goal for their students was a deep understanding of science. If teachers are going to be able to affect the radical restructuring of knowledge frameworks related to science concepts, then they must possess the procedural know how (Duschl & Hamilton, 1992). An essential component of understanding the proper procedural mechanisms of learning science concepts is understanding the nature of how science knowledge is created (Duschl & Hamilton, 1992). Teacher discussions about the process of how they view, learn, and teach science need to be further developed.

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Paper number: 12016
The Effects of Geospatial Informational Technologies on Preservice Science Teachers’ Technological Pedagogical Content Knowledge
Principal Author: Rita A Hagevik, The University of Tennessee, rhagevik@utk.edu
Abstract:
Building on Shulman’s conception of PCK, TPACK describes how teachers’ knowledge of educational technology interacts with their PCK in ways that produce effective teaching and opportunities for student learning. Geospatial Information Technologies (GIT) in preservice teacher education courses can be used to study the environment. GIT has become more prevalent in our everyday lives and is commonly used in natural resources management. Web-based applications such as Google Earth allow easy-to-use access to all types of environmental data. In this study, developing TPACK was studied in preservice teachers to examine if GIT could enhance preservice science teachers understanding of the use of technology to teach about the environment. Ten preservice teachers participated in an experiential course called Ossabaw Island: Ocean Beach & Estuarine Ecology Education. The course involves a four-day experiential camping trip on a remote island off the coast of Georgia. The preservice teachers used the MOSS GIT program and GPS units as a part of their nature journaling to create a Google Earth tour to be used in their teaching the following year. Data was collected using the TPACK instrument for pre/post testing, interviews, and an evaluation of the Google Earth tour created by the preservice teachers by a panel of experts using a rubric. Initial results showed that technological knowledge did increase. Pedagogical knowledge remained the same or decreased. Nature journaling was found to be an important component in the preservice teachers’ learning.
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Paper number: 10229
GK-12 Fellows in the Middle: Partnerships for Inquiry and Interdisciplinary Middle School Science and Mathematics
Principal Author: Sumi Hagiwara, Montclair State University, hagiwaras@mail.montclair.edu
Abstract:
The GK-12 Fellows in the Middle, is a five year NSF funded grant (NSF 0138806), that aims to develop inquiry based, interdisciplinary science and math partnerships between middle school teachers with graduate students (“fellows”) in science and mathematics. The authors present initial findings based on two years of qualitative data gathered from 16 fellows (8 science and 8 math) and 15 teachers (7 science and 8 math). Project activities were based on program goals: 1) equip fellows with skills necessary to excel in science, technology, engineering, and mathematics (STEM) careers, 2) strengthen teachers’ knowledge of science and math content and research, 3) increase middle school students’ interest and achievement in science and mathematics, and 4) institutionalize project activities at XYZ University. Qualitative data methods include semi-structured interviews of teachers, fellows, selected middle school students, classroom observations, and attitudinal surveys. Initial findings indicate an increase in teachers’ content knowledge and fellow’s communication skills, and reveal a need for improved communication among participants overall.
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Paper number: 10129
Supporting the Development of Science Teacher Leaders – Where Do We Begin?
Principal Author: Deborah L Hanuscin, University of Missouri, hanuscind@missouri.edu
Co-Authors: Somnath Sinha, University of Missouri; Carina Rebello, University of Missouri
Abstract:
Teacher leadership has been recognized as a necessary ingredient to support educational reform efforts. Leaders provide the needed expertise to ensure reforms are successful in promoting student learning. The overarching goal of the Leadership in Freshman Physics program is to support a cadre of teachers-leaders who will become advocates for “Physics First” by developing their knowledge of physics content and research-based pedagogy. In order to support teachers in developing the knowledge, skills, and dispositions for effective leadership, it is important to first understand their initial views of teacher leadership and their prior leadership experiences. In this paper we will present results from the initial phase of our multi-year research study in which we examine teacher’ past leadership experiences, definitions of teacher leadership, and views of themselves as leaders. Participants include a cohort of 36 teachers participating in the program, each of whom has committed to teaching a year-long freshman physics course at their school. Our findings indicate that teachers’ definitions of leadership are relatively narrow, and often confined to formal leadership roles. Teachers in the program participate in numerous leadership activities which they don’t consider to be leadership. Furthermore, they primarily associate leadership will personal qualities of an individual. Implications for addressing teachers’ conceptions through professional development will be shared.
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Paper number: 10131
Developing PCK for Teaching Teachers through a Mentored Internship in Teacher Professional Development
Principal Author: Deborah L Hanuscin, University of Missouri, hanuscind@missouri.edu
Co-Authors: Deepika Menon, University of Missouri; Eun Ju Lee, University of Missouri; Suleyman Cite, University of Missouri
Abstract:
Pedagogical Content Knowledge (PCK), according to Shulman (1987), is what makes possible the transformation of disciplinary content into forms that are accessible and attainable by students. This includes knowledge of how particular subject matter topics, problems, and issues can be organized, represented, and adapted to the diverse interests and abilities of learners and presented for instruction (Magnusson, Krajcik, & Borko, 1999). Recently, researchers have argued that a parallel form of PCK exists for science teacher educators (Abell et al., 2008). Nonetheless, little is known about the process through which teacher educators develop their PCK, and more specifically, how doctoral programs can support prospective teacher educators in this regard. The aim of this study was to understand how a mentored internship experience within a teacher professional development program contributes to the development of doctoral students’ PCK for teaching teachers. Through self-study, three graduate students and their faculty mentor documented the development of their PCK throughout their mentorship. In this presentation, they describe critical insights gained through the mentored experience.
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Paper number: 13014
Writing High-Quality Reviews: A Workshop for Current and Potential Journal Reviewers
Principal Author: Deborah L Hanuscin, University of Missouri, hanuscind@missouri.edu
Co-Authors: Lynn Bryan, Purdue University; John Staver, Purdue University; Rebecca Schneider, University of Toledo
Abstract:
We invite current and potential reviewers for ASTE sponsored journals (JSTE, JESE, and CITE) to participate in a hands-on session during which we’ll review the responsibilities of referees and the criteria for reviewing manuscripts in our respective journals, as well as guide participants through a “mock review” process and evaluating the quality of sample reviews.
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Paper number: 10073
Using Learning Progressions To Select Curriculum and Assess Science Learning Outcomes

Principal Author: Pamela E Harrell, University of North Texas, pam.harrell@unt.edu
Co-Authors: Karthy Subramaniam, University of North Texas
Abstract:
The presentation details a study that investigated eighth grade science teachers’ use of learning progressions to select science curriculum and assess science learning outcomes through explorations which introduce, elaborate, connect, and transform student understandings around “big ideas: in science and through formative assessments used to gauge student progress from novice to expert. Details of the teachers’ experiences in developing and logically sequencing progress variables associated with the learning progression are provided. Progress variables “mediate between the level of detail that is present in the content of specific curricula and the necessarily more vague contents of state standards and curriculum framework documents (Masters, Adams, & Wilson, 1990). Also, the linking of these variables to learning objectives, curricular experiences and formative assessment is discussed. The presentation will emphasize the educational significance of: (1) utilizing learning progression research to sequence instruction with consideration to the role of prior knowledge, developmentally appropriate instruction, and misconceptions of students in the planning of relevant and meaningful learning experiences; (2) using the learning progression to select curricula and best practice strategies which are designed to promote student mastery of learning objectives; and (3) planning for continuous and effective formative assessments to track student progress from novice to expert. This presentation is important to methods instructors, and professional development instructors who are planning to use learning progression research and formative assessment as key topics in methods courses and professional development. The presentation will also describe the experiences of teachers development of progress variables associated with the learning progression, steps taken by teachers to select and sequence progress variables as well as the assessment tools used for concept mastery.

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Paper number: 10044
Exploring Girls’ Understanding of Environmental Issues: How can science teachers tap into connections girls make with environmental issues?
Principal Author: Kimberly A Haverkos, Miami University, haverkka@muohio.edu
Co-Authors: Nazan Bautista, Miami University
Abstract:
With the current emphasis on environmental issues in the media, there has been a growing interest in environmental education. Behind this interest is the assumption that the best way to promote awareness for environmental issues and promote environmentally responsible behaviors is through increased access to environmental education. Some science educators believe that this access to environmental education can help increase girls’ involvement in sciences and even encourage them to pursue science careers. However, few studies have examined how girls come to understand environmental issues and where they learn about these topics. Therefore, the purpose of the study was to 1) determine what girls know about environmental issues; 2) determine where/how their knowledge about environmental issues develops (school, media, and/or family/community); and 3) how they come to make sense of those environmental issues. Qualitative semi-structured interviews were conducted with 15 adolescent girls, ages 11 to 14 years. Inductive thematic analysis was conducted. Interrater reliability agreement was calculated across the six primary thematic categories; unweighted Cohen’s kappa = 0.67 (substantial agreement). Disagreements were resolved through further discussion between the researchers. Major findings of this study revealed the importance of personal experiences in making sense of environmental issues and of girls’ ability to link local issues/efforts to global issues/efforts and its effect on girls’ agency. Additionally, girls were wary of information delivered through media outlets, but trusting of information delivered by their teachers. Informal conversations in classrooms or with parents were also an important avenue for how girls came to understand environmental issues. Teachers must be equipped to take advantage of these conversations in order to increase the awareness and understanding of all their students around issues of environmental concern. This study has implications for science teachers and science teacher educators and how they can connect girls with science through environmental education.
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Paper number: 10176
The Effects of the TPACK model on Preservice Teachers’ Awareness of and Confidence for Technology Integration as Part of a Science Methods Course
Principal Author: Richard P Hechter, University of Manitoba, hechter@cc.umanitoba.ca
Co-Authors: Lynette D Phyfe, University of Manitoba
Abstract:
The purpose of this study was to determine the changes in preservice perceptions of the relationship between technological, pedagogical, and science content knowledge after exposure to a science methods course founded in the principles of the TPACK framework. Participants (n=43) of this study were enrolled-in and completed a 2 credit hour, elementary science methods course at an Upper Midwest University. The course met for twelve, 110-minute sessions. A mixed method approach was employed. The qualitative aspect included pre-course and post-course, pre-service teacher journal responses. Journal entries were responses to the following open ended questions; 1) Describe your understanding of the relationship between: technology, content knowledge, and pedagogical knowledge in the context of science teaching; and, 2) How will you incorporate aspects of this relationship into your science teaching? Responses were coded and analyzed through qualitative methods based on Grounded Theory techniques. The quantitative aspect included a pre-course and post-course, 8-item, Likert-scale survey relating preservice teacher confidence of integrating technology and pedagogy within specific contextual experiences in science teaching. Data was statistically analyzed using paired-sample t-tests, and 2X2 ANOVA. Qualitative preliminary findings suggest that students strengthened their identification and awareness of the intersection and relationship between technological, pedagogical, and science content knowledge. Results also indicate that the preservice teachers’ perceived value of incorporating these knowledge bases into their future science teaching plans have increased substantially. Quantitative results support the qualitative findings in that there is a reported increase in preservice teacher confidence in integrating technology and pedagogical aspects within the context of science teaching after exposure to the methods course. This study will inform other science teacher educators as to the effectiveness of deliberate integration of the TPACK model in an undergraduate science methods course.
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Paper number: 10201
Epistemological mindsets of secondary physics students reflecting their understandings of physics equations: What do they really mean when they say, “I understand the equation”?
Principal Author: Richard P Hechter, University of Manitoba, hechter@cc.umanitoba.ca
Abstract:
The purpose of this study was to examine the epistemological mindsets of secondary level physics students reflecting their understandings of physics equations. In short, this study sought to capture what students really meant when they claimed to understand the equations. Student participants (n=42) were enrolled in a secondary level physics course at a mid-sized urban prairie high school. Data was collected through semi-structured interviews and an open-ended questionnaire featuring the question: what do you mean when you say you understand the equation? Grounded Theory approaches were used the code the data and determine thematic groupings of responses. Findings revealed four distinct, yet related groupings. These include: Pragmatic Position, Mathematical Evolution, Independent Pieces, Literal and Personal Meaning. Implications of this study relate to physics teacher education in terms of developing pedagogical strategies and sequences for engaging varying forms of mathematical based understandings of equations.
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Paper number: 11055
Modeling Constructivism: Thematic Integrated Science Course for Elementary Preservice Teachers at Fairmont State University
Principal Author: Deb Hemler, Fairmont State University, dhemler@fairmontstate.edu
Abstract:
Science methods instructors at Fairmont State University were frustrated by failed attempts to “de-program” students taught science using traditional lecture/lab formats. Historically, students were exposed to science sequences including biology, astronomy, physical science, and ultimately their science methods course. These courses were two-three hour lectures per week accompanied by labs periods. Science and education faculty redesigned the program to provide a three course sequence prior to their science methods course in which science is presented thematically providing an integration of the sciences using constructivist pedagogies. Exosphere is one of the courses in this sequence which integrates biology, chemistry, physics, astronomy, and geology content in the context of the Earth in Space. Meeting twice/week for two hours, the course involves daily activities and group collaboration with explicit nature of science and habits of mind instruction contextualized within science content. The course is divided into four modules: including Pale Blue Dot (Earth in Space), Lunar Effect, Sun-Earth Connection, and Life, the Universe, and Everything. In addition to the content conveyed, various teaching strategies are employed throughout the semester including graphic organizers, educational technology, journaling, cooperative learning, content standards, and integration of science trade books. Homework questions engage students not only in the science content but direct them to recognize and evaluate the pedagogical strategy employed in each lesson. Outcomes for the course include: increasing content knowledge, increasing exposure and awareness of constructivist pedagogies, and increasing awareness of conceptual content connections across science disciplines. A capstone experience includes a project-based learning module in which student groups work independently over the last half of the semester to solve a longitude-latitude scenario. FSU students entering science methods courses now need less learning cycle instruction. Methods instructors now cite many modeled and experiential instances of inquiry, learning cycle-based activities, project-based learning, educational technologies, and grouping techniques.

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Paper number: 10203
Inservice Teachers’ NOS Teaching Practices and Factors from their Preservice Program that Account for those Practices
Principal Author: Benjamin C Herman, University of South Florida, bcherman123@hotmail.com
Co-Authors: Michael P Clough, Iowa State University; Joanne K Olson, Iowa State University
Abstract:
The phrase “nature of science” (NOS) is commonly used in science education to describe the integration of philosophy, history, sociology, and psychology of science in order to understand the core values and assumptions found in the development of scientific knowledge (Lederman & Zeidler 1987, McComas et al., 1998). Much literature has been put forth describing the benefits from NOS instruction gained by students and society (Matthews, 1994; Driver et al., 1996; McComas et al., 1998, Clough, 2006; Rudolph, 2007). Furthermore, clear guidelines exist of how to effectively teach the NOS (Abd-El-Khalick & Lederman, 2000; Khishfe & Abd-El-Khalick, 2002; Clough, 2006; Khishfe & Lederman, 2006). Despite the consensus on why and how the NOS should be taught, teachers still fail to effectively implement the NOS in their classrooms. The Iowa State University Science Teacher Education Program (ISU-STEP) was structured to maximize preservice teachers’ abilities to effectively implement the NOS in professional practice. Specifically, this program consists of multiple teaching methods courses coupled with a nature of science course and extensive practical field experiences. To determine the efficacy of the ISU-STEP in meeting its objectives, this study used qualitative methods to determine (1) the NOS teaching practices of 13 former ISU-STEP students and (2) factors from their preservice program that account for those practices. Analysis of the 13 participants’ teaching practices revealed four were high implementers, five were medium implementers, and four were low implementers of the NOS. Furthermore, interview analysis revealed aspects of their preservice experience that were crucial in developing their NOS teaching practices. Included in these were (1) the development of support groups to implement the NOS; (2) the modeling of effective NOS teaching and heightened sense of teacher responsibility by ISU-STEP faculty; (3) perceived utility value for teaching the NOS; and (4) strategies to deal with teaching constraints.
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Paper number: 10083
Concept-Focused Inquiry (CFI): A Theory of Instruction That Can Promote Constructivist Science Teaching Among Preservice Science Teachers.
Principal Author: Austin M Hitt, Coastal Carolina University , amhitt@coastal.edu
Co-Authors: Denise B Forrest , Coastal Carolina University ; Scott Townsend , Eastern Kentucky University
Abstract:
In science education constructivism has become the central learning theory and the impetus behind student-centered instruction. However, science teacher educators commonly express concerns about preservice teachers’ reluctance to plan and teach constructivist-based lessons. Science education research indicates that preservice teachers’ commonly maintain epistemological beliefs that are incompatible with and prevent the implementation of constructivist teaching. Alternatively, preservice teachers express dissatisfaction with their science methods courses. Frequently, preservice teachers enter a science methods course with the expectation that they will learn how to teach science but instead feel like they are presented a menagerie of theories and instructional techniques. For preservice teachers, the seemingly discrete and disconnected information promotes the view that science methods courses are theoretical and impractical.

One possible approach for bridging the gap between theory and practice is to train preservice teachers to apply an explicit theory of instruction as outlined by Jerome Bruner in The Process of Education (1966). According to Bruner a theory of instruction “sets forth rules concerning the most effective way of achieving knowledge or skill.” In this presentation, we propose a general theory of science instruction called Concept-Focused Inquiry (CFI) which is designed to inform and guide the everyday educational practices of science teachers. First, the presenters will summarize the development of CFI and the supporting research on science teaching and learning. Second, the role of CFI in the development and implementation of middle level and secondary science methods will be discussed. Third, the effect of CFI approach on preservice science teachers’ perceptions of science and science teaching and their ability to plan and teach constructivist-based lessons will be discussed. Finally, additional teaching applications and possible areas of research/testing of CFI will be discussed.

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Paper number: 10106
Integrating Research and Applied Education In Early Childhood Classrooms
Principal Author: Mary E Hobbs, University of Texas at Austin, maryhobbs@mail.utexas.edu
Co-Authors: James P Barufaldi, University of Texas at Austin; Robert A Williams, University of Texas at Austin (consultant)
Abstract:
Researchers will describe the methodology and preliminary results from a four-year NSF funded study that integrates research and applied education to look inside prekindergarten classrooms, assess young learners’ knowledge and skills, and test strategies for teaching core science concepts. The overall research program includes extensive classroom observation by teachers and researchers of children’s ability to learn science processes and content; intensive professional development and mentoring support for teachers to learn science; and multiple qualitative, as well as, quantitative assessment strategies. Currently in its third year, and the second year of classroom based data collection, the project involves 50 pre-kindergarten teachers from multiple backgrounds and in a variety of settings, with an emphasis on including classrooms where students are culturally and economically diverse. Twenty-five of these teachers are actively involved as teacher/researchers. The mixed methods research includes data collection via case studies and technology-based assessment techniques, probing for answers to the question—What do four year olds know, and what can they do in science? Researchers intend that information, models and other outcomes of the project will generate additional research and provide a basis for future curriculum and professional development delivery planning, assessment, and revisions of standards (guidelines) for prekindergarten science.
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Paper number: 10022
Science Teacher Retention in the Rural, Black Belt Region of Georgia: Examining a Link between Deprofessionalization and Dissatisfaction for Teachers
Principal Author: Georgia W Hodges, University of Georgia, georgia.hodges@gmail.com
Co-Authors: Deborah Tippins, University of Georgia; Steve Oliver, University of Georgia
Abstract:
Abstract: This article, based on an interpretive study of 10 science teachers from the rural, Black Belt region of Georgia, presents the personal, professional, and contextual tensions they faced as they made their career trajectory decisions. Although these teachers worked at schools that were generally considered “difficult-to-staff”, due to factors such as location, socioeconomics, and demographics, one school became stable and high achieving, a place where teachers stayed and students excelled. This study reached beyond reporting the general demographic trend data and explored the individual teachers at Wilson County High School. Wilson boasted an 89% graduation rate in 2009, which steadily increased from 50% in 2001. This findings from this study offer a more nuanced rendering of why these teachers stayed, how they perceived their job, as well as what plans they made regarding future career choice. The results highlight the impact of contextual dimensions within the professional lives of teachers at Wilson High School that affected the career trajectory of the science teachers. These dedicated, successful educators who regarded their career as an altruistic endeavor felt that their vision of the teaching profession and changing professional responsibilities as teachers were in heightened conflict. Due to deprofessionalization as evidenced by lack of input into important school related matters, resource mismanagements, and standards and accountability implementation, two experienced teachers are now considering leaving. Implications of this research are twofold, and focus on the need to address the current reform emphasis on standardized assessment as well as suggestions for improving preservice education. At the school and district level, WCHS displays how deprofessionalization, over time, may alter the career trajectory of the most dedicated teachers. WCHS offers an example of the direction that other teachers may take, if the profession continues to morph into one where teachers lack autonomy and independence.
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Paper number: 12014
URBAN ELEMENTARY STUDENTS’ VIEWS OF ENVIRONMENTAL

SCIENTISTS, ENVIRONMENTAL CARETAKERS AND

URBAN ELEMENTARY STUDENTS’ VIEWS OF ENVIRONMENTALSCIENTISTS, ENVIRONMENTAL CARETAKERS AND ENVIRONMENTALLY RESPONSIBLE BEHAVIORS
Principal Author: Patti L Horne, Averett University, phorne@averett.edu
Co-Authors: Daniel L Dickerson, Old Dominion University; Linda L Bol, Old Dominion University; Leigh L Butler, Old Dominion University
Abstract:
The purpose of this research was to determine the nature of the relationship between urban elementary fifth graders, environmental workers, and the environment. The study examined 320 urban fifth grade elementary students’ drawings of environmental scientists (DAEST) and environmental caretakers (DAECT). Additionally, semi-structured interviews were included to elucidate student illustrations. The study’s sample represented one-third of all fifth graders in the mid-Atlantic school district selected for this research. Approximately 5% of participants were chosen for follow-up semi-structured interviews based on their illustrations.

A general conclusion is some of the stereotypes, particularly related to gender, revealed in prior research (Barman, 1999; Chambers, 1983; Huber & Burton, 1995; Schibeci &Sorensen’s, 1983; Sumrall, 1995) are evident among many elementary students. Male environmental scientists were drawn twice as often as female environmental scientists. Females were represented in more pictures of environmental caretakers than environmental scientists. Students overwhelmingly drew environmental scientists (98.1%) and environmental caretakers (76.5%) working alone.

Wildlife was noticeably absent from most drawings (85%). Where wildlife was included, it was most often birds (6.9%) and fish (3.1%). More than one species was evident in only 2.5% of the pictures.

Fifty percent of environmental caretakers were shown picking up trash from land. Actions such as reducing resource use occurred in only 13 out of 319 pictures (4.1%). Pictures of environmental caretakers sharing knowledge were even less common (2.5%).

Almost 22% of females drew multiple individuals compared to 18.5% drawn by males. Females were more likely to show individuals collaborating (22.4% to 16.8%) while males were more likely to show individuals working in opposition (5.2% to 2.0%).

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Paper number: 10118
Meeting the need: Connecting Middle School students to Science, Technology, Engineering and Mathematics (STEM) Professionals through podcasts as a means of increasing interest in STEM careers.
Principal Author: Diane M Huelskamp, Wright State University Lake Campus, diane.huelskamp@wright.edu
Co-Authors: Vanessa Wyss, Ball State University
Abstract:
Job vacancies in the STEM fields are expected to rise to 2.5 million between 2004 and 2014 (BLS, 2005). To help fill this need, STEM professionals were connected to middle school students through podcasts, exposing them to the potential jobs and opportunities which exist in the STEM fields. Through this exposure, students become aware of what STEM fields are, what these different types of scientists, engineers, or other STEM professionals do, and the preparations needed to pursue various STEM careers.

Studies have shown that students begin to lose interest in Science in the middle-school years. By connecting these students to actual STEM professionals, interest in Science, Technology, Engineering and Mathematics may be bolstered, potentially leading to the pursuit of a STEM career. A variety of STEM professionals were sought for the podcasts, including a Forensic Scientist, Agronomist, Geneticist, and Engineer. Using a pretest/midtest/posttest control group design, this study found that interest in STEM careers significantly increased after exposure to STEM Professional podcasts.

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Paper number: 13029
From Face-to-Face to On-line Professional Development: Thinking about how it can be done
Principal Author: Barbara Hug, University of Illinois, bhug@illinois.edu
Co-Authors: Nesrin Bakir, University of Illinois; James Planey, University of Illinois
Abstract:
In this interactive session, participants engage in a series of face-to-face and on-line professional development experiences in order to provide a common experience to help ground a conversation about different professional development formats. As teacher educators, we are interested in designing quality effective professional development experiences for teachers to engage in and learn from. However, we believe that this professional development experience will vary for different teachers and different content. Because of this complexity, designing effective professional development is a difficult and complex task. As part of our project, we hope to identify key affordances and constraints of these two types of professional development opportunities. As part of this session, we want to provide an opportunity for others to share their own experiences around the development of these different professional development formats.

Using a NIH funded SEPA outreach program as the context, we have designed two professional development opportunities that will allow us to begin to identify key variables important for effective professional development that is hands-on or on-line. The face-to-face professional development is a two-week intensive summer institute with additional face-to-face sessions throughout the rest of the year (two additional summer sessions and 4 Saturday sessions throughout the school year). The on-line professional development is an on-line module created using material from the face-to-face professional development but in an on-line format. The on-line material is created using curriculum activities used during the summer institute as well as video of the summer sessions.

We are interested in sharing our experiences with other teacher educators interested in creating professional development opportunities for a range of teachers. We hope to provide a session where other educators share their own successes and challenges so that we learn from each other as we move forward.

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Paper number: 10033
School-University Partnerships: Connecting with Existing Professional Development Practices
Principal Author: Aaron D Isabelle, State University of New York at New Paltz, isabella@newpaltz.edu
Abstract:
In this study we explored the experiences of preservice and inservice teachers involved in a school-university partnership. This partnership was a second iteration focusing on science and inquiry in an elementary school, while the first partnership focused on connections between mathematics, science, and technology. The purpose of the study was to gain insight into how the design and characteristics of the second partnership improved the experiences of the participants. While the first iteration appeared to be very well suited to the needs of the preservice teachers, it was too overwhelming for the inservice teachers. We hoped inservice teachers could model inquiry methods we promoted and gradually allow preservice teachers to take on teaching responsibilities. We also hoped that the inservice teachers could promote peer discourse and reflection by asking them to work with two preservice teachers. We realized that too many of the inquiry methods were new to the inservice teachers and had put them on uncertain ground, coupled with the added responsibility of preservice teachers. The weight of the partnership made many of the original participants wary of future partnerships. We needed a different approach based in the concerns of the inservice teachers and more closely connected to their existing professional development experiences. Although many elements of the first iteration remained the same, including basing our partnership framework on the principles of Realistic Teacher Education (Korthagen, Kessels, Koster, Lagerwerf & Wubbels, 2001), the major change consisted of a study group format. During three consecutive weeks in the middle of the semester, pairs of preservice teachers met as a team with their inservice teachers in after-school study groups. Thus, the learning of inservice and preservice teachers was linked through an existing professional development practice. Data was collected and analyzed from inservice and preservice teacher interviews, anecdotal records, and exit surveys.
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Paper number: 10101
The influence of epistemological beliefs on authentic inquiry: Implications for science teacher educators
Principal Author: Dionne B. Jackson, Hendrix College/Asst. Prof. of Education, jackson@hendrix.edu
Abstract:
Science teacher educators face many challenges as they work to prepare teachers capable of implementing authentic inquiry lessons. The purpose of this study was to examine how science teachers’ epistemological beliefs influenced their use of authentic inquiry in science instruction. Participants in this multiple-case study included a total of four teachers who represented the middle, secondary and post-secondary levels. Based on the results of the pilot study conducted with a secondary science teacher, adjustments were made to the interview questions and observation protocol. Data collection for the study included semi-structured interviews, direct observations of instructional techniques, and the collection of artifacts. The cross case analysis revealed that the cases’ epistemological beliefs were mostly Transitional and the method of instruction used most was Discussion. Two of the cases exhibited beliefs consistent with their instructional practices, whereas the other two exhibited beliefs beyond their instruction. The findings of this study support the literature on the influence of contextual factors and professional development on teacher beliefs and practice. The findings support and contradict literature relevant to the consistency of teacher beliefs with instruction. This study’s findings revealed that the use of reform-based instruction or Authentic Inquiry, does not occur when science teachers do not have the beliefs and experiences necessary to implement this form of instruction. The findings of this study have important implications regarding the development of teachers prepared to use authentic inquiry in science instruction.
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Paper number: 11030
Syllabus Sharing: Paired, Team-taught, Content-specific Methods and Science Courses for Prospective Middle School Teachers
Principal Author: David F. Jackson, University of Georgia, djackson@uga.edu
Co-Authors: Ji Shen, University of Georgia
Abstract:
In the science portion of our middle grades teacher education program, subject-specific methods courses are paired in space and time with science content courses designed especially for prospective middle grades teachers who most often have relatively weak prior knowledge of science content. This syllabus-sharing session will involve presentation and discussion of syllabi for Physical, Earth, and Life Science content courses and for two Methods courses designed to closely coordinate with them. Major issues planned for interactive discussion include: theoretical vs. practical orientation in methods classroom activities; complementary value of the standpoints of faculty vs. teaching assistants in the methods classroom; theoretical vs. practical, topic-specific orientation in teaching about the nature of science in content courses; relationship to non-science-specific methods coursework and associated practicum experiences; relationship to national, state, and local middle school curriculum standards; breadth and depth of content coverage; individual vs. group work in relation to both learning and assessment; project-, writing-, and interview-based assessment in methods courses; high-tech vs. low-tech lab experiences; the role of metacognition in negotiating roles as students vs. prospective teachers; tension between conceptual learning and mathematical calculation in teaching physics; and cultural issues surrounding the teaching of cosmology, historical geology, biological evolution, and climate change in this context.
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Paper number: 12017
Collaborative Activities for Science Content Courses and Methods Courses for Preservice Middle School Science Teachers
Principal Author: David F. Jackson, University of Georgia, djackson@uga.edu
Co-Authors: Ji Shen, University of Georgia; Julianne Kent, University of Georgia; Stacey Britton, University of Georgia
Abstract:
Science content knowledge and pedagogical knowledge are dependent on each other to ensure high quality science teaching. Unfortunately, many prospective middle school teachers take science content courses, science methods courses, and general middle school methods courses (including classroom practicum experiences) whose planning and implementation is largely independent of each other. As a result, prospective teachers may not develop sufficiently synthesized and integrated pedagogical content knowledge and skills – the whole of their teacher education may amount to less than the sum of its parts. The purpose of this ongoing project is to more effectively develop strategies whereby faculty and teaching assistants from these various settings can more systematically, productively, and consistently collaborate to shape more uniquely valuable experiences for prospective middle school science teachers.
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Paper number: 10189
Democratizing science and science education through citizen science on the Satilla Watershed
Principal Author: Lynda L Jenkins, Dalton State College, lljenkins@daltonstate.edu
Co-Authors: Gwendolyn D Carroll, Georgia Southern University; Michael P Mueller, University of Georgia
Abstract:
This presentation identifies some of the challenges for fostering the development of science teachers’ ability to mediate citizen science and compile longer-term data sets in schools. As part of an eight day learning experience on the Satilla River in Southeast Georgia, we provided three key workshop components, culled from citizen science research literature. First we established the means for fostering motivation, interest and ethics toward citizen science and the advocacy/ decision goals aligned with a larger sense of scientific literacy. Next teachers honed their environmental monitoring, data collection and analyses tactics. Lastly, teachers selected existing citizen science projects for redesign and mediation. The point is to shift science education beyond standards-based (state) assessment priority and towards more action-oriented, decision-making based community and environmental advocacy, where the measure of teacher success is situated in multiple positive outcomes. The meaningful purpose is to more fully integrate environmental and science education so that the focus on community and environmental health is emphasized in coming years.
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Paper number: 10146
Visions of good teaching: A qualitative description of teachers’ beliefs
Principal Author: Lauren E Jetty, Syracuse University, lejetty@syr.edu
Co-Authors: Monica J Young, Syracuse University; Deborah S Barry, Syracuse University; Glenn R Dolphin, Syracuse University; John W Tillotson, Syracuse University
Abstract:
This presentation focuses on a subset of data from the five year NSF-funded IMPPACT project. Initial results from a qualitative analysis of beliefs interviews of nine teachers across three years of data collection will be shared. Major themes regarding visions of good teaching will be presented as well as how these visions change as the teachers move from preservice to in-service teaching. Attention will also be paid to how teachers describe their visions of good teaching compared to how they describe their enactment of this vision of good teaching. Connections between beliefs about teaching and thoughts about preservice programs will be also be discussed.
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Paper number: 12011
If there is a STEM teacher shortage, why did I get a pink slip?
Principal Author: Carol C Johnston, Mount St. Mary’s College, Los Angeles, cjohnston@msmc.la.edu
Co-Authors: Jeanne M Grier, California State University Channel Islands
Abstract:
This study follows up on three STEM career changers as they transition from novice to experienced teacher. While they began their new careers as highly recruited STEM professionals, they have each experienced receiving pink slips despite being able to retain their positions. Through this qualitative study, we learn about the effects of job insecurity on attitudes toward teaching and the intention to remain in teaching. There are indications that the current economic conditions have encouraged innovative teachers to put aside their passions and “play it safe”. Kathleen, a former aerospace engineer, found her current course load that includes Webpage Design, Programming, and Mass Media to be less secure than the courses she taught in her first years of teaching because these classes are electives. She is greatly concerned about how this will affect her job status. Daniel and Stacey also expressed that they have been discouraged by the threat of layoffs. STEM career changers have been seen as promising for improving the quality of STEM teaching because of their expertise and the science content that they can bring to the classroom. The negative effects on the morale of these career changers may sharply reduce their potential for positive change. As science teacher educators, we are all very concerned about the future prospects for our students. By learning more about the concerns of these teachers as they navigate their first years of teaching in a climate of job layoffs, we hope to better recruit and prepare our candidates for the challenges they will face.

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Paper number: 10126
Ways to Support Preservice Science Teachers’ Learning of Classroom Assessment
Principal Author: Nam-Hwa Kang, Oregon State University, kangn@science.oregonstate.edu
Abstract:
This study compare preservice science teachers’ (PSTs’) learning about classroom assessment in two different learning programs. One program had a formal course on assessment that was not well integrated with field experience. The second revised program integrated the assessment course with practicum experience and enabled the PSTs to design assessment with more clear goals and analysis in mind. The learning experience of PSTs in the first program was clearly limited to the traditional assessment in which they did not have a way to express a view of learning other than learning as accumulation of knowledge. The PSTs in the revised program had some opportunities to express constructivist views, but validity requirement made them reluctant to try innovative methods when they did not have a clear idea about analysis. Their concern for validity limited their risk taking in designing and analyzing assessment. Implications for teacher education and further research are suggested.
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Paper number: 10208
Developing a Framework for Evaluating Teachers’ Content Knowledge throughout Participation in Math-Science Partnerships in Two States
Principal Author: Angela Kelly, Lehman College, CUNY, ANGELA.KELLY@lehman.cuny.edu
Co-Authors: Jessica F. Riccio, Teachers College, Columbia University; Brian C. Balwin, Kean University
Abstract:
Although the funding for Math Science Partnerships reside within a State, the goals of these programs relate to National initiatives for STEM learning and the development of scientifically literate citizens. In a effort to co-construct knowledge and bolster communication, this paper will include information on the structure of two different MSP programs, and ways in which the PIs are collaborating to generate data on how our programs have collectively improved science teacher disciplinary and pedagogical content knowledge. The contexts of two MSP institutions of higher education will enrich our understanding of how similar objectives can be enacted through multiple designs. We discuss to what extent do graduate science-based courses and professional development workshops enhance teachers’ understanding of science, and how they learn and teach using curriculum resources. What is the impact of MSP on science teacher education faculty, on their instruction, and how they use resources in curriculum development? How does the MSP Program contribute to local urban needs for highly qualified, certified teachers with rich and deep science content and pedagogy? What is the impact of MSP on participating research scientists, on their understanding of education, and their role in its improvement? Most importantly this work seeks to explore and discuss how the collaboration of teacher education faculty in the planning and evaluation of Math Science Partnerships can aid in the preparation and professional development of successful science teachers.
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Paper number: 11011
Teaching for Freshwater Sustainability: A Curriculum Framework
Principal Author: Claudia Khourey-Bowers, Kent State University at Stark, cmkhoure@kent.edu
Abstract:
Science education can be a key influence in advancing environmental stewardship and economic prosperity in both developing and industrialized nations. One step in the successful advancement of sustainable development is the willingness to examine one’s own assumptions and procedures. “Pursuing sustainable development through education requires educators and learners to reflect critically on their own communities” (UNESCO, 2005, n.p.). By developing these traits among learners, science educators can encourage ways of living that are consistent with sustainable development and its social, economic and environmental dimensions.

To achieve the goals of teaching for ESD, a curriculum framework for freshwater sustainability was developed which integrates disciplinary content knowledge, ways of knowing, and place-based action. This presentation focuses on implementation of the curriculum framework in an integrated social studies and science methods course for middle grades pre-service teachers (PST) in the United States. The course syllabus, selected resources, and student outcomes will be shared.

By using the Framework, PSTs created water-focused ESD teaching units that met academic and professional expectations. Social knowledge was developed through fostering a sense of civic responsibility for learning, informing, and advancing sustainable practices. Multiple perspectives were incorporated through inclusion of historical perspectives. In addition, the PST gave their "future" students opportunities to collect data and evaluate results. The PSTs’ reflections at the end of the methods course suggested that their experiences with the Framework helped them develop a sense of place, a sense of expanded time, beyond the present, as well as a sense of environmental ethics.

The curriculum Framework for freshwater ESD has the potential to engage learners in science beyond the classroom walls. The Framework provides a template for place-based education for sustainable development that positions science in the public eye as a positive and collaborative means for solving real-world problems.

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Paper number: 11025
Embedding the Science Fair into Elementary Science Methods: Supporting Inquiry for Elementary Students
Principal Author: Kenneth P King, Roosevelt University, kking@roosevelt.edu
Abstract:
In this study we examined how our methods course students, while serving as mentors for elementary students participating in a science fair, evolved in their understanding of teaching science to elementary students through inquiry-oriented practices. In the presentation, we present an overview and a rationale for the approach we employed to support more effective science education field experiences for our teacher candidates.

Students responded to questions posed by the course instructor in a weekly online journal. Student responses were categorized according to descriptions of student-directed inquiry provided in the National Science Education Standards and showed both an increase in the teacher candidate’s understanding of inquiry as well as how to manage inquiry-based experiences among elementary students.
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Paper number: 11061
Teaching Elementary and Secondary Preservice Teachers to Use School Gardens
Principal Author: Beth S Klein, SUNY Cortland, beth.klein@cortland.edu
Co-Authors: Starlin D Weaver, Salisbury University
Abstract:
School gardening programs are expanding rapidly in K-12 schools. There is some evidence that students who participate in school gardening programs score higher on standardized science achievement tests (Klemmer, Waliczek, & Zajicek, 2005). Unfortunately, it has been our experience that many preservice teachers lack hands-on experience with gardening, nor do they have a sense of how to use them as mechanisms to provide a real-life connection to science teaching and learning.

In order to better prepare preservice teachers to take advantage of school garden programs, a secondary methods instructor provides her preservice teachers with opportunities to visit area school gardens and observe their use by secondary students, learn about the student benefits of school gardens, and the resources for providing those experiences to their future students.

An elementary methods instructor, partners with a master gardener who has assisted in the development of several school and community gardens and to provide her preservice teachers with the knowledge of how to develop their own school gardens. Elementary preservice teachers are also provided with opportunities to visit gardens and grow their own indoor gardens during the course.

Both secondary and elementary preservice teachers are provided with the knowledge that school gardens are one important aspect of addressing issues of sustainability. In addition, school gardens provide the preservice teachers a science laboratory for hands-on, real-life science experiences. Preservice teachers learn that many science topics that can be taught using a school garden including: seed germination, soil composition and fertility, composting and decomposition, life cycle of plants, pollination, plant genetics, and health and nutrition.

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Paper number: 13011
Is Anybody Out There?: How the Scientific Endeavor is Portrayed in the Film, Contact
Principal Author: Catherine M Koehler, Illinois Institute of Technology, sissianne@aol.com
Co-Authors: Mark Bloom, Texas Christian University; Ian C. Binns, Louisiana State University
Abstract:
This study explores the development of an instrument to analyze how nature of science (NOS) and scientific inquiry (SI) are portrayed in popular films. In particular, we chose the film, Contact, as it is often used in earth/space science classrooms to introduce students to the way scientists conduct research. We investigated the following research questions; (1) how do films, such as Contact, present NOS and SI?, (2) how can a “NOS/SI fingerprint” be created to graphically represent how science is represented in a film, and (3) how can teachers use films to teach about NOS and SI? Using a qualitative methodology to examine the number of occurrences where NOS and SI can be observed in the film, Contact, we developed a tool to create a NOS/SI fingerprint depicting such incidences. Findings in this study reveal numerous scenes in Contact where the tenets of NOS (especially the empirical nature of science, subjectivity, observations and inferences, and social and cultural attributes) and SI are portrayed. In this experiential session, we will (1) discuss how the instrument was developed to create the NOS/SI fingerprint, and (2) how to use NOS/SI fingerprints for professional development and preservice teacher instruction. Elements of NOS and SI will also be discussed during this session.
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Paper number: 11067
Lights, Camera, Action: The Use of Digital Backpacks in K2 Classrooms
Principal Author: Catherine M Koehler, Illinois Institute of Technology, sissianne@aol.com
Abstract:

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Paper number: 10141
The Influence of Ethnicity and Poverty on Eighth Grade Science Performance
Principal Author: Kay A Kohlhaas, University of Houston – Victoria, kohlhaask@uhv.edu
Co-Authors: Hsin-Hui Lin, University of Houston – Victoria; Kwang-Lee Chu, Pearson
Abstract:
This nationwide study examined the relationships between ethnicity, and poverty with eighth graders’ science performance. Extant eighth grade data files from the Early Child Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), were utilized. The sample size was comprised of 7,024 eighth grade students from the 2008-2009 school year. ANOVA tests were used to analyze different ethnicities, poverty levels, and the interactions between these two variables on science outcomes. Test results were significant on all of these. The test of main effect of ethnicity on science score was statistical significant (df = 4, F = 95752.37, p < .001). The Science IRT Scale Scores, in order of ethnicity from highest to lowest mean scores were White, Asian, Hispanic and African American. Eighth graders above the poverty level had a mean score of 87, while below poverty student had mean score of 71. The interaction between ethnicity and poverty had a statistically significant impact on students’ science performance (df = 4, F = 1684.61, p < .001). Asian above poverty students had the highest mean score (M = 92), while African American below poverty students had the lowest mean score (M = 63).
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Paper number: 10113
Descriptive inquiry in the throes of learning to teach: can prospective teachers learn to teach and study their teaching closely?
Principal Author: Michele J Koomen, Gustavus Adolphus College, mkoomen@gac.edu
Co-Authors: Jamie Mitchell, Gustavus Adolphus Coleege
Abstract:
This paper will report on preliminary results from an innovative elementary science methods course where prospective teachers study closely their own teaching episodes. During the science methods course, the preservice teachers spent 5 weeks in local elementary classrooms applying the teaching methodologies with elementary students. In addition and working in pairs, the preservice teachers applied qualitative research methods to their own teaching by collecting observational data through video taped teaching episodes, field note documentation, interviews, and artifact analysis of their students’ work to uncover phenomena, dynamics or practices that are exclusive and do not promote learning of all. In this session, we will report on two case examples where prospective teachers’ research revealed that (1) the “average” students were overlooked in their teaching and (2) gender bias interfered with their inclusive interactions with all elementary students. These preliminary results suggest that if prospective teachers apply knowledge of subject matter methods with a close look or study of their teaching episodes they will gain some of the perspective of more seasoned and expert teachers.

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Paper number: 10064
Using Historical Science Stories to Illuminate Nature of Science Ideas in a Sixth Grade Classroom.
Principal Author: Jerrid W Kruse, Drake University, jerridkruse@gmail.com
Co-Authors: Sarah E Borzo, Waukee Community Schools
Abstract:
While black-box activities may be easily dismissed by students as not reflecting real science or by teachers as not containing science content, using highly contextualized history of science episodes to draw out nature of science (NOS) ideas cannot as easily be dismissed as not reflecting real science and necessarily includes robust science content (Clough, 2006). Two stories were written with consideration of the extensive NOS literature. The stories were stand alone and easily slipped into any part of the curriculum the teacher desired (Heilbron, 2002). Questions were embedded within stories to draw explicit attention to NOS ideas and encourage students to reflect (Abd-El-Khalick & Lederman, 2000). Some questions encouraged students to connect the HSS to their own classroom investigations so that mental connections might be made to more concrete experience (Clough, 2006).

This study sought to investigate the extent to which two historical science stories (HSS) affected the NOS views of grade six students (65% ESL). The study also sought to understand teacher implementation of the HSSs. The teacher’s “traditional” teaching and lack of familiarity with NOS ideas, but familiarity with both the curriculum and reading instruction more likely represents the average upper elementary classroom with increased focus on reading instruction and decreased emphasis on science and social studies. In this environment the utility of the HSS’s can be more accurately assessed than if the teacher had extensive familiarity with NOS ideas or reform-based science instruction.

Student NOS views prior to reading the HSS’s were as expected. Student pretest pictures and responses indicated scientists as men working alone with laboratory glassware. After reading and discussing the HSS’s, student drawings still largely included their original expected views such as chemistry glassware, but the drawings/responses had been expanded to include work with animals, work with others and need for creativity in science.

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Paper number: 10024
Closing the Gap: Teachers’ Perceptions of Informal Science Learning
Principal Author: Joy Kubarek-Sandor, Illinois Institute of Technology, jkubarek@iit.edu
Abstract:
This session will present the findings of a qualitative study describing teachers’ perceptions of informal science education. The literature on teachers and informal science education is mostly limited to field trips. However, informal science education and the benefits they provide for learning experiences extend far beyond the field trip. Opportunities may include teacher professional development, curriculum resources, student programming and more. In addition, research has shown incongruencies between teachers’ motivations versus their definition of a successful field trip. While teachers say they want to connect to the curriculum, they have reported a successful field trip being one that is fun and enjoyable. These gaps lend themselves to further study to gain a deeper understanding of how teachers perceive informal science education.

Attendees will leave the session with both a greater understanding of teachers’ perceptions of informal science as well as increased self-awareness of their own value and involvement with informal science education. This may in turn result in fostering more opportunities for teachers to plan for effective student learning in informal settings.

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Paper number: 14005
The Development and Analysis of Geoscience Educational Program Using Half Sphere Screen
Principal Author: Yoshisuke Kumano, Shizuoka University, edykuma@ipc.shizuoka.ac.jp
Co-Authors: Akinori Saito, Kyoto University
Abstract:
The project of Dagik was started in March 2007, at Solar-Planetary Electromagnetism Laboratory, Division of Earth and Planetary Sciences, Graduate School of Science, Kyoto University. Yoshisuke Kumano, Shizuoka University agreed to develop educational program for K-12 setting and also agreed to assess the programs for better setting and better stories in terms of better understanding. Also, we are finding many merit and demerit of using the Dagik. Basically, we are finding clear positive points such as easy to understanding the earth system because of the movement of earth system with real settings. We found that NOAA has been successfully developed Science On a Sphere(SOS) setting and programs which expands to many countries. However, SOS settings are very expensive and well developed learning material, those are quite expensive that normal schools can not get in their school. Our new system is quite inexpensive and all software can be get through Dagik HP with free of charge. Students can learn more at school about many ideas about geosciences before they will visit to learn SOS at the science museum.

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Paper number: 11014
Reformed Undergraduate Science Courses: A Nationwide Research Project Investigating the Impact on pK-6 Teachers
Principal Author: Corinne H Lardy, San Diego State University, corinne_lardy@yahoo.com
Co-Authors: Cheryl L Mason, San Diego State University; Dennis W Sunal, University of Alabama; Cynthia S Sunal, University of Alabama; Dean Zollman, Kansas State University
Abstract:
The NSF-supported, multiyear National Study of Education in Undergraduate Science (NSEUS) project focuses on critical characteristics and variations in teaching science to undergraduates with diverse majors. The goal of the on-going national study is to investigate the impact of these variations on learning outcomes for all majors while focusing specifically on the long-term effects on preservice pK-6 teachers. On-site case studies were completed using 38 university courses at 19 institutions and 75 pK-6 classrooms. The sample of institutions was selected by random stratification based on institutional type from a national population of 103 institutions that developed reformed undergraduate science courses through the NASA Opportunities for Visionary Academics (NOVA) program. The data collection protocol involved observations, interviews, DAST drawings, on-line surveys and artifacts of instruction. Criteria for success of the NSEUS project are determined by conclusions drawn from the research questions and include: evidence and effects of short-term impacts on all undergraduate students and long-term effects on matriculated inservice teachers in their teaching of science; identification of characteristics of reform courses that produce a significant impact on student learning and attitudes; and identification of characteristics of effective faculty. Quantitative and qualitative data are reported from on-site case studies conducted over the past four years. Data from the case studies indicate that there is a significant difference in the way that science is being taught between the reformed and non-reformed undergraduate science courses. In addition, differences in their science teaching practices and beliefs regarding these practices are noted between inservice elementary teachers who participated in the reformed and non-reformed courses. During interviews, faculty, teachers and university students described how these courses and related experiences positively affected their teaching and/or learning of science, overall.
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Paper number: 10099
The Impact of Reformed Undergraduate Science Courses on Elementary Teacher Self-Efficacy and Science Teaching Practices
Principal Author: Corinne H. Lardy, San Diego State University and University of California San Diego, corinne_lardy@yahoo.com
Co-Authors: Cheryl L. Mason, San Diego State University
Abstract:
The purpose of this study is to examine the impact of reformed undergraduate science courses developed through NASA Opportunities for Visionary Academics (NOVA) on elementary teachers’ science teaching self-efficacy beliefs. In addition, this study examines subsequent relationships among participating inservice elementary teachers’ science teaching self-efficacy beliefs, beliefs about their own and ideal science teaching practices, and observed science teaching practices. One hundred fourteen elementary teachers, 38 university faculty, and 190 undergraduate students from across the United States participated in this study. Data were collected during intensive on-site visits using the Reformed Teacher Observation Protocol (RTOP), semi-structured interviews, and the Science Teaching Efficacy Beliefs Instrument (STEBI-A). From the data set, eight case studies of inservice elementary teachers were examined in closer detail.

Results indicate that participants’ levels of science teaching self-efficacy beliefs were both positively and negatively impacted by the reformed courses. Participants reported that they gained more confidence in their ability to teach science effectively from courses that (a) explicitly connected the science content to the teaching of that content, (b) gave students opportunities to teach the content to others, and (c) sparked students’ interest in the content. Reformed courses may have influenced some individuals to have lower levels of self-efficacy by making them realize how much they do not know about reformed science teaching. A clear relationship was not evident between science teaching self-efficacy and reformed science teaching; teachers with high STEBI scores were just as likely to be observed teaching in a reformed manner as teachers with low levels of self-efficacy. However, interviews and observations revealed more relationships between self-efficacy and teaching, and how levels of efficacy beliefs manifested themselves in different ways with different teachers. This study demonstrates the importance of interviews and observations when studying self-efficacy beliefs of teachers and mechanisms for increasing efficacy.
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Paper number: 11012
Engineering design as a facilitator for science education
Principal Author: Hyonyong Lee, Kyungpook National University, hlee@knu.ac.kr
Co-Authors: Hyuksoo Kwon, Virginia Polytechnic Institute and State University; Kyungsuk Park, Utah State University
Abstract:
Design has been as fundamental to technology education while inquiry has been to science education. In spite of strong distinctions of two different disciplines, more recently, science education and technology education are pursuing the effective implementation of the design. In the context of the STEM education, the engineering/technological design has been a powerful tool to integrate STEM areas. The types of these efforts are "Technological Design", "Engineering Design", "Learning by design", and etc. According to the literature review related to the integration among STEM areas, collaborative work is necessary and imperative. However, educational communities in the field of STEM education still look for a bridge to integrate two.

This study aims to investigate the key common topics identified and discussed in relevant literature associated with the integrative efforts among STEM(Science, Technology, Engineering, and Mathematics) disciplines. The key methodology and pedagogy were examined and the significant benefits of using the design method for STEM education were discussed. Meta-analysis was employed and qualitative approach was mainly used to synthesize the major findings and conclusions of the 33 empirical studies. The findings of this meta-analysis revealed that the types and names describing the design methods used the various terms, but the key features have reflected the similar pedagogical benefits and key characteristics. The technological/engineering design is an effective strategic methodology and pedagogy for STEM education. In addition, the design methods show the key benefits including (1) to improve academic achievement in science and mathematics, (2) to promote students¡¯ affective gains, (3) to facilitate collaborative learning, and (4) to explore STEM related careers and jobs. The collaborative works among STEM professions are needed to promote the benefits of using design methods for integrating STEM subjects.
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Paper number: 10085
An analysis of the Design and Implementation of Elementary Science Methods Instruction in colleges or universities in Arkansas
Principal Author: Carole K Lee, University of Maine Farmington, yuen111222@hotmail.com
Co-Authors: William F McComas, University of Arkansas Fayetteville
Abstract:
This study reveals how teacher educators prepare preservice elementary teachers to teach science through the way they organize and teach the methods classes with a focus on science instruction. All 18 institutions with an Early Childhood Education (P-4) Program approved by the Arkansas Department of Education were reviewed with interviews, site visits and data analysis. Interview data are transcribed according to Feiman-Nemser’s five conceptual orientations of teacher education (1990).

The findings show the complexities and diverse nature of the science-focused method classes. If the teacher educator has a science or science education academic background, more science knowledge is likely to be transmitted. If the teacher educator is prepared as a childhood education educator, there is a likelihood that integration of curriculum and hands-on activities are the observed focus of the course.

Second, the science methods classes in most institutions are separated from the practicum (student teaching) experiences. Even though some institutions have such sessions attached to the program, the preservice teachers do not have the immediate opportunity to observe science teaching or teach science in the elementary classrooms.

Third, all teacher educators employ hands-on activities in their teaching. Integration of mathematics and literacy in science teaching is common. Some teacher educators think inquiry science is implicitly embedded whenever hands-on activities are done. To strengthen science teaching in elementary education, it is recommended teacher educators with science academic background are necessary to provide the expertise as this is reflected in the standards for science teacher educators that "a strong knowledge of several science disciplines is essential" (ASTE, 1997, p. 2) and all science teacher preparation programs should have a curriculum that "enable prospective teachers to develop robust science knowledge and skills" (NSTA, 2004, p. 1). Moreover, preservice elementary teachers should be provided with authentic experiences of teaching science in classrooms.

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Paper number: 10145
Student Perception of Learning in Connected Science Classrooms
Principal Author: Soon C Lee, Ohio State University, lee.3552@osu.edu
Co-Authors: Karen E Irving, Ohio State University; Douglas T Owens, Ohio State University; Stephen J Pape, University of Florida
Abstract:
Science teachers strive to create classroom environments that address both learning and self-engagement by encouraging students to take on productive ways of learning demonstrated by their teachers and peers. How to incorporate these types of learning opportunities in science classrooms is an important challenge for teachers.

Recent research studies with connected classroom technology (CCT) have examined how science teachers integrate this technology into their practice (Author, 2009). Using CCT, teachers can offer students appropriate and timely feedback as well as monitor the entire classes¡¯ understanding. With more accurate feedback, CCT allows teachers to modify the course of instruction based on a deeper knowledge of student understanding.

The results presented here are based on student focus group (SFG) interviews conducted as part of a larger research project Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS). Preliminary data analysis indicates that students report positive attitudes toward connected science classrooms (CSC) because they perceive greater learning as a result of teachers¡¯ increased awareness of their understanding. This result allows several empirical assertions for better understanding the students¡¯ perception in CSC. One finding is that students¡¯ perceptions of engagement and learning depend upon their attitudes and evaluations of the classroom environment. This result provides teachers information about how students view the connected classroom and how teachers can better appreciate the possibilities of the technology for the science classroom.

Although a few students criticized some aspects of the use of technology, almost all of them believed that they were receiving a quality education. The investigation about differences in students¡¯ perception of their teachers¡¯ use of CCT is still in progress. Further analysis using teachers¡¯ interviews, students¡¯ survey data, and classroom observations will allow researchers to explore differences in students¡¯ perception more deeply.
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Paper number: 10154
Preparation to Practice: Perspectives of Elementary Teachers Learning and Using Scientific Classroom Discourse Community Instructional Strategies
Principal Author: Elizabeth B Lewis, University of Nebraska-Lincoln, ebl@unlserve.unl.edu
Co-Authors: Oxana Dema, University of Nebraska-Lincoln
Abstract:
Despite massive, national efforts to improve elementary science education we still find elementary science education lacking to varying degrees from state to state. This occurs, in part, because of the dispositions of elementary teachers toward teaching science, and in part because our current culture of accountability, which overemphasizes “the basics” as a result of NCLB, and the ensuing marginalization of science instruction. This study addresses the challenge of the education of preservice elementary teachers (PSTs) teaching science. PSTs, as a group, are one of the science education community’s major links to schools and science education reform, even while they often lack sufficient background in science, knowledge of teaching strategies, and consequently have low confidence and self-efficacy. Few studies have followed PSTs into the classroom after they became teachers to determine what they retain from science methods classes. This investigation tracks: (a) the initial learning of PSTs using inquiry-based science instruction an interdisciplinary model of a scientific classroom discourse community, and (b) how these teachers did or did not use what they learned to teach science once they became teachers over the course of three years. Initial findings post-methods course suggested that these PSTs gained confidence in how to teach inquiry-based elementary science, that they recognized inquiry-based science as an effective means for engaging student learning, and that their teaching philosophies were more aligned with the National Science Education Standards.
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Paper number: 11040
Elementary CORE Academy: Possible impacts on elementary teachers and students.
Principal Author: Kimberly H Lott, Utah State University, kimberly.lott@usu.edu
Co-Authors: Max Longhurst, Utah State University
Abstract:
The focus of this poster will be two-fold. First, the model for professional development that the Elementary CORE Academy provides will be illustrated. And secondly, the preliminary impacts on inservice elementary teachers and elementary students as a result of teacher participation in Elementary CORE Academies will be explored. Even though it is a work in progress, the Elementary CORE Academy provides a model of professional development based on reform teaching principles that appears to have a positive impact on thousands of elementary teachers and students each year. The model of the Core Academy with its pre- and post-academy activities appears to be fostering continued professional growth among the participating teachers and student science achievement is improving. Future studies and implications of findings will also be discussed.
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Paper number: 11041
Learning to Teach by Learning to Learn: A Model for Teaching an Elementary Science Methods Course
Principal Author: Kimberly H Lott, Utah State University, kimberly.lott@usu.edu
Abstract:
This syllabus-sharing poster will illustrate the model developed for an elementary science methods course that incorporates the valuable aspects that research has shown to be effective in the preparation of elementary science teachers. Students (N=74) were surveyed using a ‘Beliefs about Science and Science Teaching’ survey before starting and after the completion of this course. Students’ enjoyment of science and self-efficacy towards science teaching significantly increased after the completion of the course (p<.000). A copy of the syllabus will be provided as well as the ‘Beliefs about Science and Science Teaching’ survey. Further findings and implications will also be discussed.
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Paper number: 11076
Syllabus for Science for Young Children: Methods/Curriculum
Principal Author: Robert Louisell, St. Ambrose University, LouisellRobert@sau.edu
Abstract:
This is a syllabus for a course on methods of teaching science during early childhood (Preschool-Grade 3). Major goals for the course include that the teacher candidate will be able to: converse with children to find out how they think about particular topics in science, foster a child’s curiosity about the natural and physical world, model their own curiosity in their personal lives and in the classroom, use a hands-on, minds-on approach to science teaching, identify content standards for science and develop lessons to teach them in the format of a learning cycle, and utilize alternative strategies to assess children’s learning in science. All students complete a 25 hour practicum in a K-3 science classroom. As a class, we also teach lessons to small groups of children for 5 "Science Days" in local preschool and primary classrooms. Physical knowledge activities are carried out in preschool classrooms. Students teach lessons based on Science and Children articles in the primary classrooms. Hands-on science activities from ESS, Delta, and FOSS are carried out during class sessions on campus along with similar explorations. Personal journals about a specific science topic--for example, daily observations of the moon, are shared and discussed in class and on Blackboard. Each student conducts a Piagetian interview with a child about a particular science topic (e.g., the moon, solid or liquid quantities, density, the wind, etc.). Thematic project units are developed in teams of four early childhood majors. Science "curiosity" options include reading and responding to books or articles about science topics, visiting a community resource site (nature park, science museum, etc.), reacting to "Boghopper", listening to Science Friday, and reading the New York Times Tuesday science edition.

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Paper number: 10190
Lessons Learned from Tracking Students’ Thinking of Evolutionary and Nature of Science Concepts
Principal Author: Margaret M Lucero, University of Texas at Austin, mmlucero@mail.utexas.edu
Abstract:
Many alternative conceptions surround the topic of evolution and many challenges abound when teaching its concepts. Reflecting on teaching and student thinking can reveal valuable insights about how students think about evolutionary and nature of science (NOS) concepts. After conducting an inquiry-based unit on evolutionary and NOS concepts, five high school students’ classroom responses and artifacts were examined and tracked for progression of evolutionary and NOS thought. After tracking all instances of evolutionary and NOS thinking, the results show that lesson sequencing within an evolutionary instructional unit plays a role in understanding its finely-related concepts and students require increased and prioritized exposure to more conceptually difficult NOS concepts.
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Paper number: 10089
An Analysis of Research in Science Teacher Education
Principal Author: Julie Luft, Arizona State University, julie.luft@asu.edu
Abstract:
As researchers strive to capture and explain phenomena related to science teacher education, decisions are made throughout the research process. It would be difficult to characterize the entire decision-making process; some decisions align with well-publicized practices in the community, while others involve traveling into unexplored territories. The decision process begins when a study is identified, and can continue beyond the reporting of the research. However, even with this degree of latitude in conceptualizing and conducting research, the science teacher education community can benefit from having a general model in which to conceptualize research and they should know about the research that has been completed to date.

In this presentation, I will discuss a general model to guide research in our field. After this discussion, I will share an examination of 284 studies in science teacher education from 1995-2006. The analysis of these studies reveals the types of research science teacher educators engage in (e.g., equal amounts of research have been done with elementary and secondary teachers), suggests directions for emerging research (e.g., methodological approaches that may be warranted), and clarifies what considerations science teacher educators should make when they conduct and report their work (e.g., adequate methodological detail).

As science teacher education researchers prepare for the next decades of work, there are certain areas that should be addressed. These areas will support our work towards cultivating on-going reform, and accumulating knowledge in the field. It is important to reiterate that such research should represent the best methods for addressing the stated issues, draw on different perspectives, and continue to elucidate what it known about teachers as they engage in the professional development process, which begins early in one’s career. As science teacher educators play an important role in knowledge generation, we need to know how to strengthen our research.

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Paper number: 10080
Student Perspectives on Teacher Identity: A Case Study of Three Second Grade Teachers
Principal Author: Lauren Madden, North Carolina State University, LOMadden@gmail.com
Co-Authors: Eric N Wiebe, North Carolina State University; John C Bedward, North Carolina State University; James Minogue, North Carolina State University; Michael Carter, North Carolina State University
Abstract:
Teacher identity can help us to understand elementary teachers’ choices of instructional practices. Most of what we know about teacher identity comes from two perspectives: the teacher and the researcher. This study seeks to better understand the student’s perspective on teacher identity using Gee’s (2000-01) theoretical lens, which incorporates four different identity categories: nature, institution, discourse, and affinity-group belonging. Over the course of one school year, one class of students learned science from three different teachers. Students used the same science notebook for the course of school year, thus the notebook entries documented the practices of the three teachers. A sample of students from the class was interviewed four times throughout the school year about their teacher’s science instruction, their notebook entries, and whether their teacher was a scientist. Each of their science notebook entries was coded qualitatively to determine any themes in entries during lessons taught by the same teacher, and quantitatively to determine which phases of the inquiry cycle were captured (pre-, during-, or post-investigation), and what the driving force of the entry was (teacher-driven, student-driven, or balanced). We found that the students were able to describe their teachers using three of the four teacher identity characteristics described by Gee: nature, institution, and discourse. The students’ notebooks also showed some trends in the way they were used, but few significant differences were found in the quantitative notebook codes. These results indicate that students’ views on teacher identity can add to our understanding of identity in general, though they are incomplete on their own. We also found that other qualitative trends emerged in teachers’ use of science notebooks, these were not found in our quantitative codes suggesting a need to code for other information.
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Paper number: 10159
Make Room for Science - A professional development collaborative
Principal Author: Paula A Magee, Indiana University - Indianapolis, pamagee@iupui.edu
Abstract:
Following NCLB, the increasing focus on reading and math standardized test scores has had a devastating impact on science instruction. Many elementary schools, already having a minimal science program, have reduced it to nothing, often replacing science with remedial instruction in math and reading. Most often these curricular decisions are not made by the teachers who often see science as a valuable part of the curriculum. After participating in a district mandated science professional development program intermediate and middle grades teachers were invited to participate in a collaborative effort to find ways to get science back into the school day and to participate and prepare for a “Kids Inquiry Conference (KIC).” Seven teachers participated in this project and met over a 9 month period for bi-monthly group and one-on-one sessions. During the sessions teachers were asked to share ideas, concerns and practices about science teaching. Unlike a more structured professional development experience, the main purpose of the sessions was to give teachers a space to share ideas, talk with one another and give/get support for science teaching. In this presentation details of the project will be described and the following will be discussed: 1) how to foster and build capacity for quality science instruction despite a K-8 school’s organizational and structural obstacles and 2) teachers’ ideas, concerns and hopes about inquiry based teaching (IBT) and how to move from a theoretical understanding to a practical enactment. How teachers navigated the obstacles present in many schools that limit and inhibit science will be discussed, as will how the teachers were able to push themselves out of their comfort zone and develop IBT lessons and prepare for a KIC.
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Paper number: 11020
Lessons from the Ocean: A course for promoting ocean literacy
Principal Author: Megan E Marrero, U.S. Satellite Laboratory, Inc., megconk@yahoo.com
Abstract:
Ocean issues such as the catastrophic Gulf oil spill are constantly discussed in the media and by lawmakers, but most Americans do not have the necessary ocean science background to fully understand, vote on, and address these issues. Public ocean literacy, including that of teachers, is fairly low, and professional development is surely needed in this area. Because the ocean is not adequately reflected in the science standards, one approach to promoting ocean literacy is to use ocean-related examples to typical curriculum topics. This session will illustrate how one instructor is addressing this issue and attempting to promote teacher pedagogical content knowledge in the ocean sciences. The course, intended for in-service science teachers, is taught online and provides participants with both ocean sciences content through class lectures, readings, and discussions, as well as ways to teach national, state, and local standards using the ocean. Different from an oceanography course, this course focuses both on ocean science content as well as how to best teach the content in K-12 classrooms. The participants implement work in their own classrooms, promoting ocean literacy for students, and reflecting on the use of the ocean as a vehicle for science instruction.
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Paper number: 10058
Teachers’ Transformation to Inquiry-Based Instructional Practice
Principal Author: Jeff C Marshall, Clemson University, marsha9@clemson.edu
Abstract:
This collective case study examines three secondary science teachers’ responses to a professional development program designed to assist in the transformation of inquiry belief structures and inquiry instructional practices. These teachers were participants in a year-long professional development institute that focused on increasing the quantity and quality of inquiry in secondary science classrooms. This multi-case design examines multiple data sources in order to answer the following research question: How do the beliefs and practices of teachers regarding inquiry-based instruction evolve over the year of intervention? Participants were selected using the data from an inquiry observational protocol to represent a variety of abilities and beliefs regarding inquiry instructional practice. The results provide insights into teachers’ belief structures and classroom structure related to inquiry instruction. Further, we detail the role of the professional development experience in facilitating transformation of classroom practice. Implications for how professional development programs are developed and led are provided.
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Paper number: 10212
Concerns-Based Adoption Model, Self-Efficacy, and Culture (CSC) Survey for Higher Education Faculty
Principal Author: Lisa M Martin-Hansen , Georgia State University, lmartinhansen@gsu.edu
Co-Authors: Kadir Demir, Georgia State University; Chad Ellett, CDE Research ; Chuck Kutal, University of Georgia; Judy Monsaas, University System of Georgia, Board of Regents; Judy Awong-Taylor, University System of Georgia, Board of Regents; Nancy Vandergrift, University of Georga
Abstract:
As part of a larger mixed-methods study examining the development of reform-based teaching practices of university science and mathematics faculty, the CSC was developed for college science and mathematics professors to describe the practices, self-efficacy, and norms in higher education research and teaching. This four-point, forced-choice Likert scale was completed by 345 faculty (44.3% of those invited to participate) from the eight institutions of higher education selected for study by the research group. The findings from the CSC study show that the three CSC measures of science and mathematics faculty change, self-efficacy beliefs and organizational culture yield information supporting initial validity and reliability estimates for this faculty sample for these new measures. The results of the Principal Components Analyses (PCA) provide empirical support for the original conceptualization of the uni-dimensionality of the CBAM (change) measure. As expected, the self-efficacy beliefs and organizational culture measures reflect multiple measurement dimensions consistent with the initial conceptualization of these measures as well. With only one exception, initial reliability estimates for these new measures are rather strong and supportive of their use with other samples of higher education faculty. Discriminant validity of these measures is supported by the finding that they differentiate among higher education institutions classified at different levels of involvement/engagement in efforts designed to strengthen teaching and learning and to motivate faculty to work on the scholarship of teaching and learning, their own scholarly teaching, and in partnerships with K-12 schools.
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Paper number: 10061
Elementary Teachers’ Performance of Science Read-Alouds
Principal Author: Michael Mastroianni, State University of New York at Albany, mastroim@gmail.com
Co-Authors: Francine Wizner, State University of New York at Albany; Alandeom W. Oliveira, State University of New York at Albany
Abstract:
The present study explores elementary teachers’ oral performance of science read-alouds in the capital region of New York. To characterize their oral strategies, six fourth-grade teachers were video-recorded while performing science read-alouds in their classrooms. Analysis of teachers’ oral performances revealed a common pattern of activity while introducing the science read-alouds: (1) discussion of previous classroom experiences; (2) elicitation of students’ background knowledge and (3) discussion of the front cover (title, authors, and pictures). Furthermore, teachers’ oral strategies while performing the science read-alouds served predominantly to ensure student understanding of concepts, terms, pictures and procedures in the book, and included frequent display questions aimed at testing students’ knowledge, requests for students to provide additional examples to those given in the book, and elaborations on text passages. Teacher use of engaging oral strategies was considerably less frequent and included sharing of personal experiences, asking polling-type questions, making use of pictures. It was also found that teachers concluded their science read-alouds in variety of ways, including making intertextual connections (to past and future texts), recapping, using technology to extend and illustrate the information in the book, and facilitating hands-on activities. It is argued that teachers’ oral strategies during the performance of science read-alouds serve two important and often competing instructional functions – to inform and engage students -- and that more attention must given to teachers’ oral performance in addition to their book choices.
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Paper number: 10119
Exploring Teachers’ Familiarity, Interest and Conceptual Understanding of Science Process Skills
Principal Author: Simeon Mbewe, Southern Illinois University Carbondale, frackson@siu.edu
Co-Authors: Vivien M Chabalengula, Southern Illinois University Carbondale; Frackson Mumba, Southern Illinois University Carbondale
Abstract:
Science process skills form an integral part of scientific inquiry (Anderson, 2002). As such, studies have examined science course content for prospective teachers (Boardman & Zembal-Saul 2000; Dana et al. 2000), and teacher professional development programs aimed at developing understanding and abilities associated with effective science teaching in school classrooms among teachers (Luft, 2001). However, research studies have rarely discussed teachers’ conceptual understanding of the science process skills. Furthermore, no study has explored the extent to which teachers are familiar with the science process skills, and their levels of interest in learning more about the science process skills. Yet, it is important to know teachers’ conceptual understanding of the science process skills and their interest in knowing more about science process skills. Therefore, this study explored the extent to which primary school pre-service teachers were familiar with the science process skills, were interested in knowing more about the science process skills, and the extent to which they understood the science process skills. A sample comprised ninety one primary school pre-service teachers at a university in the USA. Participants were enrolled in two science education courses: Introductory science teaching methods course, and advanced science methods course. The introductory science methods course is mainly focused on developing science process skills among pre-service teachers while the advanced science methods course is focused on content and pedagogical knowledge. Data were collected through a questionnaire. Results showed that pre-service teachers had higher familiarity and moderate interest levels in science process skills, but very poor conceptual understanding of the science process skills. Their responses to definitions of science processes ranged from not having any idea to tautology. Moreover, most participants interchanged definitions of some science processes notably measuring and quantification; and predicting and inferring. The findings have implications for science teaching, learning and teacher education.
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Paper number: 10093
Improving Student Critical Thinking in Science: Training Secondary Science Teachers to Utilize the SWH Approach and Multimodal Writing Tasks
Principal Author: Mark A. McDermott, Wartburg College, mark.mcdermott@wartburg.edu
Co-Authors: Brian Hand, University of Iowa
Abstract:
A three year collaborative project between university science education faculty and twenty in-service secondary science teachers in an urban school district will be described. The project involves training the teachers to utilize the Science Writing Heuristic (SWH) teaching approach and integrate multimodal writing tasks into their classrooms. A description of the professional development sequence will be given, as well as an overview of the data collected as a part of the project. Data analysis related to teachers for this project involves exploring perceptions of the professional development experience, the SWH teaching approach, and the use of multimodal tasks, as well as teacher implementation measures. In addition, student data will be collected and analyzed to explore impact on critical thinking and student conceptual understanding. Findings from the first year of the project will be presented and emerging ideas about the use of the SWH apporach combined with multimodal writing tasks as well as teacher feedback on the training process will be emphasized.
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Paper number: 10094
Implementing and Analyzing a Comprehensive Pre-service Elementary Science Program Utilizing Undergraduate Research
Principal Author: Mark A. McDermott, Wartburg College, mark.mcdermott@wartburg.edu
Co-Authors: Kellie Hildreth, Wartburg College; Bryan Jurrens, Wartburg College
Abstract:
The implementation and analysis of a new comprehensive elementary teacher education program in science based on the Science Writing Heuristic (SWH) will be discussed. Pre-service elementary teachers at Wartburg College are participating in a recently developed program in which conceptual courses are taught using the SWH approach and methods courses focus on discussion and analysis of the approach. The SWH approach encourages student negotiation of understanding through a process of creating claims and evidence and communication. As one aspect of the implementation of this course progression, undergraduate student researchers have begun to analyze the impact of experiences in these courses on the pre-service elementary teacher participants. Data has been collected in hopes of exploring changes in student perceptions of teaching science, using inquiry in teaching science, and utilizing writing tasks as an aspect of teaching science. Ideally, this data will help improve the course sequence and lead to improved confidence of elementary teachers in utilizing inquiry approaches focused on developing an appropriate sense of science literacy for their students.
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Paper number: 10163
Family Science Night: Community Involvement in a Science Methods Course
Principal Author: James T. McDonald, Central Michigan University, jim.mcdonald@cmich.edu
Abstract:
Service learning included in an elementary and middle level science methods course can provide certain benefits for both area schools and preservice science teachers. The service element of my science methods course is a Family Science Night that is accomplished through a series of assignments that introduce my students to service learning as an instructional pedagogy, give them a face-to-face opportunity to work with parents and their children, and to reflect upon their learning that has taken place through the delivery of instruction and the impact that they can have on a local community.

This presentation will describe the assignments that are completed by the students in the science methods course including the preparation of a physical science lesson, a presentation to their peers on their science center/station, and a guided reflection where they can think about what was learned during the service learning experience. The session will also include the process of determining the needs of the local school and what activities to do during the Family Science Night and how the preservice students are prepared to carry out the Family Science Night.

Participants will walk away from the session with a service learning DVD that describes the impact of Family Science on one preservice teacher and describes service learning as an instructional methodology. The session participants will also receive a booklet of how to implement service learning activities in Pk-12 settings and contain ideas for various service learning projects.
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Paper number: 10170
The Power Hour: A Method of Introducing Preservice Teachers to Key Science Education Reform Documents
Principal Author: James T. McDonald, Central Michigan University, jim.mcdonald@cmich.edu
Abstract:
Our approach to teaching science methods to elementary preservice teachers needs to change if we are going to give students a foundation to help them in their development of being scientifically literate teachers who have the content knowledge as well as a foundation of why science should be taught in certain manner. The use of the key science education documents, as well as resources that help us identify students’ misconceptions about science concepts and what scientifically literate adults need to know, will better prepare our teachers to teach science effectively. This science literacy is not only important for our preservice teachers (DeBoer, 2000), but for out elementary students as well (Bybee, 1997; National Research Council, 2007; National Research Council, 2005).

I have developed a series of assignments for my elementary and middle level science methods courses that I call the Power Hour. Groups of students each present a science reform document or a resource on student science misconceptions or what scientifically literate adults need to know. All of this serves as a foundation that is necessary to introduce Science Curriculum Topic Study to the students in the science methods course. Science Curriculum Topic Study (Keeley, 2005) is difficult for a science facilitator to teach to preservice teachers (Mundry, Keeley, & Landel, 2009). The Power Hour lays the foundation for students to be able to use these documents effectively in Science CTS.

This session will describe the assignments and the procedure used to introduce the key science education reform documents to the members of ASTE. Assignment descriptions and resources will be provided during the session.
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Paper number: 10211
Contextual factors that inhibited science-reform curriculum implementation
Principal Author: Jason C McGraw, Northern Illinois University, jasonmcgraw@yahoo.com
Co-Authors: Lisa Yamagata-Lynch, Northern Illinois University
Abstract:
This naturalistic case-study focused on how the different contexts of teachers affected the implementation of a new science curriculum that emphasizes outdoor learning and inquiry learning. The curriculum was developed by Boston College under a grant from the National Science Foundation and was based on science-reform tenets. Each case was one teacher, recruited through Listservs, that taught ecology. Seven were highly-qualified in science and two were special education. The first author visited each teacher’s class at least once every two weeks, observing and talking informally with the teacher. After each module, unstructured interviews were done. Activity systems analysis was used throughout data collection. (We will detail this analysis technique during presentation.) Three categories were found: 1) “mutual adapters” successfully blended the new curriculum objectives into their teaching style. 2) Teachers dropped curriculum in without modification (“cooptation") or they ignored key instructions (“nonimplementation”). 3) Teachers fell from group 1 to 2 because of contextual factors.

Recommendations: 1) Before teachers use a new method (outdoor learning, problem-based or case-based learning), they should observe another teacher use that technique to demonstrate mediating the material with students and assessments of learning. 2) Self-contained lessons are more flexible, desirable and useful to teachers. 3) Technical bulletins designed for teachers that explains pertinent concepts and how they tie into the unit objectives would be very helpful. 4) As many schools had technical issues with even simple internet activities, do not assume school internet access or that teachers can effectively manage students when teaching a computerized lesson.

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Paper number: 10049
At the intersection: Science department chairs and teacher empowerment.
Principal Author: Wayne Melville, Lakehead University, wmelvill@lakeheadu.ca
Co-Authors: Bartley Anthony, lakehead University; Fazio Xavier, Brock University; Doug Jones, Sir Winston Churchill Collegiate and Vocational Institute
Abstract:
Our research strongly suggests that the role of the science department chair in secondary school science departments is crucial to the initiation, promotion and maintenance of efforts to promote science as inquiry. In this presentation, we focus on the capacity of the chair to lead personal and team empowerment efforts which can promote teachers’ sense of professional and organisational commitment. There are three main findings that emerge from our work: chairs must possess an understanding of inquiry as both process and product, and be able to articulate how current practices can be reformed; the capacity to empower their teachers in the work of the department by establishing conditions of trust and shared responsibility; and, the personal skills to conduct the conversations that underpin science as inquiry at the departmental level. Understanding the role of the department chair is an important consideration, as an understanding of the relationship between departments, teacher empowerment, and professional and organisational commitment may encourage school and department leaders to integrate their efforts in order to benefit the teaching and learning in both their departments and schools.
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Paper number: 10115
IN PARTNERSHIP FOR DIVERSITY GOALS: DEVELOPING ELEMENTARY TEACHERS OF SCIENCE
Principal Author: Felicia M Mensah, Teachers College, Columbia University, moorefe@tc.columbia.edu
Co-Authors: Tara O’Neill, University of Hawaii, Monoa
Abstract:
This study reports on findings from a teacher education partnership of elementary preservice teachers in New York City and Hawai’i. The partnership lasted for one semester with the two classes of preservice teachers sharing similar course syllabi assignments, participating in an on-line Ning blog set up for the partnership, and two face-to-face meetings via Elluminate (a web-based virtual classroom that allows for audio and video communication) during the semester. The preservice teachers also communicated by email to discuss the development of grade level lesson and unit plans. The two science education instructors communicated weekly via Skype and teleconference to discuss the partnership goals, plan blog discussion questions, and to make modifications to course assignments based upon both of their students’ learning. The primary research question for the partnership was: From the NYC-Oahu partnership, what kinds of learning do elementary preservice teachers note about teaching science for diversity and how did preservice teachers’ participation in the partnership impact this learning to teach elementary science? The combined number or teacher participants for the study were 44. Data (specifically the reflective blog postings) were analyzed using methods of constructivist grounded theory (Charmaz, 2006) for the paper presented here. This paper focuses on two main themes, which are elaborated through the presentation of their sub-themes: 1) evolution of the preservice science teachers’ ideas related to science and diversity, and 2) challenging preservice teachers’ preconceptions and expectations of the role of the teacher in science education. the findings reflect the learning and development of the preservice teachers in two science methods courses. First, we learn of the evolution of their ideas as they relate to teaching science to diverse students. Furthermore, we learn that across the partnership, the preservice teachers discuss their role as the teacher—one who is a critical facilitator and teacher of science.
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Paper number: 10214
Flavors of Stone Soup? An Exploration of Peer Engagement among Teachers
Principal Author: Daniel Z Meyer, Illinois Institute of Technology, meyerd@iit.edu
Co-Authors: Stephan Bartos, Illinois Institute of Technology; Megan Faurot, Northwester University/IIT; Dion Gnanakkan, Illinois Institute of Technology; Margaretann Connell, Chicago State University/IIT
Abstract:
Peer engagement among classroom teachers has been promoted as an essential part of teachers’ professional development and practice. However, there are a multitude of forms that such engagement can take. Or to frame the issue another way, there are a variety of “excuses” that can be used to get teachers to interact. The purpose of this study is to explore and compare two such motivations. We study a group of teachers engaged through two different tasks. The first was an assignment collaboratively develop an innovative unit plan. The second was to peer critique lessons implemented by each of the group members. Thus, while each task necessitates substantive, professional interaction among the participants, they do so in very different contexts. Among the differences we found, participants focused more on logistics and pedagogy during the critiquing sessions, and more on content during the planning sessions. Our aim is not to determine a superior mode of engagement, but rather to fully explore the details of such engagement, in order to better guide course and program decisions by science teacher educators.
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Paper number: 10216
A Taxonomy of Inquiry Activities
Principal Author: Daniel Meyer, Illinois Institute of Technology, meyerd@iit.edu
Co-Authors: Cheryl Heitzman, Illinois Institute of Technology; James Kedvesh, Illinois Institute of Technology; Rachel Beattie, Illinois Institute of Technology; Darin Munsell,
Abstract:
Inquiry has become the central focus of science education. Much of the work looking at the specific structure of inquiry activities has either been general goals or rubrics for assessing the degree of inquiry learning. This paper is intended to illuminate the means for achieving those goals and levels by generating a taxonomy of different structures for inquiry activities. We aim to articulate structures that more general than individual lessons but more specific than broad goals. The structures we have identified are protocols, design challenges, product testing, black boxes, discrepant events, and intrinsic data spaces. We further explore the details of each structure, to guide curriculum developers and science teachers as to the nuances that make each structure type successful.
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Paper number: 10079
Creating inclusive K-12 science classrooms: A quantitative study of the effects of the STUDI program.
Principal Author: Peter M Meyerson, University of Wisconsin Oshkosh, meyerson@uwosh.edu
Co-Authors: Stacey N Skoning, University of Wisconsin Oshkosh; Reynee W Kachurr, University of Wisconsin Oshkosh; John S Lemberger, University of Wisconsin Oshkosh
Abstract:
This study explores the effects of an innovative University-based outreach program for K-12 in-service teachers. The Science Teaching through Universal Design and Inquiry (STUDI) program specifically focuses on teaching science content, principles of universal design, and science inquiry as we scaffold teachers’ beliefs about the ability of their students who have a variety of disabilities to learn science content through inquiry. Teachers are learning to integrate principles of scientific inquiry and Universal Design in their teaching of inclusive science lessons.

To systematically investigate the effects of the STUDI program, a quantitative methodology is employed. Formal quantitative pre and post-assessment measures (i.e., multiple choice, short answer, and Likert scale questions) of learning and satisfaction are administered to both students and teachers during each distinct phase of the program (i.e., the summer teacher institutes, the academic year, etc.). The measures of learning focus on changes in science content knowledge, understanding of the scientific inquiry process, and universal design principles for differentiation that maximize the learning of all students engaged in the inquiry process. The measures of satisfaction focus on changes in attitudes towards science content, scientific inquiry, and the ability of students with disabilities to learn science content through inquiry.

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Paper number: 10194
For Whom do I teach? Pre-service Teachers Create Video-edited Self-Portraits and Philosophies of Education
Principal Author: John O Milam, The University of Akron, jomilam@uakron.edu
Abstract:
As a component of nearly every teacher education preparative program, pre-service teachers are required to develop a statement of his or her philosophy of education. This is traditionally in the form of a written essay. This proposal outlines research that intends to study an innovative method of giving pre-service teachers an alternative to this conventional assessment by creating a short video-edited documentary which answers the questions Who am I and For Whom Do I Teach? Students are required to submit a video documentary early in the semester and then revise the product later to reflect changes in thinking over time.

Technology in video editing has progressed in ease of use and in affordability which allows students to produce their own story using video and audio data captured from any digital source. Through video editing, participants have the opportunity to choose data they feel is most important to tell their story from their own point of view. Students are able to express themselves in a method alternative to writing while still being assessed as to the depth of reflection and quality of expression in their video documentary.

The purpose of this line of research is to examine more closely 1) the feasibility of incorporating video-editing technology skills within a pre-service teacher education course, 2) pre-service teachers’ thoughts, attitudes and concerns of this alternative assessment using a technology new to them, 3) explore the impact of this assessment as apposed to a traditional writing assignment, and 4) the implications these findings may have using video-editing technology as a formal university-level assessment.

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Paper number: 10116
“Is Concrete a Rock?”: Urban Fifth Graders’ Questions and Issues in Relating Earth Science in School to Their Everyday Lives.
Principal Author: Katie L Milton Brkich, University of Florida, ecobeagl@yahoo.com
Abstract:
This paper reports on a portion of a qualitative research study that used constructivist grounded theory to investigate how urban fifth graders describe, identify, and make connections between formal/school earth science concepts and their own everyday lives. Specifically, this paper will share the questions and issued raised by the respondents when they were asked to make connections between formal (school-based) earth science and their lives outside of school. Their questions and concerns show numerous disconnects between Earth Science as taught in class and Earth Science as they found it in their environments outside of school. Five urban fifth grade participants were observed during their earth science unit and interviewed three times over the course of the unit. Data collected involved individual interviews supported by auto-driven photo elicitation and student-created maps. Data analysis occurred concurrently with data collection and yielded results and implications for a number of areas including urban science education and earth science education.
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Paper number: 12015
Using Students’ and Supervisors’ Perceptions To Improve The Student Teaching Experience
Principal Author: Mark A. Minger, St. Cloud State University, maminger@stcloudstate.edu
Abstract:
The complexities of the interactions between a teacher candidate, cooperating teacher, and university superviors often makes the evaluation of the supervisory process difficult. The evaluation of the supervision of teacher candidates is sometimes left to anecdotal notes and comments and/or countless forms that occasionally leave the teacher candidate feeling out of the loop. In addition, the supervisors often are not aware of the affect of their supervisory style. Using the computer program Dynamic Concept Analysis (DCA), developed by Seppo Kontiainen (Kontianinen, 1973) student teacher candidates, cooperating teachers and university supervisors’ interactions are analyzed for the purpose of discussion between themselves, resulting in the development of possible strategies for improving the student teaching/supervisory experience. DCA is used to model the interactions that take place between the supervisors and the teacher candidates. All individuals were asked to complete a semantic-differential questionnaire (Kontiainen 1973, 2002, Kontiainen and Hobrough 2002) indicating their perceptions of the supervision they were receiving and/or providing during the student teaching experience. There are five concepts included in the questionnaire; general attitudes, role stability, style of working, effect of supervision, and attitudes to individuals. The DCA software places the five concepts within a matrix that show the relationships indicated on the questionnaires that exist between the concepts. These relationships are indicated by arrows within a printed model that are used by the supervisors and teacher candidates as a visual that can be used during conferences on the evaluation of the teacher candidate. Science education teacher candidates at St Cloud State University participated in a pilot study to investigate the effectiveness of the DCA program and how it might fit into the existing teacher candidate evaluation process. Results of the pilot study will be shared for discussion.
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Paper number: 10038
Investigating the Influence of Astronomer-Educator Partnerships on Urban Middle School Students’ Science Learner Characteristics
Principal Author: Rommel J Miranda, Towson University, Rmiranda@towson.edu
Abstract:
This qualitative study investigates urban middle school teachers’ beliefs about their students’ ability to succeed in science, and the extent to which those beliefs’ were influenced by their partnerships with amateur or professional astronomers. Twelve urban middle school science teachers participating in the program, Project ASTRO, were interviewed before and after participation using semi-structured, in-depth interview techniques. Constant comparative analysis was used to analyze the interview transcripts. The findings suggest that prior to participation in the program that teachers believed that the student characteristics that are necessary for high achievement in science and astronomy in particular include specific qualities of mind, student dispositions, and prior knowledge and experiences with the subject area. These teachers further viewed their own students as largely lacking in those characteristics needed for success in science. After participation in the program, teachers believed that their partnerships with amateur or professional astronomers largely influenced their students’ dispositions and enhanced their experiences with the subject area. The study also revealed that the partnerships had relatively little influence on urban middle school teachers’ beliefs about their students’ qualities of mind. The implications of these findings suggest that partnerships with scientists, such as amateur and professional astronomers, might help urban middle school students to experience a more culturally relevant astronomy curriculum and promote their engagement with science.
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Paper number: 11072
Teaching Science Methods in a Professional Development School Setting: An Elementary and Middle School Model
Principal Author: Rebecca M. Monhardt, Loras College, rebecca.monhardt@loras.edu
Co-Authors: Leigh C. Monhardt, University of Wisconsin-Platteville
Abstract:
Teaching science methods in a Professional Development School (PDS) setting offers both opportunities and challenges in preparing preservice teachers to teach science. The syllabi that will be shared in this poster session are from two methods classes taught in different settings in two Midwestern states. One of the classes is a stand alone 3- credit hour elementary science methods class taught on-site, two days a week at the PDS. The other class is a middle school science methods class where students spend each day of the semester at the PDS, taking 18 credit hours which includes not only science but all the other methods classes that are part of their teacher preparation program. The content for both the elementary and the middle science methods classes are quite similar and both groups of preservice teachers spend a great deal of time in actual classrooms trying out what they are learning about teaching science. Students in both groups report that they feel prepared and confident to begin teaching science at the conclusion of the semester and assessment data collected by instructors seems to support this. Despite the similarities, the two classes reflect very different approaches for addressing course content which are dictated by the setting themselves.

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Paper number: 10026
A Mixed Methods Study of Mid-Career Science Teachers: The Growth of Professional Empowerment
Principal Author: Amy L Moreland, The University of Texas at Austin, amy_moreland@mail.utexas.edu
Co-Authors: Mary Hobbs, The University of Texas at Austin
Abstract:
The idea that teachers are critical variables in student achievement outcomes is a standard, research-based assumption. Policy decisions regarding the professional development (PD) of teachers “make an important difference in the qualifications and capacities that teachers bring to their work” (Darling-Hammond, 2000, p.1). Although there has been ample guidance as to what makes teacher PD effective, a sense of how it addresses teachers’ needs along the professional continuum and increases their sense of empowerment is not as fully understood. Furthermore, effective teachers of science have an added professional challenge due to the complexity and nature of their discipline. This proposed study targets one group of professional educators: mid-career science teachers. The mid-career years span from approximately the fourth through the eighth year of classroom teaching. These years reflect periods of enthusiastic growth as supported by PD opportunities. The purpose of this study is to examine the needs of mid-career, K-12 science teachers and consider how they can be supported, professionally empowered, and retained over time. Main questions to be addressed include: What are the professional qualities of mid-career science teachers? What do these mid-career science teachers need from in-service teacher educators, PD providers, and/or administrators to be empowered, renewed professionally, and retained over time? To investigate the research questions, six interview-based, case studies of mid-career science teachers and empowerment surveys of 73 mid-career science teachers from across the state will be analyzed (total N = 79). The qualitative piece uses similar data-gathering techniques as Hobbs’ 2004 work and the quantitative component uses 2009 survey data from the online, NSF-funded Teacher Empowerment Survey. By studying mid-career science teachers, this research will explore the notion that PD opportunities could be specialized and tiered in such a way as to support the professional needs of teachers in various stages of their careers.
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Paper number: 10036
Research-Teacher Partnerships: Developing Teachers’ Understanding of Scientific Inquiry
Principal Author: Patricia D. Morrell, University of Portland, morrell@up.edu
Co-Authors: Susan Sahnow, Oregon Natural Resource Education Program; Kari O’Connell, Oregon Natural Resource Education Program
Abstract:
The Teachers as Watershed Researchers Project is a professional development program designed to provide high school teachers with the knowledge, tools, and experience they need to confidently engage students in authentic watershed-based science inquiry projects. Through a series of three workshops scheduled throughout the school year, we partnered high school teachers with research scientists and science educators to provide both content knowledge and pedagogy by engaging teachers in scientific inquiry themselves and providing tools and guidance to transfer that understanding to their own classroom. The focus was on watersheds by engaging teachers at field sites along a gradient from the forest to the sea. Throughout the professional development, the teachers were engaged in authentic field research experiences, received guidance in developing and conducting a watershed based project, learned how to involve students in watershed-based science inquiry projects, and saw first-hand how other teachers were involving their students in watershed-based science inquiry projects. An emphasis was placed on designing service-learning experiences. After each workshop session, teachers wrote reflections on the sessions that described both what new content and strategies they learned as well as any implications these had for their own teaching practice. Based on these teacher reflections and assignments, the model was definitely successful in meeting its goals. The teachers gained content and process knowledge and skills, improved their own understanding of scientific inquiry, and were successful in transferring what was learned in the professional development series into their own teaching. In the teachers’ own words, this model “…provided the opportunity to incorporate real science in to the classroom…” and taught them” how to design better research questions and field investigations that are inquiry-based.” “The course has filled a need that I have in building a set of skills that will enable me to be a better science teacher.”
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Paper number: 14003
How to Get More Involved with ASTE
Principal Author: Patricia D Morrell, University of Portland, morrell@up.edu
Co-Authors: Charles J Eick, Auburn University; Kate Popejoy, University of North Carolina at Charlotte; Randy Bell, University of Virginia; Dana Zeidler, University of South Florida; Allan Feldman, University of South Florida
Abstract:
Involvement with professional organizations serves important functions for higher education faculty. These include networking with colleagues, providing opportunities for collaboration on research, enhancing professional development, receiving or providing mentoring, filling needs for a tenure and promotion file, among others. ASTE is a professional organization that is wholly dependent on its membership to function. The only paid leadership position is that of the Executive Director; all other positions rely on volunteers. These service and leadership opportunities range from a commitment of several hours to several years!

Many of our members are unaware of the ways they can get more involved and provide leadership in our organization. Even though notices are distributed via the list serve, at conferences, and in the newsletter, many members are unaware of whether they are qualified for certain leadership positions or what the positions actually entail. We would like to acquaint our members with these service opportunities, make the procedures for getting involved more transparent, and encourage greater involvement. This session is designed to meet those goals.

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Paper number: 12012
What Type of ELL Accommodations Do Elementary Pre-service Teachers Use In Their Web-based Inquiry Projects?
Principal Author: Sharon J Morrisette, University of Illinois- Urbana/Champaign, morristt@illinois.edu
Abstract:
In classrooms all over the country English language learners (ELLs) are becoming more prominent and in some classrooms they may even out number the English speaking students. Teacher education programs, especially methods courses, are important in training preservice teachers to meet the needs of these diverse classrooms. In order to prepare the elementary preservice teachers in our science methods courses to meet the needs of these students we have altered both instruction and assignments. Their capstone web-based inquiry projects were deductively analyzed to evaluate the effects of these changes. The projects were analyzed to see if and what type of accommodations was included and the results show that about one third of the preservice teachers in two cohorts did not include accommodations. The results also revealed that the type of accommodations that most of the participants included could be used with any student with learning problems and not specifically for ELL students. Possible explanations for these results are discussed.

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Paper number: 10020
Exploring Exemplary Teachers’ Views, Understandings, and Implementation of Inquiry Science
Principal Author: Judith A Morrison, Washington State University, jmorriso@tricity.wsu.edu
Abstract:
In order to gain an insight into how the process of learning to implement inquiry science may occur in certain situations, this project involved two years of exploring the views, understandings, and ultimately, the implementation of inquiry science of six exemplary teachers. The first year entailed the identification of six exemplary teachers who were known to be attempting standards-based, authentic inquiry science teaching in their classrooms. During focus group sessions, the teachers discussed their understandings of inquiry science and reflected on how they came to hold those understandings. Focus group sessions also involved reflections on how the teachers’ views and understandings affected their teaching of science. The second year involved classroom observations in the teachers’ classrooms followed by interviews with the teachers about their science teaching and implementation of inquiry science teaching. Findings from the focus group sessions show that the teachers all felt that their upbringing and childhood experiences had impacted their embracing inquiry so readily. From the survey data collected it was clear that the focus group sessions were valuable professional development experiences for these teachers. When the transcripts of the classroom observations and interviews were completed, it became clear that these exemplary teachers were all solidly confident and strong in the content knowledge of the science involved in the unit being taught. The planning for inquiry science teaching that these teachers did was characterized by a focus on students’ understanding, student engagement, and allowing plenty of time for student exploration. This research involves an exploration of the factors affecting expert teachers’ implementation of science inquiry, which will provide knowledge that can be used in the professional development of teachers as they are prepared to use inquiry in their teaching.

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Paper number: 10045
Theatre of the Oppressed: Using credential candidates’ theatre performance to improve teaching and learning experiences in science methods classes
Principal Author: Hedy Moscovici, California State University- Dominguez Hills, hmoscovici@csudh.edu
Abstract:
This study looks at “expanding the boundaries” of science methods instructor’s growth by providing alternative ways for credential candidates to express their views on the instructor’s ability to facilitate science and science pedagogy teaching and learning using theatre. Critical pedagogy, dynamic nature of power relationships, and Boal’s Theatre of the Oppressed (TO) served as theoretical referents. Critical pedagogy and power relationships were addressed via Giroux’ concept of transformative intellectual and Yukl’s categories of power sources: position, personal, and political. In Forum theater (part of TO), Boal suggested a scripted part touching on an oppressive situation performed by selected group followed by another part where the audience became spect-actors who decided on the possible solutions to the skit, or even questioned and proposed alternatives to its beginning. The distinction between actors and audience was erased. Actors and spect-actors got involved in discussions regarding the alternative perspectives on the issue and proposed solutions. This way, all the participants had their voices heard and positions understood.

42 science credential candidates (CCs) enrolled in five sections of methods courses participated in this study. The analyses used CCs’ written reflections to assignments; in-class practice exercises and presentations using the Yukl’s framework on power relationships; and the theatre performance where groups of CCs prepared and enacted a short play imitating my teaching in the science methods courses. Findings showed that CCs used theatre as a humorous way to express positive (e.g., relating class discussions to research in the area of science education), and negative (e.g., not finishing class on time) class-related issues that did not come out in open conversations.

There is a lot we can learn from our students, and Boal’s (1992) Theatre of the Oppressed (or more specifically, Forum Theater) offers a humorous and effective lens for self-reflection and improvement as a science educator.

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Paper number: 10109
Transforming Preservice Science Teachers’ Views of the Nature of Science: A Process Skills-Based Approach
Principal Author: Bridget K Mulvey, University of Virginia, bkm2x@virginia.edu
Abstract:
In this investigation, we explore the effectiveness of nature of science (NOS) instruction embedded within the context of teaching science process skills on the development of secondary preservice science teachers’ conceptions of NOS.

Participants were all 17 preservice teachers enrolled in a two-year Master of Teaching program. Particular emphasis was placed on NOS as an important, but often neglected aspect of science instruction in the two semester secondary science methods course. Participants were explicitly taught appropriate conceptions of the NOS using activities that incorporated the process skills-based approach to NOS instruction. Process skills such as observation and inference provided the context for this instruction. Through discussion, these activities were explicitly connected to the relevant NOS tenets.

All participants completed the VNOS-B questionnaire pre- and post-instruction and were interviewed regarding the change in their responses. Data were analyzed using the systematic data analysis process of Miles and Huberman (1994) in which participants’ pre- and post-instruction views were classified as naive, transitional, or informed.

Results indicate that these preservice teachers held many naive conceptions about NOS. No participants had informed views on all NOS tenets. Further, many of them had naive views on the majority of the tenets. Post-instruction, participants’ responses shifted substantially toward more informed NOS views, with substantial gains in informed views for each assessed NOS tenet. In particular, all participants shifted away from absolutist statements common prior to instruction, recognizing that scientific knowledge can change with new evidence and/or new perspectives on existing evidence. The results have the potential to inform how science educators contextualize NOS instruction for preservice teachers.

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Paper number: 10051
How does professional development for science teachers grades 3-8 change instructional practices?
Principal Author: Miriam Munck, Eastern Oregon University, mmunck@eou.edu
Co-Authors: Donna Rainboth, Eastern Oregon University
Abstract:
Teacher professional development and training in curriculum implementation have been advanced as methods of translating science education reform to classroom practice, with the relationship between teachers’ content knowledge, pedagogical knowledge and curriculum materials critical to classroom implementation and success This study examines the relationship between a two year professional development program and changes in participating teachers’ science teaching practices. Specifically, the research focuses on how the professional development changed the amount of time spent teaching science, the science content taught, the instructional pedagogy and the cognitive level of content taught. The professional development model follows Loucks-Horsley et al. (1998), Jeanpierre, Oberhauser & Freeman (2005) and Garet et al. (2001) findings for effective professional development and utilizes an innovative standards-based curriculum for grades 3-8.

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Paper number: 10230
The Perceived Challenges and Barriers of Teachers Implementing High-Level, Inquiry-Based Curriculums.
Principal Author: Darin S Munsell, Illinois Institute of Technology, munsdar@iit.edu
Co-Authors: Norman G Lederman, Illinois Institute of Technology
Abstract:
The purpose of this study is to document teachers’ perceived barriers and challenges they must overcome when implementing higher-level, inquiry-based curriculums. Survey data were collected from 97 teachers from May until June of 2010. The survey population consisted of a sample of two populations of teachers. The first population of teachers (n=65) was a group of urban Midwestern teachers participating in a multi-year professional development which addressed nature of science and scientific inquiry in their curriculums. The second group of participating teachers (n=32) was comprised of participants from across the United States in an inquiry-based lesson planning professional development at a national science teacher convention. The wealth of survey data collected was used to established nine distinct categories of challenges and barriers. Additionally, several clear trends were noted across the teacher demographics. The findings of this study offer additional areas for consideration beyond those highlighted by previous research into inquiry-based lesson implementation. Overall, this study offers a baseline for further research to assist teachers in overcoming the many challenges and barriers that may face when implementing inquiry-based curriculums.
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Paper number: 10182
Culturally Relevant Earth Science Teaching Using Urban Geologic Sites
Principal Author: Younkyeong Nam, University of Minnesota, younkyeong@gmail.com
Co-Authors: John Oughton, Century College
Abstract:
The Earth Science Systems for Teachers is a professional development program for urban science teachers in a major metropolitan area of the Midwest. Urban areas of these cities are characterized by a high percentage of immigrant populations. ESST program covers current urban environmental issues using urban geologic sites and environment as well as ways to help the teachers connect that knowledge with their urban students’ everyday life experiences. This study presents the impact of the program in terms of how the program affects the teacher participants’ perceptions about urban students and using the urban environment for their science teaching. The teacher’s daily journal entries and their pre-post lesson were used as main source for this study. Teachers’ pre-post lesson development were analyzed by Culturally Relevant Science Teaching Perspective CRSTP, which is a tool to assess teacher’s science lesson plans in the perspective of culturally relevant pedagogy and place based pedagogy. The result of this study shows that; 1), The teacher participants’ field experiences in urban geologic sites and urban environment change their perceptions of urban students and urban environment and 2) there were significant differences between their average pre and post lesson scores based on the (CRSTP) (P<. 01). Implication of this study is also discussed.
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Paper number: 10152
Modifying a card sort activity for the purpose of understanding Indian teachers’ orientations for teaching science.
Principal Author: Vanashri Nargund-Joshi, Indiana University, Bloomington, vnargund@indiana.edu
Co-Authors: Meredith Park Rogers, Indiana University, Bloomington
Abstract:
Few studies have examined the role of classroom and school contexts in shaping how teachers’ orientations are portrayed in their practice. With this study we have modified an existing card sorting activity (see Friedrichsen and Dana, 2003) to use with Indian teachers for the purpose of seeing the extent to which context-specific scenarios are needed for accurately determining teachers’ orientations for teaching science. Through classroom observations, informal discussions with the teachers, and a review of curriculum materials a series of context-specific scenarios were developed. Ideas were taken from India’s most recent (2005) curriculum reform, the textbook series adopted by the schools, and the teachers’ actual practice in order to place identify teachers’ orientations on a continuum from inquiry focused to traditional (or non-inquiry) focused practices. In identifying where the teachers’ orientations fell on this continuum we were then able to develop orientation profiles which we then used to infer potential needs in designing professional development that will best suit teachers’ transformation to a more reform-minded orientation. In this presentation we will share: a) how we developed the card-sort scenarios, b) the profiles and their position on a continuum of inquiry to non-inquiry orientations, and c) implications for professional development in India that will support a shift in teachers’ orientations representative of various forms of inquiry teaching. Although this study is set within the context of India and their new curriculum reform movement, we believe the implications from this study have the potential to help any science teacher educator and/or professional developer with understanding the importance of knowing the context in which teachers’ work as a possible explanation for the orientation they practice.
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Paper number: 10072
Developing Understandings of the Social Justice Dispositions of Science Teachers in an Urban Context
Principal Author: Imelda L Nava, UCLA, inava@ucla.edu
Co-Authors: Frederick W Freking, USC University of Southern California
Abstract:
This study examines the social justice dispositions of twelve urban science teachers from UCLA’s Center X Teacher Education Program. Preliminary findings show that teachers believe that demonstrating care, listening to students, and being a reflective educator are frameworks for becoming a science social justice educator. Determining students’ perception of care, their personal cultural biases, and doubt about their ability challenged the science teachers. However, teachers did find some success in connecting with students through a culturally relevant pedagogy, affirmation, and positivity. These findings provide insights that can potentially inform teacher education programs and school site administrators and support providers in better supporting science teachers in an urban context.
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Paper number: 13008
Middle and High School Science teachers’ use of the ERR instructional Framework (Evocation, Realization of Meaning, and Reflection)
Principal Author: Sarah B Nixon, Missouri State University, GigiSaunders@missouristate.edu
Co-Authors: John E Fishback, Ozark Technical Community College; Georgianna L Saunders, Missouri State University
Abstract:
The purpose of this research was to examine the usage and perceived benefits of the ERR instructional framework (Evocation, Realization of Meaning, and Reflection) and content literacy strategies with middle and high school science teachers. The ERR Framework is utilized in content literacy courses at our university. The study was conducted via an online survey of former students from graduate and undergraduate content literacy courses. The survey inquired into the teachers’ use and perceived benefits of the ERR instructional framework. According to analysis, half of the science teachers reported using the entire ERR instructional framework most of the time. 83% of the teachers consistently used evocation strategies to activate prior knowledge at the beginning of their lessons, while over 60% used Realization of Meaning strategies most of the time to keep their students engaged during the core of the lesson. Reflection strategies were not used as consistently as the others; 62.5% reported using these end-of-the-lesson strategies the least while 41% reported they never used them or seldom used them.

Teachers’ responses to the question, “What do you like most about using the strategies?” revealed four themes: (a) increase in student engagement, (b) enhancement of student competence, (c) different learning styles are addressed, and (d) assistance with lesson planning. Teachers were surprised that students enjoyed using the strategies and that the strategies helped them with lesson planning. Working scientists have to use skills of critical reading and reading comprehension in their professional lives; therefore, teaching students to read science texts is a part of a science teacher’s job. Unfortunately, most science teacher educators do not have the expertise to integrate content-area literacy strategies in their science methods courses. If preservice teachers are to value the strategies they learn in content-area literacy courses, these strategies should be reinforced in science methods courses.

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Paper number: 10114
Same program, different practices and views: In-Service teachers’ perceptions of their licensure program.
Principal Author: James M. Nyachwaya, University of Minnesota, nyach002@umn.edu
Co-Authors: Frances P. Lawrenz, University of Minnesota; Gillian H. Roehrig, University of Minnesota
Abstract:
This case study looks at the perceptions of in-service teachers who received a NOYCE scholarship and committed to teach in high needs schools who went through the University of Minnesota. 26 NOYCE scholars were observed and interviewed. A sample of 15 teachers selected based on their average score on three items that are part of an observation protocol that are related to inquiry teaching. The scores ranged from 1.3 to 2.7. We looked at the distribution of the average scores and divided them based on a natural break in the scores. We left out scores in the middle, and those on the high end. We looked at and analyzed interview transcripts of teachers who had average scores of 1.3 (low inquiry) and 2.0 and 2.3 (high inquiry). The high inquiry group consisted of 9 teachers while the low inquiry group consisted of 6 teachers. We found that the perceptions borne by the two groups were mainly influenced by individual and contextual factors. We also found that while the two groups raised similar issues, the high inquiry group identified more areas that they felt were helpful in preparing them to teach, and at the same time identified more areas that they felt were lacking in their preparation. We also found differences in the personal factors that influenced perceptions held by female and male teachers. For instance, female teachers talked about work-life balance, and family-school related stress, while male teachers mostly talked about time management as a cause of stress. Teachers in the high inquiry group reported having more support both at the school level and school district level compared to the low inquiry group.
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Paper number: 10149
College Students�f Conceptual Understanding of the Particulate Nature of Mater
Principal Author: James M. Nyachwaya, University of Minnesota, nyach002@umn.edu
Co-Authors: Jamie Schneider, Uinversity of Wisconsin, River Falls; Gillian H Roehrig, University of Minnesota Twin Cities; Anne L. Kern, University of Idaho; Nathan Wood, North Dakota State University; Abdirizik Mohammed, University of Minnesota, Twin Cities
Abstract:
In this presentation, we will share the results of a study looking at students �fconceptual understanding of the particulate nature of matter; specifically students�f particulate representations of both covalent and ionic chemical reactions. In fall 2009, 77 freshman Chemistry students from a Midwestern college were asked to balance a number of chemical equations, and then draw particulate representations of the reactions. Three different questions were administered as part of three mid-term examinations. Student responses were analyzed for correct balancing of a given equation, and whether the corresponding particulate drawings were conceptually appropriate. Our results show that while students could correctly balance the given chemical equations, they lacked the conceptual understanding of what the chemical equations represented. They did not display consistency in their conceptual understanding across different types of reactions, drawing appropriate particulate representations for one type of compounds in the reactions and not others. Our results shed light on a number of fundamental chemistry concepts and ideas that students seem to be lacking.
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Paper number: 10031
Best Practice in Middle School Science
Principal Author: Alandeom W. Oliveira, State University of New York at Albany, aoliveira@albany.edu
Co-Authors: Kristen C. Wilcox, State University of New York at Albany; Janet Angelis, State University of New York at Albany; Arthur N. Applebee, State University of New York at Albany; Vincent Amodeo, State University of New York at Albany; Michele A. Snyder, State University of New York at Albany
Abstract:
Using socio-ecological theory, this study explores best practice (educational practices correlated to higher student performance) in middle school science. Ten schools in NY were identified through regression analyses taking into account socioeconomic and demographic factors along with student performance on science assessments. Interview, observation, and documentary evidence from seven schools with consistently higher student performance were compared with three demographically similar, yet average performing schools. Best practice in middle school science included instructional approaches that emphasized (1) relevance and fun, (2) hands-on inquiry, (3) differentiated instruction, (4) collaborative work, (5) moderate amounts of homework and review, and (6) integration of language literacy and science, as well as administrative practices such as (7) nurturing a climate of fair opportunity to succeed in science, (8) offering professional development to improve science teaching through the use of data use and dialogue, (9) engaging teachers in standard-based curriculum revision and alignment, and (10) ensuring a good fit among administrators, educators and students. It is argued that best practice in science is not discrete teaching strategies adopted in individual classrooms isolated from the rest of the school, but rather multiple instructional and administrative practices that together form a school-wide socio-ecological system conducive to higher performance.
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Paper number: 10035
Science Communication in Teacher Personal Pronouns
Principal Author: Alandeom W. Oliveira, State University of New York at Albany, aoliveira@albany.edu
Abstract:
In this study, I explore how personal pronouns used by elementary teachers during science inquiry discussions communicate science and frame teacher-student-science relations. A semiotic framework is adopted wherein teacher pronominal choices are viewed as symbolically expressing cognitive meanings (scientific thinking, forms of expression and concepts) and indexically communicating social meanings (hidden messages about social and personal aspects of science – human agency, science membership, and gender). Through the construction of interactional maps and microethnographic analysis of classroom video-recordings, I focus specifically on participant examples (oral descriptions of actual or hypothetical situations wherein the teacher presents herself and/or her students as characters to illustrate topics under discussion). This analysis revealed that teacher use of the generalized you communicated to students how to mean scientifically (i.e. to speak like a scientist) while I communicated scientific ways of thinking and reasoning. Furthermore, teacher pronouns communicated the social nature of science (e.g. science as a human enterprise) as well as multiple teacher-student-science relational frames that were inclusive of some students (mainly boys) but that excluded girls (i.e. positioned them as science outsiders). Exclusive use of he is taken as indicative of a gender bias. It is argued that science teachers should become more aware of the range of personal pronouns available for science instruction, their affordances and constraints for science discussions, their potential as instructional tools for humanizing and personalizing impersonal science curricula as well as the risk of ‘nature of science’ miscommunication.
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Paper number: 10123
The Lethal Mutation of Content Standards: Why Inquiry and Learning Progressions are Necessary but Insufficient for Student Learning of Central Concepts in Science
Principal Author: Joanne K Olson, Iowa State University, jkolson@iastate.edu
Abstract:
In this position paper, I argue that the science education community is disjointed in its treatment of standards and preparation of teachers to teach toward standards. Even if learning progressions were developed for concepts in ways advocated by Corcoran et al. (2009), our fundamental lens should bring into sharp focus the instructional unit, rather than the extremes of vertical K-12 scope and sequence and the single lesson, in order for conceptual development of fundamental science ideas to occur. Vertical articulation across grade levels is necessary, but insufficient to ensure that instructional experiences in the classroom move student thinking toward big ideas. The “lesson plan” is also heavily emphasized in science education, but such a narrow focus results in piecemeal, discrete experiences and facts at the expense of conceptual development. In each of the extremes of the wide-angle “vertical articulation” and the zoom lens of “the lesson,” standards are becoming trivialized or lost when the act of teaching occurs in the classroom. A focus on the instructional unit will enable us to develop logic flows, or story lines that conceptually underlie the unit and can be used to guide instructional planning and conceptual development. The result will be more conceptually-focused units that are directed toward central concepts reflected in the standards.
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Paper number: 10135
Using inquiry groups to guide best practice in science teaching: successes, limitations and a better way.
Principal Author: Eric A Olson, State University of New York - Oswego, eric.olson@oswego.edu
Abstract:
Presentation will focus on data outlining the critical need to transform science education in urban high needs settings. Experience in leading a successful inquiry group for urban high needs teachers will be shared to form the basis for a critical assessment of the curriculum. Data from other source material including regional and national statistics, current work in the philosophy of science, cognitive and learning sciences will establish a basis for sustained work at developing the affective dimension of curriculum and instructional design. A framework for considering the affective dimension as an integral part of assessment practice will also be presented in outline form.
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Paper number: 12022
Building program capacity to prepare secondary science & mathematics teachers for high needs schools.
Principal Author: Mark R Olson, Oakland University, olson2@oakland.edu
Abstract:
This paper aims to document how our program is working to improve its ability to address the following central question: what does it mean to prepare secondary science and mathematics teachers for high needs schools? There is an increasingly comprehensive literature in teacher education which examines how teacher candidates engage questions of diversity and the knowledge, skills and dispositions such teacher candidates should possess to be effective teachers in high needs schools. However, there is less guidance for the question of what knowledge, skills and dispositions are required of the instructors of these teacher candidates. Perhaps this is an artifact of the presumption that instructors should simply “know” what they want their students to know. While discussions of isolated subject-specific methods courses and how individual instructors use these courses exist, there are not, to my knowledge, program-level descriptions of such instructor knowledge and learning. It is therefore less clear how programs themselves might be considered learning organizations that grow in their capacity to prepare science and mathematics teachers for high needs schools. This paper aims to document our programs’ initial efforts to do so and to explain the challenges and opportunities we’ve engaged as we hope to motivate a discussion about moving this work forward.
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Paper number: 10225
The Development of a Language and Inquiry Rubric to Assess Pre-service Teachers’ Science Lessons: Results of the Second Pilot
Principal Author: Irasema Ortega, Arizona State University, iortegac@asu.edu
Co-Authors: Sissy Wong, Arizona State University; Fatimah Alhashem, Arizona State University; Jonah Firestone, Arizona State University; Krista Adams, Arizona State University; Julie Luft, Arizona State University
Abstract:
The purpose of this manuscript is to report the results of the second pilot and validation process of a language and science inquiry tool (LIST). The LIST was designed to evaluate science lessons of preservice teachers of English language learners (ELLs). The present version of the LIST has three rubrics and can be used by pre-service teachers and their instructors to design and evaluate science lessons. The development of the LIST involved obtaining content validity feedback from university professors and piloting two consecutive iterations with preservice teachers enrolled in an elementary science teaching methods course at a major university in the southwestern United States. The preservice teachers in an experimental group were introduced to the LIST rubrics and subsequently used them as a reference while writing their lessons plans. The science lessons prepared by the preservice teachers differed in the use of inquiry, academic language and vocabulary from the lessons prepared by preservice teachers in the control group. The LIST represents a new approach to help build the capacity of preservice teachers who may be responsible for the science literacy and language achievement of the increasing population of ELLs in public schools across the United States.

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Paper number: 11056
Course Syllabus for Earth Science Systems for Teachers: Advanced Special Topics for the Urban Center and Its Regional Environment

Principal Author: John Oughton, Hamline University, ought001@umn.edu
Co-Authors: Younkyeong Nam, University of Minnesota
Abstract:
This special course (Earth System Science for Teachers) is designed for the continued mentoring and professional development of Elementary, Middle School and High School Grade Science teachers and teachers in related disciplines (where interdisciplinary curriculum teaching is done) who are alumni of earlier ESST Project Years. The course emphasizes Earth systems science analysis of events and active learning techniques with a special focus on urban Earth Science education with new field sites and investigations. It includes small group projects, lab assignments, and field activities at multiple sites in the Twin Cities area. It offers instruction in the development of Earth Science methods and lessons with an intensified emphasis on comparing rural, suburban and urban Earth Science resources, issues and related environmental quality. We highlight the comparison of urban, suburban and rural conditions, noting their uniqueness and relative differences. We recruit high needs district and school teachers from the Minneapolis and St. Paul districts and from across the State of MN. There is a special focus and assistance in developing contextualized Earth systems science curriculum and instruction for urban students and other areas of MN where there are students of high needs as defined by The MN Office of Higher Education under the Federal No Child Left Behind Act. A formative evaluation study of this course showed that there are positive teacher development as the impact of the course
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Paper number: 13017
Visual Participatory Analogies for Science Teacher Education (VPASTE)
Principal Author: Thomas P O’Brien, Binghamton University (SUNY), tobrien@binghamton.edu
Abstract:
Visual participatory analogies for science teacher education (VPASTE) are a new, author-developed strategy that synergistically combines two, research-supported instructional strategies, discrepant event demonstration-experiments and analogies (O’Brien 2010). VPASTE address the challenges that “methods” instructors face in working with pre-/inservice teachers: (1) Prior “lessons learned” as K-16 students push teachers to teach both what and how they were taught. (2) Normative teaching practices in schools have been slow to transition to research-informed “best practices.” (3) Pre-/inservice programs have limited time to both teach cognitive learning theory and model integrated Curriculum-Instruction-Assessment (CIA). (4) Pre-/inservice teachers’ concerns typically focus on “neat activities I can use in the classroom” without a broader theoretically grounded perspective of the nature of science, teaching and learning. (5) Most middle and secondary methods textbooks are “lite” with respect to modeling inquiry-based instructional practices; perhaps, based on the assumption that science majors have a strong experiential grounding in such practices. (6) Whether or not textbooks support it, teacher educators need to model inquiry-based, interactive, experiential learning-teaching.

Discrepant event demonstration-experiments and analogies are typically given attention in methods textbooks and courses. However, synergistically combined, discrepant events used as visual participatory analogies simultaneously serve as: (1) experiential learning activities for teaching principles of cognitive learning theory and “intelligent” CIA practices and (2) model inquiry-based activities teachers can use with their own students and to help them modify other activities to increase their inquiry potential. This “two-in-one” instructional approach recognizes the time constraints of methods courses and novice teachers’ desire for “neat take-home” activities. While the author’s NSTA book provides a wealth of VPASTE examples, skilled methods instructors will leave this session being able to modify their own favorite inquiry activities to get a “bigger bang for the buck” in terms of the precious, limited resource of face-to-face time with their students.

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Paper number: 11065
Preservice Elementary Teachers’ Understanding and Use of The 5 E’s Learning Cycle in a Science Methods Course Using Culture and Reflection Orientation as a Starting Point
Principal Author: George E O’Brien, Florida International University, obrieng@fiu.edu
Co-Authors: Kathleen Sparrow, Florida International University
Abstract:
The study examined the factors involved in the understanding and use of the 5 E’s Learning Cycle as a model of science teaching. Participants included 100 preservice elementary teachers enrolled in multiple sections of a science methods course in an urban institution, taught by three instructors, two are authors of this study. The course is a required upper division three-credit course in a bachelor of science in elementary education program taken prior to student teaching. A concurrent requisite is placement in a local school district elementary school. The course included most of the elements and major topics found in science methods courses for preservice urban elementary teachers (Moscovici and Osisioma 2008), but additionally included other elements. The course used culture and scientific habits of mind (e.g., curiosity, openness, skepticism) (AAAS 1989, Settlage and Southerland 2007) and reflection orientation (Abell and Bryan 1997) as starting points in the study of content and methods of teaching elementary grades science. Pre-/Post-tests, survey data, interviews, in-class and school-based artifacts including participant reflections/journal entries, and classroom discourse during the 16-week course show the success and challenges for preservice elementary teachers developing knowledge and applications of the 5 E’s Learning Cycle.
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Paper number: 11007
Undergraduate Science Research Experiences: Student Motivations and Perceptions of Accessibility
Principal Author: Lara B Pacifici, Kennesaw State University, lpacific@kennesaw.edu
Abstract:
Participation in undergraduate science research is one way that pre-service teachers might achieve the NSTA standard of successfully designing, conducting, reporting and evaluating investigations in science. By seeking to understand the motivating factors and accessibility of undergraduate research programs for science majors, insight can be gained on how to get more pre-service science teachers involved in similar experiences. The purpose of the research discussed in this presentation was to explore the motivating factors and issues of accessibility of research experiences for undergraduate science majors at a large research university and to use that data to think about how to engage more pre-service science teachers in science research experiences. Results of factor analysis and follow-up interviews indicated that effort involved in participating in research and self-efficacy were the two factors most closely related to undergraduates’ participation in research. If pre-service teachers are encouraged or expected to participate in science research, they will likely need assistance and support as they enter the research experience. If pre-service teachers can be assisted in overcoming their science content efficacy issues and have the opportunity to do science research, their pedagogical content knowledge will likely improve and have a positive impact on their teaching. With the information shared in this presentation, science teacher educators can help pre-service teachers experience science research in action, which will not only help the institution meet NSTA content standard 1d. but also help pre-service teachers prepare to bring authentic science experiences into their classroom.
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Paper number: 10059
Lost in Translation: The Challenge of Transforming Disciplinary Practice into Pedagogical Practice
Principal Author: Amy B Palmeri, Vanderbilt University’s Peabody College, amy.palmeri@vanderbilt.edu
Abstract:
A National Academy report articulates a vision describing students’ proficiency in science and offers recommendations for supporting this vision (Duschl, Schweingruber, & Shouse, 2007). I argue recommendations offered in Taking Science to School fail to address the demands encountered by science teacher educators preparing prospective elementary teachers for teaching science. Specifically, recommendations pay little attention to the interaction between learning science and learning pedagogy or the struggles one encounters while learning to teach science. This paper elaborates on the iterative process of creating teacher educational experiences, while attending to the interaction between prospective teachers’ scientific and pedagogical learning and their science teaching across the teacher education program. This work considers two contexts within the program: A set of year long experiences early in the program focused on science content, teaching methods, and curriculum and the semester-long student teaching experience at the end of the program. The extent to which the knowledge and skills demonstrated by prospective teachers in the year-long experiences focused on science content and teaching methods remain evident in the student teaching experience is examined. Although, prospective teachers showed promise in the early experiences focused on science learning and teaching, challenges encountered were not fully resolved or internalized by prospective teachers into consistently effective science teaching during student teaching. Because prospective elementary teachers are not content specialists, student teaching, by nature, is more generally focused than the content specific experiences earlier in the program. Understanding prospective teacher development during student teaching requires attending to the differences between the two contexts where prospective teachers’ knowledge and skill are being developed and demonstrated. Insights regarding appropriate expectations for what constitute prospective teacher development in relation to science teaching and learning as prospective teachers move from one context to the next are offered.
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Paper number: 10067
Math and Science NOT Math or Science: An Arguement for Integration in Education
Principal Author: Heather M Peace, Texas Christian University, hpeace@wc.edu
Abstract:
This article analyzes the correlation between science, mathematics, and overall grades for one hundred university graduates. Moreover, there is discussion regarding the similarities and differences in the natures of science and mathematics. Due to the similarities in learning processes and applications for math and science, an integrated learning experience is suggested to give students a more authentic understanding of these two disciplines.

The teaching and learning of math and science has been a topic of discussion among educators for decades. Teachers often have difficulty getting students to appreciate the value of learning math and science. Too often, students view these subjects as abstract conceptions which only exist within a classroom. The failure to see math and science as modes of thought designed to solve problems has lead to a rather unromantic view of the subjects. Moreover, the accepted routine of simply showing examples does not promote an enduring knowledge of how to approach scientific and mathematical problems in real world situations.

Authors such as Freudenthal (1973) emphasized the importance of an inquiry based curriculum in teaching math and science. Yet, teachers seem to fall into the same patterns by which they were taught. However, this study shows that the direct teach method so commonly utilized in American education is resulting in significantly lower performance in math and science courses. Too often people hide behind the excuses such as: “Math and science are simply more difficult”, or “I can’t think that way”. By focusing on problem solving approaches, instead of attempting to cover massive amounts of content knowledge, math and science educators may create a more fertile learning environment.

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Paper number: 10228
Geospatial Science Technological Pedagogical Content Knowledge PD Model: First Year Implementation Findings
Principal Author: Tamara E Peffer, Lehigh University, tep205@lehigh.edu
Co-Authors: Alec M Bodzin, Lehigh University; Violet A Kulo, Lehigh University
Abstract:
This session presents the design, development, and initial implementation of the GS-TPACK PD model for the Environmental Literacy and Inquiry (ELI) Energy curriculum. The Energy curriculum includes Web-based inquiry activities with Google Earth, spatial energy investigations that use My World GIS, laboratory investigations, and other technology-integrated learning activities. The GS-TPACK PD model blends the interdisciplinary pedagogical approaches of environmental education (EE) with technology integration to enhance the pedagogical content knowledge of inservice science teachers and provide them the requisite skills needed to effectively teach complex environmental issues such as energy use. GS-TPACK PD model includes day-long workshop sessions, “just-in-time” weekly teacher sessions, and embedded educative curriculum materials (ECM). All materials and sessions are designed to increase comfort with teaching about energy with geospatial learning tools, incorporating EE methodologies into instruction, and promoting technological pedagogical content knowledge. Implementation findings from our first year pilot of the PD model are discussed.
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Paper number: 10200
Influence of Multi-year Scientific Research Experiences for Teachers
Principal Author: Matthew P Perkins, The University of Tennessee, mperkin2@utk.edu
Co-Authors: Rita A Hagevik, The University of Tennessee
Abstract:
Inspired by national reform efforts in science education (AAAS, 1993; NRC, 1996), the Department of Energy developed a program to pair practicing science and mathematics teachers with research scientists at national laboratories for eight weeks for three consecutive summers. A qualitative multiple case study attempted to explore how scientific research experiences influenced teachers. Six dimensions were investigated: trajectory of participation, content knowledge development, mentor relationships, beliefs about the nature of science (NOS), teacher confidence, and classroom practice. In-depth interviews were triangulated with teachers’ end of summer poster presentations to provide insights into teachers’ legitimate peripheral participation in the research laboratory. The open-ended Views of Nature of Science – Form C (Lederman et al., 2002) was administered pre/post to the teachers. Evidence of more informed, developing, and more naive understandings of each of the tenets of NOS was collected and compared to identify changes in teachers’ beliefs. Interviews and follow-up correspondence informed the study of changes in classroom teaching.

The teachers became intimately familiar with their mentors’ research allowing them to increase their subject content knowledge while contributing to their mentor’s work. As measured by the VNOS-C, teachers’ understandings of NOS did not change solely through immersion in the laboratory culture, Interviews revealed teachers’ did come to understand the nature of a scientific laboratory. The lens through which each teacher viewed science influenced how they perceived and interpreted their research experiences. Prior conceptions about science were reinforced; further supporting Schwartz, Lederman, and Crawford’s (2004) insistence that changes in positionality come through research experiences accompanied by multiple events of guided reflection. Teachers developed confidence in their ability to facilitate inquiry and increased the use of inquiry in their classrooms. Increased confidence inspired several teachers to facilitate long-term student-driven research projects.

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Paper number: 11051
Case Study: Using Hands-on Experiences to Reverse Entomophobia in Fourth Grade Girls
Principal Author: Angie Pesek-Brown, US Satellite Laboratory, anbrown@esu10.org
Co-Authors: Amanda M Gunning, US Satellite Laboratory
Abstract:
Insects and spiders are easily attainable scientific specimens for classroom use. But when insects and spiders are introduced to a classroom setting, girls often recoil in fear or become observers in the activity. Some refuse to participate at all. This fear limits the education of female students, and their possible future career choices. It also limits teachers when trying to teach important concepts using these creatures, such as classification, observation and inquiry skills, ecology, and environmental conservation. All of these concepts are science education priorities. The purpose of this study is to determine if there can be a change in attitudes among female students in regard to arthropods, through education about specific species, as well as exposure to live species. Results support the idea that exposure to arthropods can change attitudes in female students. Through interviews, student journals and observations of participants, the girls showed a change in their feelings toward arthropods for the better.
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Paper number: 13024
Applying The Online Elements of Inquiry Checklist: An introduction to an instrument that evaluates student, scientist-mentor, and teacher communications in an innovative inquiry-based online mentored environment
Principal Author: Cheryl Ann Peterson, Texas A&M University, College Station, capeterson@neo.tamu.edu
Co-Authors: Carol L. Stuessy, Texas A&M University, College Station
Abstract:
Traditional teacher-directed instruction typically drives science learning in American secondary schools. Available but underused are innovative, authentic approaches that emphasize science as practice (SAP) and authentic science research learning (ASRL). Many classroom inquiry tasks do not reflect these approaches, as teachers find difficulty in capturing the essence of authentic science inquiry. PlantingScience is an inquiry-based, online-mentored learning platform that enables students, teachers, and scientist-mentors to communicate in an environment that facilitates scientific discourse.

The purpose of this exploratory study was to determine the nature and extent to which students and their mentors communicate about scientific inquiry during online communication. We developed the Online Elements of Inquiry Checklist to address this purpose. The checklist has nine sections that range from Immersion or Setting the Stage to Future Research and Implications of the Study. Inter-rater reliability for each section ranged from 86.1% to 100%.

Secondary level student teams from 11 different schools across the USA were mentored by 38 scientist-mentors. Stratified random sampling yielded 44 teams from 936 possibilities. While students typically offered information about research questions, predictions, and design, they rarely provided detailed information about other sections in the checklist. Overall, scientist-mentors posted less often than students with the exception of experimental design and procedures section; rarely entering into discussion about other sections. Teachers seldom entered into any of the conversations.

These online results are similar to previous innovative and authentic approaches to science learning in face-to-face settings. Krajcik et al. (1998) found that middle school students planned and designed thoughtful investigations but failed to focus on the scientific merit of their research questions; their analysis was weak; and they failed to draw conclusions. Both environments appear to show similar results, begging the question of how students can become more involved in elements of a complete authentic inquiry cycle.

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Paper number: 11045
Pre-service teachers’ self-analysis of questioning practices
Principal Author: Stephanie B. Philipp, University of Louisville, stephanie.philipp@louisville.edu
Co-Authors: Melissa L. Shirley, University of Louisville
Abstract:
Formative assessment, an effective process for increasing student achievement, calls for teachers to make changes in instruction based on their knowledge of student understanding. Teachers often elicit student understanding using whole-class questioning. Skillful questioning, including the use of higher-order thinking questions, increasing wait time, and encouraging all students to participate in interactive discussions, helps teachers to discover accurately what students do and do not understand. It is not clear, however, how teachers acquire sophisticated questioning skills. The challenge presented in this pilot study is to uncover how PSTs think about and then seek to transform their questioning practices through self-reflection.

We address this challenge by examining student responses to a regular class assignment from a science methods course for middle and secondary grades certification. In this assignment, 25 pre-service teachers identified and quantified aspects of their oral questioning practices through self-analysis of transcribed excerpts of whole-class instruction. Pre-service teachers also identified specific strategies they could use to improve their questioning practices and reflected on what they learned about their own teaching through the process of self-analysis.

Our findings show that while some PSTs were attuned to the nature of teacher-student interactions in the classroom, such as provision of feedback to students and the influence of student behavior on class discussion, most PSTs chose to categorize the cognitive level of the questions they asked students. Moreover, the predominant strategy identified for improving class discussions was for the PST to use tools, such as pre-writing questions or referring to a list of question prompts, to increase the cognitive level of the questions they asked.

These findings reveal how and what PSTs understand about their own questioning practice and how they can improve their questioning skills. This knowledge will help teacher educators and professional development experts prepare novice teachers more effectively.

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Paper number: 11069
Instructional Design Considerations for Using a Learning Management System as Part of a Face-to-Face Course
Principal Author: Lynette D Phyfe, University of Manitoba, phyfeld@extended.umanitoba.ca
Abstract:
Most colleges and universities offer access by students and faculties to an online learning managment system (LMS). Just like any other tool for the teaching and learning processes, an LMS system has design considerations for how to more effectively utilize its capabilities. This poster will highlight instructional design considerations that will help educators extend the teaching and learning beyond the time and space limitations of a traditional face-to-face classroom and lecture through more effective use of the LMS.
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Paper number: 11064
Review of Literature on Integration of Mathematics and Science
Principal Author: Brian R Pinney, University of Iowa, brian-pinney@uiowa.edu
Co-Authors: Soonhye Park, University of Iowa
Abstract:
A current stress in science education research involves the integration of math and science into unit lessons. Much of this literature focuses on the proposed benefits integration is supposed to offer. However, very few of these works have empirical support for the claimed benefits of integration. This review of the literature focuses on some of the common beneficial themes as well as some of the detractors that have been given against integration. In addition to encouraging empirical evidence to support the claims made by proponents of integration, some considerations for how research into integration are also explored.

Much of the current research on integration found by this search show mixed results. Overall, the literature on integration approached the topic rather vaguely. What is meant by integration varied from using math as a tool in science or using science to generate problems for math to a complete integration where subject lines disappeared and subject epistemologies were no longer distinct.

While theoretical pieces abound, many of the empirical studies show either very little or inconsistent gains through use of integrated lessons. This review highlights the importance for teacher training and research implications when involving cross disciplinary lessons.

Several consideration for research is teacher pedagogical content knowledge and the background knowledge of teachers expected to perform integrated teaching. While science teachers typically have to have enough math to successfully complete the science coursework required for their degrees, science coursework applicable to the integration may not be required for math teachers. Also, due to the time involved in developing teacher skill for integrated units, longitudinal studies may be more appropriate for this type of research. Lastly, some political barriers in terms of policy makers are isolated as important hurdles for quality empirical research to move integration forward.
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Paper number: 10039
Video Technologies in Elementary Science Methods Courses: Two Cases
Principal Author: Irene Plonczak, Hofstra University, catizp@hofstra.edu
Co-Authors: Elena Jurasaite-Harbison, Hofstra University
Abstract:
This study examines benefits and challenges of using video technologies as communication tools in the context of preservice teachers’ field placement experiences, with a focus on developing questioning techniques that enhance students’ learning within the framework of an inquiry-based approach. Preservice teachers taught science lessons via videoconferencing to 5th grade classes in two major urban public schools. Lessons were based on an essential question that would require hands-on and inquiry-based components to be resolved. Examples of these essential questions were: “How much sugar is in a grape?” for a lesson on density and “Is Pluto a planet?” for a lesson in astronomy. Data was collected from group discussions and reflections of teaching episodes, observations, individual written reflections, semi-structured interviews, recording of videoconference sessions, lesson plans, reflective journals, and interaction with an online community through the on-line survey “polldaddy”. We used triangulated analysis based on a coding system that allowed two different researchers to analyze the same data independently. The codes were selected based on the emerging categories that resulted from a preliminary analysis of the data. Two distinct cases emerged from the analysis of the discourse. They illustrate both extremes of the larger spectrum representing the discourse of all the preservice teachers in our study. In the first case, the preservice teacher with excellent knowledge of the content was very comfortable teaching via videoconference, and she was thrilled by the challenge of having to be well prepared in terms of lesson planning and knowledge of the content. In the second case, the preservice teachers was less knowledgeable of the content and found teaching through videoconferencing very difficult, mainly because communication was based on questions and answers via computer screens which limited opportunities for social and emotional contact with learners.
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Paper number: 10192
Exploring pedagogical content knowledge in astronomy: Impact of professional development on elementary teachers
Principal Author: Julia D Plummer, Arcadia University, plummerj@arcadia.edu
Co-Authors: Alicia Kocareli, Arcadia University
Abstract:
The purpose of this study is to begin to unpack what counts as pedagogical content knowledge (PCK) in astronomy. This question will begin to be answered through an examination of changes in elementary teachers’ PCK in the domain of elementary astronomy after participating in three days of professional development and using a modified curriculum. The five aspects of PCK (knowledge of students’ understanding, knowledge of instructional strategies, knowledge of science curriculum, orientation to teaching science and knowledge of assessment) are used as an analytical lens on teachers’ understanding of how to teach key topics of elementary astronomy: daily celestial motion and phases of the moon, specifically examining their use of strategies that supporting moving between frames of reference. Semi-structured interviews were conducted with five teachers before attending professional development and then again four months later after they had taught the target unit. Analysis revealed changes in the teachers’ PCK, such as showing greater depth in understanding of student prior knowledge and use of kinesthetic plus psychomotor modeling to support student’s ability to reason between frames of reference in astronomy. However, variations in the ways in which teachers adopted new forms of PCK suggest that their students’ will not be supported in understanding the full concept of daily celestial motion or the phases of the moon.
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Paper number: 10150
Global Warming on Stage: The Use of Process Drama in Environmental Education
Principal Author: Pongprapan Pongsophon, Division of Science Education, Faculty of Education, Kasetsart University, feduppp@ku.ac.th
Co-Authors: Naruemon Yutakom, Division of Science Education, Faculty of Education, Kasetsart University; Saouma BouJaoude, American University of Beirut
Abstract:
This project aims to investigate the effect of process drama on students’ environmental literacy in the context of global warming and how it plays a role in a learning process. Thirty-one lower (n = 24) and upper (n = 7) secondary students of one secondary school in Bangkok, Thailand participated in a seven-day science drama camp which process drama strategy was implemented. Data were collected from a questionnaire, participant observation, informal interviews, student daily journals, and drama scripts. Results showed that the students developed scientific-based perception of the keywords related to global warming and conceptual understanding of the causes, processes, and consequences of global warming after the workshop. Students’ views on the solution of global warming were integrated, creative and critical. The students increased intensity in engagement in solving global warming. Drama incorporates experiential, emotional, and imaginative aspects of learning for positive contributions to global warming issue. Suggestions for the effective use of process drama in environmental education and implications for science teacher education are discussed.

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Paper number: 11074
No Boundaries: Technological Pedagogical Content Knowledge in the Science Methods Course
Principal Author: Kate Popejoy, University of North Carolina at Charlotte, Kate.Popejoy@uncc.edu
Abstract:
Preservice elementary science teachers, upon enrolling in a science methods course, are often unprepared in the areas of science content and pedagogy. In addition, many new teachers, despite being prepared through science content and methods courses, are then faced with teaching a topic with which they are unfamiliar. The science classroom is also a natural location for technology integration as so much of science relies on technology, and to be a modern scientist, one must be conversant with computers and other technology tools (McCrory, 2008). Digital media have emerged as a tool for providing multimodal instruction, integrating pedagogy and content, and complementing instruction in science in inclusive classrooms. Podcasting and video podcasting (vodcasting) are examples of new technologies that have caught the attention of students, instructors, the news media, and the general public (Brown & Green, 2007).

In order to address these issues, I chose to implement a technology enhanced group assignment in my elementary science methods class at a large southeastern university in the U.S. My undergraduate students come to this class, often as sophomores in the first semester of their certification program, after taking a single science course, biology. For the assignment, students engage with an unfamiliar science topic (Coriolis Force) through video ‘evidence’ from the equator and a clip from the popular media. My multidimensional student goals for this assignment are to: a) perform research on the Web about a scientific topic, b) determine the validity of information found in this research, c) understand the basic parameters of Coriolis, and d) present an accurate understanding via the filming of a short video segment with a digital camera with video capability, and creation of a three to five minute vodcast on a laptop computer. The vodcasts are then placed on the class Moodle page for peers to review.

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Paper number: 11058
An Investigation of African American school girls as Science and Mathematics learners
Principal Author: Rose M. Pringle, University of Florida, rpringle@coe.ufl.edu
Co-Authors: K Brkich, University of Florida; Prisca Rodriguez, University of Florida; Thomasenia Adams, University of Florida; Cirecie West-Olatunji, University of Florida
Abstract:
Many scholars are recognizing the importance of positionality studies in relation to social justice issues and are exploring how positionality is used in power relations relative to individual experiences, different social affiliations, interactions and structures. Embracing positionality as being inextricably linked to power, status and rank privileged by society and one way of defining the dense overlay among the social positions of gender, ethnicity and SES, we sought to examine the experiences provided for African-American girls as science and mathematics learners as they transition into middle school. We believe that once students are aware of their positioning, they will control, navigate, and transcend the limits placed upon them by the educational system (Takacs, 2002) thus increasing their mathematics and science achievement through grades 5-8 and beyond. We posit that with an understanding of positionality, schools in general and science and mathematics teachers can enact appropriate curricular and pedagogical strategies to better support learning of African American girls along with support from counselors and parents. At this juncture in our nationally funded, longitudinal study, we answer the following question: How do low-income African-American schoolgirls position themselves as science learners in relation to their gender, class, and ethnic identities? Data sources consisted of focus group interviews with the girls, classroom videotaping, and interviews with teachers, counselors, and parents. Our findings indicate that the girls’ positionality as learners is impacted by the interactions among factors such as the perceptions and actions of teachers, counselors and parents along with the nature of learning experiences they are afforded. Furthermore, the observed qualities of school experiences; school-wide policy and teachers’ autonomous decisions specifically learning opportunities did not allow the girls entry into the culture of science and mathematics. Rather, the experiences resulted in potentially subversive positioning offering constraints as science and mathematics learners.

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Paper number: 13015
What Every Science Teacher Educator Needs to Know About Students with Special Needs
Principal Author: Jennifer L Purcell-Coleman, University of Arkansas: College of Education and Health Professions, jpurcel@uark.edu
Co-Authors: William F McComas, University of Arkansas: College of Education and Health Professions
Abstract:
The percentage of students with special needs has grown annually to approximately 11-12% of the education population. Many of these students are mainstreamed (U.S. Department of Education, 2010) in regular classes including science.

Teachers have long been required to take at least one class in "students with special needs," but only rarely do the conversations in such a class extend to the needs of these students in the discipline. It is even rarer to find discussion of special education students in the context of the science teaching methods class even though this would be an ideal environment in which discipline specific strategies could be readily provided. The presentation is based on a review of the literature, interviews with K-12 science teachers and an examination of science teaching methods texts. We will provide a rationale for the discussion of special education students in the science methods environment along with a proposal for which knowledge and experiences should be provided within that context.

We propose to define commonly seen disabilities and offer suggestions and techniques on how to work with specific disabilities, discuss different ways to adapt and organize the curriculum, as well as different ways of assessments including informal assessments pertaining to science education for children with special needs.

The traditional presentation will conclude with an opportunity for participants to reflect through an extended discussion. This discussion is designed to provide feedback to the presenters and to tap into the shared experiences of those in attendance with respect to the specific needs of special education learners in the science classroom and the role of science teacher education in preparing science teachers to understand and serve this population.

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Paper number: 13027
The California Science Project Teacher Retention Initiative: Four years of Data on Science PLCs
Principal Author: Julia Rankin Morandi, The Science Collaborative,Inc./California Science Project, juliarankin@verizon.net
Abstract:
Established in 2006, the California Science Project Teacher Retention Initiative (CSP TRI) addresses the shortage of science teachers as a crisis of retention in high needs school. This project is funded through a master grant of the California Post Secondary Commission. The grant enables them to leverage current science teacher development efforts to galvanize available resources, align programs, and transform the way science teachers are inducted, developed, and supported.

Research is being conducted on the program by the Center for Teacher Quality in collaboration with the California Science Project. The primary research questions are:

• How do CSP-TRI Professional Learning Communities (PLC) affect the retention of secondary science teachers?

• How do teachers”’ preparation pathways, background characteristics, life decisions and career intentions mediate the relationship between CSP TRI and retention?

• What are the policies, practices and working conditions that either promote or inhibit the capacity of schools and districts to create PLCs for science teachers in ways that promote their retention in high-poverty schools?

• To what extent do budget cuts or other economic impacts mediate CSP-TRIs effects on teacher supports

Quantitative and Qualitative data has been collected for the first three years of the study with case studies at three of the schools. The data shows that:

• Economic conditions confound efforts to support and retain science teachers;

• Collaborative cultures – and collaborative leadership – matter to the success of PLCs;

• Structure affects function for PLCs, and sometimes mediates success; and

• Teacher leadership is essential to creating sustainable PLCs.

Efforts to gather sufficient data continue. The research being gathered will be helpful for other institutes of higher learning interested in forming strong programs to support teacher retention in science through a variety of strategies with particular emphasis on professional learning communities.

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Paper number: 11027
Seeds for Success: A Sustainable Agriculture Curriculum for Grades K-4

Principal Author: Melanie A Reap, Winona State University, mreap@winona.edu
Abstract:
This syllabus sharing poster describes a project to develop a hands-on, inquiry-based curriculum to develop understanding of food production in K-4th grade school children. It also discusses the development of a school-based collaboration between teachers, elementary science methods class students, and university professors. In 2005 a section of elementary science methods was moved to a local, rural, elementary school. Since then each semester, in addition to classroom observations, the students lead four “science days”, teaching lessons to K-4th grade students. A review of the lessons taught over a 4 year period revealed a gap in topic coverage. One key area was the lack of environmental education lessons. In 2009, via a sustainable foods curriculum development grant from the collaborating university, the partnership secured monies to create a school garden. This syllabus sharing poster outlines the way in which the garden has shaped the course. Investigation of the impact the garden has on student learning was conducted during the fall 2010 semester and the results of that study are included in the poster session.
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Paper number: 10157
Field Trips and Science Methods: A Guide for Integrating Environmental Education Field Trip Pedagogy into Science Teacher Preparation
Principal Author: Bryan M Rebar, California Polytechnic State University, brebar@calpoly.edu
Co-Authors: Larry G Enochs, Oregon State University
Abstract:
Field trips are commonly used methods for teaching about the environment and their potential educational benefits are well documented. However, teachers receive minimal preservice training for how to make use of field trips in order to enhance environmental education (EE) and improve pedagogy in general. A review of the research on field trips reveals that many learning opportunities are missed. However, this same line of research also leads to a wealth of recommended strategies for optimizing learning on field trips. A summary of these recommendations is provided along with suggestions for how they might be integrated into a science methods course targeting preservice teachers. We make the case that including field trip pedagogy in existing science methods courses may be accomplished without restructuring course objectives and without displacing other important material to be covered. In fact, we assert that introducing field trip strategies to aspiring teachers in science methods courses will serve many existing course and program goals while simultaneously leading to improved EE instruction at both the secondary and university levels.
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Paper number: 13004
Content-Driven Literacy Strategies: Constructing Disciplinary Specific Methods for Preservice Science Teacher Education
Principal Author: Jessica F. Riccio, EdD, Teachers College Columbia University, riccio@tc.edu
Abstract:
The problem facing science teacher educators is how best to model these adapted literacy strategies in a way that is useful and clear for preservice students to use. In this proposed experiential session, I would like first explain, model, and discuss three literacy strategies that can guide science inquiry lessons. Second, I’d like to share six common scenarios that preservice student teachers may face in their student teaching and formative teaching experiences related to content-driven literacy, the skills, dispositions and tools one needs to use literacy in the service of science learning. In this format, I would like to share the knowledge related to specific content area strategies while also "thinking outside of the box" with colleagues to build new knowledge on how others prepare preservice teachers for similar demands.
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Paper number: 10195
Navigating with Content Driven Literacy in the Secondary School Classroom: Three Science Teachers Approaches from Their Second Year Teaching
Principal Author: Jessica Riccio, EdD, Teachers College Columbia University, RIccio@tc.edu
Abstract:
This paper shares a case study of three, second-year teachers and the specific ways they have adapted and incorporated disciplinary literacy into their science classrooms. Specific usage of annotated diagrams, graphic organizers and pre-writing disciplinary literacy strategies will be discussed. The concept of content area literacy and preservice education is not new. The challenges that teachers in science face surrounding the need to teach it are many. Besides knowing the science content, new teachers have to learn how to teach generic strategies, discipline specific strategies, domain knowledge and dispositions of literacy. As the texts change, so do the tasks for the students and for the teacher. In an effort to make sense of these tasks, teachers must understand the ways, and strategies to elicit and assess prior knowledge, build vocabulary, and monitor comprehension. Generic literacy strategies, though based in research must be adapted for successful use in the science classroom. This paper provides concrete examples for teachers who may be struggling to understand how to use literacy and why it is relevant in the science class, and it is appropriate for any person interested in understanding how, why and when to use content-driven literacy strategies in science.
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Paper number: 10207
Patterns of Reflection and Evidence in a Web-based Teacher Learning Environment: Nicole’s Story
Principal Author: Maria S Rivera Maulucci, Barnard College, Columbia University, mriveram@barnard.edu
Abstract:
This study explores patterns in the types of teacher reflection fostered by a web-based learning environment, Video Interactions for Teaching and Learning (VITAL). In VITAL, preservice teachers view, analyze, and reflect on lessons taught to their peers in the methods class. They then prepare essays incorporating video clips to illustrate their claims. Through an in-depth case study of one preservice teacher’s reflections on two videotaped mini-lessons, I propose that VITAL fosters general and specific reflections that describe, analyze, and evaluate Nicole’s beliefs about science, her role as a teacher, students’ roles, connections she made to big ideas presented in the methods seminar, and her future goals for becoming a teacher. The study contrasts two points along Nicole’s developmental trajectory. This study adds to the research base on the use of video in science teacher education by describing the types of reflections Nicole made and how the nature of her reflections changed over time.
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Paper number: 11039
A model for using 10th grade math and reading state assessment scores for 11th grade science selection treatment group within an urban, public, high school to meet Florida science high stakes testing paradigm.
Principal Author: MIchael S. Robinson, Booker T. Washington Senior High School, mikerobi@gmail.com
Abstract:
Since the introduction of the No Child Left Behind Act, states created 50 different accountability systems to assess student’s academic progress. Florida assigns an individual grade to each school based on how students perform on the statewide (FCAT) assessments of Reading, Math, Writing, and Science scores. Since Florida only counts high scoring (Achievement Level >=3 on 1-5 scale) students for the 11th grade science exam within its school grading accountability system, a rapid method for identifying potential high scoring science students was needed. This Title 1 school serves 1156 students, eighty 81% receive free or reduced lunch. The school’s ethnic population can be characterized as: 54% African American, 45% Hispanic, and 1 percent White. The majority of the students (89%) have difficulty reading at the Florida (FCAT) mastery level. We examined historical scatter plots of 11th grade science scale scores vs: 1) 10th grade reading student scale scores, 2) 10th grade math student scale scores, and 3) 10th grade reading student scale scores * 10th grade math student scale scores to determine a correlation model. Linear regression analysis yield correlation values: R2=.45 for 11th grade science vs. 10th grade Reading Scores, R2=.25 for 11th grade science vs. 10th grade Math Scores , and R2=.50 for 11th grade science vs. 10th grade Reading Scores* 10th grade Math Scores. The highest correlation model (10th grade math * 10th grade reading scores) was used to identify potential students with the greatest possibility of achieving high-scoring status on the FCAT science achievement exam. The science coach scheduled those students in rigorous advanced science classes. Additionally, the school targeted instruction to this “bubble list” of students by removing them from their elective classes (twice a week) for additional instruction and Saturday tutoring. The model applied in 2009 correctly predicted 87.5 % of high scoring students.
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Paper number: 10076
Pre-service Elementary and Middle Grades Students’ Factual Retention after an Inquiry or Direction Instruction Earth and Space Science Course
Principal Author: Elizabeth A. E. Roland, Morehead State University, e.roland@moreheadstate.edu
Co-Authors: Jennifer M.K. O’Keefe, Morehead State University
Abstract:
An emerging trend in pre-service teacher education is the development and implementation of content courses across scientific disciplines specifically for teachers. These courses utilize constructivist teaching methodologies which stress conceptual knowledge. In this study, pre-service teacher content knowledge attainment and retention was investigated using a multiple-choice test. Students in science methods had either the inquiry pre-service course or they had the traditional course prior to methods. This study analyzed student knowledge at the beginning and end of science methods as tested on Praxis. 220 pre-service elementary and middle grades teachers completed the study. Analysis suggests students taking the inquiry methods course generally had increased content attainment and over the semester demonstrated increased retention. An unexpected finding was an increase in earth and space content knowledge with preference to students taking the inquiry content course. The findings support the continuation of the inquiry course in earth and space sciences with some targeted course revision.
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Paper number: 13006
The Science Teachers Learning from Lesson Analysis (STeLLA)

Professional Development Program: Scaling for Effectiveness

Principal Author: Kathleen Roth, BSCS, kroth@bscs.org
Co-Authors: Joseph Taylor, BSCS
Abstract:
In this ASTE session we describe the need for rigorous research on professional development for science teachers. In that context, we describe one program, STeLLA, and its documented positive impacts on teachers and students. This session also addresses limitations in previous studies of STeLLA and in turn, a newly-funded study of STeLLA that seeks to assess its impacts on a larger scale. This session is especially relevant for in-service professional development providers. Both the results from previous studies of STeLLA and the design of the new, large-scale study inform the ASTE community about conducting research on professional development programs for science teachers. The session format will be a blend of presenter-lead and brief small-group discussions.

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Paper number: 11066
Preconceived Notions and Misconceptions of Students in an Elementary Science Classroom
Principal Author: Celia Rouse, University at Albany, SUNY, celia_rouse@yahoo.com
Abstract:
This study examined students’ preconceived notions and misconceptions in an elementary science classroom using one of several video clips from an accompanying CD with David Martin’s (2006) textbook Elementary science methods; A constructivist approach. The question investigated was: What makes teacher questioning and student participation in science classrooms an effective communication conducive to learning? The dialogue between students and teacher was transcribed and examined for initiation, response, and feedback (IRF) and, initiation and response (IR) as well as the use of hedges, pronouns, and use of politeness as they occurred. Findings show using guided- inquiry in the science classroom is an essential part of students’ growth so that previously conceived notions can eventually be replaced with more realistic concepts of science, giving pre-service and in-service teachers the opportunity to use authentic ways to use inquiry in the science classroom.
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Paper number: 10092
Student understanding of climate and climate change: implications for teaching complex systems
Principal Author: Anita Roychoudhury, Purdue University, aroychou@purdue.edu
Co-Authors: Daniel P Shepardson, Purdue University; Andrew Hirsch, Purdue University; Devdutta Niyogi, Purdue University; Soyoung Choi, Purdue University; Ross E Blythe, Purdue University
Abstract:
Understanding climate and climate change essentially requires an understanding of a complex system of concepts from several science disciplines. Research on the understanding of complex systems shows several areas of cognitive and pedagogical challenges: a. it involves multiple interdependent elements; b. many of the elements have non-linear causal connections; c. multiple causes and effects can co-exist; d. in some cases local and small-scale interactions can cause a large-scale effect.

We report a part of a larger study that focused on developing a model of student learning regarding Global Warming and Climate Change. In this paper, we focus on what 7th and 8th grades students knew about climate and climate change. Over 300 students from three schools in a Midwestern state participated in this study. The findings show that students learned some of the components of climate and climate change. For example, “climate is the average weather in a certain area over a period of time”. They also knew that “weather is something that happens now”. Some mentioned that the “locations on the earth” and the distance from the equator determine how much energy different places get and that causes the various climate zones. They showed little awareness of how multiple factors can influence the climate of a region.

Almost half of the students believed that the “Earth is warming at an alarming rate” and they believe that the plants and animals will die. These and other predictions of dramatic changes illustrate that the students perceive a linear cause and effect relationship between the temperature trend and its consequences. It also indicates a lack of understanding of the emerging nature of many of the outcomes and their dynamic interactions. Curricular and pedagogical implications of the findings will be discussed.

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Paper number: 10100
“It’s based on a true story, I guess”: A Case of Playing the Game of Teacher Education.
Principal Author: Jeffrey J Rozelle, Syracuse University, jrozelle@syr.edu
Abstract:
This study illustrates the case of a science teacher intern, Heather, learning to teach science in university-based teacher education program within a year-long field based internship program. Heather’s case serves as an “extreme case" (Flyvbjerg, 2006), useful for highlighting aspects of a problem space that are sometimes hidden in more typical cases. Using Resnick’s (1987) idea of “playing the game of school,” this study describes the ways in which Heather treated teacher education like an “in-school” setting while her field experience was an “out-of-school” experience. This included: learning the skills and vocabulary of teacher education for school reasons (symbolic manipulation), inventing experiences she felt useful to complete course assignments, and the ability to simplify her experience for written texts to improve her academic performance. Discussion includes a consideration of what Heather’s case might say about “theory/practice divide” often lamented in teacher education literature.
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Paper number: 10193
Using e-portfolios as portraits of growth in an in-service science teacher education program
Principal Author: Rachel M Ruggirello, Washington University in St. Louis, ruggirello@wustl.edu
Co-Authors: Wesley Pitts, Lehman College
Abstract:
E-portfolios are quickly expanding components of teacher education programs. Challenges arise in using e-portfolios. Defining reflection and growth as well as appropriately guiding portfolio development while still encouraging teacher ownership is one issue. Assessing the nature and quality of reflection and sufficiently characterizing growth is also complex. Situated within a Math-Science Partnership (MSP), we examine the impact of e-portfolios on facilitating reflective practice. A conceptual model for constructing authentic reflections for education programs using e-portfolios as exit projects is presented. We examine articulation of authentic professional growth incorporating four interrelated quality criteria (ontological, educative, catalytic and tactical). These criteria provide generative pathways to theorize and make sense of experiences within the context of successful teaching and learning how to teach science. Using a case study methodology, we investigate the use of e-portfolios using a variety of evidence – documents, artifacts, and observations. To characterize the nature of reflection and provide a context for more in-depth examination, each e-portfolio entry is evaluated on three dimensions: evidence (E), conceptual framework (CF) and articulation of growth (G). Our findings indicate strong and weak reflective entries ranging from flimsy evidence to lack of coherent conceptual frameworks to robust articulations of growth. We find that e-portfolios promote teacher learning and provide insight into teacher thinking. Those teachers using artifacts to complement the writing provide a much more comprehensive depiction of their thoughts and actions. However, e-portfolios are produced for others and therefore provide a restrained version of teacher thinking due to power differences between educators and the in-service teachers in the program. This study has implications for programs that use e-portfolios as a degree requirement. With discussions about clinical residencies for teachers and e-portfolios as requirements for national board certification, structuring and evaluating e-portfolios to demonstrate growth in teacher professional practice is of utmost importance.
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Paper number: 10134
Science Teachers’ Perceptions and Use of Concept Mapping in a Professional Development Program to Apply Geospatial Tools in Project-Based Learning
Principal Author: James A. Rye, West Virginia University, jim.rye@mail.wvu.edu
Co-Authors: Rick Landenberger, West Virginia University; Tim Warner, West Virginia University
Abstract:
A recent meta-analysis encourages teachers to make extensive use of concept mapping. The spatial aspect (relationships, hypertext) of electronic concept mapping arguably makes the tool a good fit with teacher professional development thrusts on geographic information systems (GIS) to enhance students’ spatial thinking and reasoning. Further, concept mapping and project-based learning (PBL) may be mutually reinforcing in that both are constructivist-based and, ideally, driven by a question. An interdisciplinary partnership between Geography/Geology and Curriculum and Instruction at a land grant institution received a National Science Foundation award to pursue science teacher professional development on geospatial technology applied to local watersheds. The project incorporated the use of IHMC CmapTools and project-based learning resources from the Buck Institute for Education. The project engaged a first cohort of teachers in a face to face summer institute (Summer, 2009) and, subsequently, an on-line learning academy (Fall-Spring, 2009-2010) to facilitate development/teaching of PBL watershed units. Participants will provide (Fall, 2010) school district inservices and state science teacher conference presentations on their units, and a subset will be coaches for the project’s second cohort. An initial project survey revealed that 10 of 17 teacher-participants had previously used concept mapping with students and rated the strategy highly (M = 4.4, 1-5 scale, 5 = “much value”). Twelve teachers participated in the discussion forums during the school year, which revealed: considerable time for teachers to practice using CmapTools was critical; a central challenge was motivating students to choose to learn; and linking terms are a challenge for students. Final reports revealed the most common barrier in using CmapTools in their schools was access to the needed technology (computers, software download problems, and virus problems). Overall use of concept mapping/CmapTools by teachers ranged from planning their PBL projects/events to having students produce maps related to the PBL driving question.
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Paper number: 10191
The Effect of Computer-Based Instruction on Young Children’s Academic Growth
Principal Author: Mesut Sackes, The Ohio State University, sackes.1@osu.edu
Co-Authors: Kathy Cabe Trundle, The Ohio State University; Randy L. Bell, University of Virginia
Abstract:
Most computer-based instructional studies have focused on students in middle grades or above. Although there is evidence that young children also are capable of using computer technology, studies that investigated the effectiveness of computer assisted learning strategies on young children’s learning of academic subjects are scarce. Therefore, the present study examined the effect of computer-assisted instruction in kindergarten on the growth in children’s academic performance on mathematics and science tests from kindergarten to second grade. Latent growth modeling was used to analyze the data. Results demonstrated that the availability of computers and software in kindergarten classrooms were significant predictors of teachers’ use of computers for teaching mathematics and science. Teachers who participated in technology/computer training workshops were more likely to use computers for teaching mathematics concepts than teachers who did not participate in such workshops. Gender was not a statistically significant predictor of children’s initial mathematics and science performances. Gender, however, was a significant predictor of the growth in their performance from kindergarten to second grade. Computer-based mathematics instruction was a statistically significant predictor of children’s growth in mathematics performance. The teaching of science with computers, however, was not a statistically significant predictor of children’s growth in science performance. . The findings of this study suggest that teaching of mathematics concepts with computers is effective in helping children succeed on mathematics assessments. This might be due to the greater availability and better quality of mathematics teaching software than science teaching software for early grades. Teachers who participated in technology workshops were more likely to use computers for teaching mathematics but not for science. This finding also suggests that CAI strategies might have been modeled using mathematics teaching software. Software for teaching science concepts in the early grades should be developed and their use should be modeled in technology workshops.
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Paper number: 10196
The Relationship between the Change in Science Content Knowledge and Science Teaching Efficacy Beliefs of In-service Elementary and Middle School Teachers
Principal Author: Mesut Sackes, The Ohio State University, sackes.1@osu.edu
Co-Authors: Margilee P. Hilson, Columbus City Schools; Kathy Cabe Trundle, The Ohio State University; Lawrence A. Krissek, The Ohio State University
Abstract:
This study examined the impact of the change in in-service elementary and middle school teachers’ understanding of the earth and space science concepts they are expected to teach on teachers’ efficacy beliefs for teaching science. Forty-six in-service elementary and middle school teachers (83% female, 17% male) employed in three central Ohio school districts participated in the study. Data were collected using the Lunar Phases Concept Inventory (LPCI), the Geology Content Knowledge Assessment (GCKA), and the Science Teaching Efficacy Belief Instrument (STEBI). Results demonstrated a statistically significant change from pre to post-test in teachers’ content knowledge of targeted earth and space science concepts. There was also a significant change in teachers’ efficacy beliefs scores from pre to post-test. However, the change in teachers’ content knowledge of earth and space science concepts was not a significant predictor of the change in their science teaching efficacy beliefs. Findings of this study indicated that a short-term professional development that addressed earth and space science concepts was effective enhancing in-service teachers’ understanding of these concepts and their efficacy beliefs for teaching science. However, the relationship between enhanced science content knowledge and enhanced efficacy beliefs for teaching science was not statistically significant.
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Paper number: 13003
Student-Generated Scientific Inquiry: Rethinking Science Notebooks
Principal Author: Irene Y Salter, California State University, Chico, isalter@csuchico.edu
Co-Authors: Leslie J Atkins, California State University, Chico
Abstract:
Science notebooks are a widely used tool in science classrooms for students to collect data, write and reflect on classroom activities and for teachers to assess student engagement and academic progress. Student notebooks typically differ in many respects from the research notebooks used by professional scientists in their organization, attention to detail, communicative utility, metacognitive features and overall style. However, this need not be the case, especially in courses where students are provided opportunities for open-ended inquiry and where learning about authentic scientific inquiry practices and the nature of science is the eventual goal.

In a recent class on scientific inquiry for prospective elementary teachers, students took a particularly scientific approach to notebooks: their notes display insights and dead-ends, inferences, showed evidence of metacognition, used notebooks to communicate with one another, and frequently utilized inscriptions. The parallels between student notebooks and scientific notebooks were motivated by a rubric, generated by students by analyzing notebooks from scientists.

This experiential session will share lesson plans, materials, videos, and notebook examples from this course. Participants in this session will begin by engaging as learners in the initial activity from the course that examines brief excerpts from the research notebooks of notable scientists (such as Isaac Newton, Linus Pauling, and Charles Darwin). The notebook grading rubrics generated by students from two different semesters as the result of this activity will then be shared. Finally, examples from student notebooks will be examined as a springboard for participants to share ideas and current practices, gain insight from other perspectives, and consider the many possible designs and uses of notebooks in the inquiry classroom.

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Paper number: 11015
Student-generated scientific inquiry: An undergraduate pre-service curriculum.
Principal Author: Irene Y Salter, California State University, Chico, isalter@csuchico.edu
Co-Authors: Leslie J Atkins, California State University, Chico
Abstract:
Recommendations from a range of panels place scientific inquiry at the center of science education reform. In a study of scientific inquiry among secondary teachers, the teachers who met this call were those “who had significant research experiences in careers or postsecondary study” (Windschitl, 2004 p. 481)—that is, had extended experiences in conducting open-inquiry in a scientific community. However, most preservice teachers rarely, if ever, have the opportunity to engage in authentic open-inquiry experiences. For instance, Shapiro (1996) found that 90% of elementary science methods students had never experienced science as an investigation. Clearly, there is a marked need for open-inquiry science courses that give students experience in developing scientific questions and methodologies for addressing those questions.

To address this need, we have developed a course in open scientific inquiry that engages students in crafting and investigating their own scientific questions in topics that span the scientific disciplines (in this case, light, color and sound). The primary aim of the course is to engage students in seeking scientific explanations to observable phenomena in the context of a classroom scientific community and generating arguments to support and defend their claims. Preliminary data from the course shows that an entirely student-driven open-inquiry course is not only feasible, but has outstanding student outcomes.

Course materials and instructors materials are available online for use by other faculty (http://phys.csuchico.edu/latkins/SGSI). This poster provides participants with opportunities to discuss these materials with the instructors. In addition, we will share our syllabus; examples of student work; and preliminary data documenting how students in this course come away with a more accurate understanding of the nature of scientific inquiry, greater confidence in their scientific abilities, and more developed skills in scientific reasoning, argumentation and explanation.

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Paper number: 10178
What can pre-service teachers learn about instructional formative assessment from practicing high school science teachers?
Principal Author: Mistilina Sato, University of Minnesota-Twin Cities, msato@umn.edu
Co-Authors: Aaron Hokanson, University of Minnesota-Twin Cities; Maurella Cunningham, University of Minnesota-Twin Cities; Katherine Koch-Laveen, Apple Valley High School; Jennifer Kersten, Richfield High School
Abstract:
This study investigated two related research questions associated with developing formative assessment practices in high school science classrooms: (1) how do high school science teachers create regulated learning environments in their classrooms using dimensions of formative assessment in instruction and (2) how can teaching practice be used to both inform theoretical development and the education of new practitioners? This study draws on theories of formative assessment in which the teachers’ role is to engineer the learning environment by providing appropriate learning goals, feedback on performance, and support for students to regulate their own learning. Assessment that is formative, then, is integrated with instruction, rather than punctuating instruction. Six teachers collaborated with a university based research team through action research in their classrooms for 18 months. This paper session examines how the teachers integrated formative practices into their physics and chemistry classrooms to try new practices related to assessing lab reports, making students’ thinking visible in chemistry, student self-assessment, building relationships with students, and allowing students to revise their work. Both research findings and lessons learned for practice will be discussed. This research contributes to both our theoretical and practical understanding of classroom formative assessment—an important, possibly essential, factor in the quality of science teaching. The detailed accounts of classroom inquiries will provide current practicing teachers with authentic accounts of how formative assessment works in real contexts. Theoretical links to concepts such as feedback, self-assessment, teachers’ pedagogical content knowledge, and culturally relevant practice will contribute to a broader discussion about the role that formative assessment plays in instruction and inform teacher education curriculum related to assessment.
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Paper number: 12007
Design and implementation of courses and assessments to meet NSTA teacher preparation standards 5, 6 and 7.
Principal Author: Georgianna L Saunders, Missouri State University, GigiSaunders@missouristate.edu
Abstract:
Program assessment data indicated that our preservice high school teachers were not prepared adequately for teaching to the National Science Education Standards. Areas of deficiency included the nature of science, science as an inquiry process, laboratory techniques, selection and use of laboratory equipment, management of students in the laboratory and the classroom, safety and liability in the laboratory, and performance-based assessment. In order to address the areas needing improvement the single existing science methods course was revised and two new science education courses were created. The syllabi for these courses will be presented.

The first course in the sequence is Introduction to Science Teaching in the 21st Century (SCI 214). The second course in the sequence is Techniques and Technology in Science Laboratory Teaching (SCI 314). The third course in the sequence is Teaching of High School Natural Science (SCI 414).

Assignments and rubrics were created to meet the NSTA safety standard (6) and the research standard (7). A teacher work sample is being used to document the preservice teacher’s impact on student learning (NSTA standard 5). These assessments will be discussed and data from these assessments will be presented. A goal of this presentation is to receive feedback from other science methods instructors about the usefulness of the assessments. A round table format will facilitate the discussion of these approaches to preservice teacher education.

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Paper number: 13013
An Examination of Global Climate Change Children’s Literature
Principal Author: Adele C Schepige, Western Oregon University, schepia@wou.edu
Co-Authors: Sue McWilliams, Western Oregon University
Abstract:
Global climate change education (GCCE) is becoming viewed as a national education issue. Project 2061, from the American Association for the Advancement of Science, produced a guide for teaching about climate change in 2007. NASA, NOAA and NSF have helped develop and endorse the Climate Literacy Framework (2008). At the same time, content area literacy is becoming more important at all grade levels while the amount of time teachers spend teaching science varies by grade level. Elementary teachers are teaching less science while increasing the amount of time teaching reading and mathematics. One way to help teachers find ways to include global climate change education in their curriculum is by integrating science and reading. With integration of the two areas, it is important to show that they support each other and by doing so, in turn, help children learn both skill sets, while advancing content knowledge in science. Knowing what high quality children’s GCC books are available can be an important step in supporting the inclusion of GCCE in classrooms. Through a NASA GCCE grant, a team including scientists, science educators and children’s literature experts has examined and reviewed GCC children’s books for content accuracy and for presentation including portraying the impacts of GCC in a doomsday fashion. The results of the examinations and reviews indicate there is some high quality GCC children’s literature available. However, results also indicate there are problems with some of the books, including those with content accuracy issues.
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Paper number: 10226
Preparing Science Teachers to Teach the Nature of Science Through Argumentation & Authentic Research
Principal Author: Sharon Schleigh, East Carolina University, schleighs@ecu.edu
Abstract:
Science teachers have implicit and explicit beliefs about science, inquiry, teaching and learning, impacting decisions and practices in science classrooms. Knowing how teachers will teach requires knowing their epistemological beliefs specific to their understandings for the nature of science. Teachers that are characterized as having a developed epistemological commitment, shared by the scientific community, related to the role of argumentation, are more likely to implement strategies that promote inquiry through argumentation. This study includes 50 scientists and 135 college students. Students participated in both explicit and implicit instruction to develop an understanding for NOS through argumentation. A multiple approach of data collection suggests that students’ ideas can be changed, however, those ideas are resistant to application in teaching practice.
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Paper number: 10082
Science Teacher Learning Progressions: A review of science teachers’ pedagogical content knowledge development.
Principal Author: Rebecca M Schneider, University of Toledo, Rebecca.Schneider@utoledo.edu
Co-Authors: Kellie Plasman, University of Toledo
Abstract:
Understanding how and what science teachers learn and continue to learn about teaching science is essential to creating programs to meet their needs at each stage of their careers. Learning progressions – although proposed as a framework to guide our thinking about student learning—can guide our thinking about how teachers’ knowledge progresses over time. Learning about teaching science means developing pedagogical content knowledge (PCK). Using PCK in science as a framework to guide analysis, this review examines science teachers’ developing knowledge of student thinking about science, science specific strategies and representations, science curriculum and goals, assessment in science, and orientations to teaching science, and looks across the professional stages for science teachers of preservice, new, continuing, and leader or mentor teacher. Research published between 1986 and 2009 was searched for articles relevant to science teacher learning and pedagogical content knowledge. Articles identified were organized by the professional stage of the participating teachers. Summaries of research approaches and findings were examined for patterns across studies in what teachers know or think about and what appears to influence their thinking. This analysis indicates that it is helpful for teachers to think about learners first then to focus on teaching and points out the essential role of reflection for teachers to rearrange their ideas in ways that develop their PCK. This review also shows that although PCK-based professional development opportunities are frequently provided for experienced teachers, these opportunities are not usually designed to build on previous experiences or to advance teacher understanding to higher levels. This review takes a unique approach to thinking about research on how and what science teachers learn, and can support teacher educators in designing professional programs that support beginning and advanced learning for science teachers.
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Paper number: 10128
Why won’t ‘The Scientific Method’ go away?
Principal Author: Zach SChultz, Education Department, Grinnell College , schultzz@grinnell.edu
Co-Authors: Paul Hutchison, Education Dept., Grinnell College
Abstract:
Some version of a sequential set of steps that claim to characterize scientific inquiry, often called "The Scientific Method", are fairly common in American schooling. This teaching practice persists despite 50-plus years of critiques that it misrepresents the activity of professional science, and consequently students develop naive understandings of scientific inquiry. We are interested in changing science teaching practices to support more sophisticated student understandings, and feel efforts that focus on critique are ineffective. What is needed to support change is a better understanding of why practices like the Scientific Method persist.

Our effort to understand the mechanisms of persistence is at an early stage. We characterize this work as theoretically speculative. We explore the utility of the concept of practical rationality to explain why certain teaching practices are valued by science teachers. Practical rationality is defined as a system of dispositions held more or less throughout a community. In some classroom moments different dispositions are at odds, and this creates tensions in teaching. Instructional practices that help teachers negotiate these moments of tension have particular value. We argue it may be that the Scientific Method is a teaching practice that serves this function, and that accounts for its persistence in the face of years of critique.
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Paper number: 10185
A Characterization of Middle and Secondary Pre-Service Teachers’ Questioning Skills
Principal Author: Melissa L. Shirley, University of Louisville, melissa.shirley@louisville.edu
Co-Authors: Stephanie B. Philipp, University of Louisville
Abstract:
Formative assessment (FA) is a process that teacher and students use to identify learning difficulties and take appropriate actions. One way in which teachers engage in FA is through whole-class questioning strategies. While the use of rich questioning techniques, such as asking higher cognitive level questions and providing quality feedback, have been shown to increase student achievement and engagement, it is not clear how teachers acquire the skills necessary to implement high-quality questioning.

This study provides an initial characterization of the depth and quality of middle and secondary pre-service science teachers’ oral questioning during whole-class instruction. The data for this study come from a course assignment in which middle/secondary science methods students were asked to record and transcribe a brief segment of a lesson they taught. By identifying smaller assessment episodes with a transcribed lesson excerpt, we focus our attention on the particular teacher questions, student responses, and follow-up moves from the teacher as a line of probing is followed. Findings demonstrate that many (38%) assessment episodes were cursory, consisting of a single question and student response. A further 32% of assessment episodes included a single request for student elaboration or explanation. While longer assessment episodes provide the opportunity for teachers to probe student understanding more deeply, in some cases, longer episodes were non-productive. Additional characterizations examine the nature of teacher questions and student responses to measure the quality of assessment episodes.

High-quality formative assessment requires that teachers implement cognitively rich instructional tasks and use appropriate methods to elicit evidence of student understanding. Whole-group oral questioning is one way in which many teachers gather such evidence to make instructional decisions. As we better understand how novice teachers engage in whole-class questioning, we can identify areas of strength and weakness and plan teacher preparation programs accordingly.

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Paper number: 11068
Development and Implementation of a Redesigned Technology Course for Middle/Secondary Science Teachers
Principal Author: Melissa L. Shirley, University of Louisville, melissa.shirley@louisville.edu
Co-Authors: Susan A. Peters, University of Louisville
Abstract:
This presentation describes a newly revised “Technology Applications for Science Teachers” course for graduate students holding or seeking middle grades or secondary level science certification. The course is intended as a survey of existing and emerging technology applications, with an emphasis on how the technology supports instruction. For example, technology can be used to model phenomena that are unsafe, too long in duration, or too expensive to duplicate in a classroom setting. Technology can also be used increase the efficiency of instructional tasks. Furthermore, technology can be used to help students visualize concepts and data in new ways that support their varied learning needs. While learning about existing and emerging technologies, students in this course are encouraged to critically evaluate the technologies for how they support these broad goals.

The course was structured around guidelines from the NSTA (1999) position statement “On the use of computers in science teaching” and the ISTE (2007, 2008) standards for teachers and students. We will describe the particular topics and themes embedded in this course, as well as the particular technologies highlighted during instruction that support the course goals. Themes used as part of this framework included: use of multi-media, data visualizations and representations, data collection and analysis, collaboration and communication, assessment, and virtual manipulatives and simulations. Societal issues, such as equity in computer access, funding, plagiarism, and Internet safety, were aligned with relevant themes and content.

Many teacher preparation programs include technology instruction. However, with the rapid rate of technological developments, it is difficult for instructors to stay current with emerging technologies and their potential applications for science classrooms. Through this presentation, we hope to share ideas with other technology instructors and engage in discussions to help clarify how colleges of education can prepare teachers to embed technology into teaching and learning.

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Paper number: 13009
Science Mimes: Enacting Creative Science Scenarios
Principal Author: Richard E Shope, Urban Science Corps, mime@shope.clom
Abstract:
Many capable and clever students reject science as a career because they are not given opportunities to see it as an exciting and creative pursuit. The moral...is that science may be impoverished when students who feel a need for a creative outlet eliminate it as a potential career because of the way it was taught. (McComas commenting on Tobias, 1998).

In this experiential session, the presenter guides participants toward understanding of how to apply Science Mimes as a practical pedagogical tool.When students are invited to act out the science story, applying mime and improvisational theatre techniques informed by reliable data, , they connect the dots between science concepts and what they mean. Science Mimes embeds the inquiry process as an expression of conceptual understanding constructed by the students. From beginning to end, enacting a science mimes scenario constitutes a learning progression, moving through zones of proximal development.

One critical aspect of the practice of science is the role of effective science communication. In the context of a science learning experience, as students act out the science story, enact science histories, and express explanations of complex science concepts, they also experience the creativity of science. Science Mimes extends a robust inquiry process of constructing scientific knowledge to apply creative mime and improvisational theatre techniques to communicate that knowledge. The Science Mimes process deepens conceptual understanding, builds confidence, and strengthens public speaking, all skills applicable to the practice of science.

The presenter’s approach has had consistent success with high school and undergraduate learners, as he presents scenarios developed around many science concpets. Typically, he invites participation to act out the science story as he narrates and explains the complexities.

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Paper number: 10096
Gender differences in how parents and their elementary school-age children solve science problems together
Principal Author: Katherine J Short-Meyerson, University of Wisconsin - Oshkosh, shortmey@uwosh.edu
Co-Authors: Susannah K Sandrin, Arizona State University
Abstract:
This project investigated whether there are gender differences in how parents (mothers and fathers) solve science problems with their young children (boys and girls) in grades 2 and 4. Gender differences in science interest show up by middle school, but few studies have examined these differences with elementary students. Data from video- and audiotapes of parent-child problem solving sessions, child interviews and parent questionnaires were collected and analyzed to address these questions:

(1) What are parents’ roles in solving science problems with their early elementary school-age children? Do they vary as a function of parent gender and/or child gender?

(2) Does the discipline of the science problems that parents and their early elementary school-age children prefer vary as a function of parent gender and/or child gender?

(3) What are early elementary school-age children’s approaches to solving science problems with their parents? Do they vary as a function of child gender and/or parent gender?

The research questions were investigated within the framework of Vygotsky’s (1978) and Rogoff’s (1990, 1995) sociocultural theories, Bronfenbrenner’s (1995, 2004) ethological theory and Bem’s (1981) gender schema theory. Analysis demonstrated that:

• fathers helped more than mothers;

• second graders received more parental help than fourth graders;

• sons received more general encouragement from their parents than did daughters; and

• mothers questioned their children more than fathers; and

• parents questioned their daughters more than their sons.

The child interview responses also demonstrated gender differences in: the children’s preferences for science problems and disciplines, which parent the children reported helping with homework, and the children’s understanding of what scientists and engineers do. Responses to the parent questionnaire demonstrated that there were gender differences in parents’ preference for specific problems and in parents’ interests in various domains of science which are consistent with findings of previous research.

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Paper number: 10040
The Impact of a Multi-Year, Multi-School District K-6 Professional Development Program Designed to Integrate Science Inquiry and Language Arts on Students’ High Stakes Test Scores

Principal Author: James A Shymansky, University of Missouri-St. Louis, jshymansky@umsl.edu
Co-Authors: Tzu-Ling Wang , National Hsinchu University of Education; Leonard A Annetta, North Carolina State University; Larry D Yore, University of Victoria; Susan A Everett, University of Michigan-Dearborn
Abstract:
This paper is a report of a quasi-experimental study on the impact of a five year, K-6 professional development project on the ¡°high stakes¡± achievement test scores of different student groups in rural mid-west school districts in the USA. The professional development program utilized regional summer workshops, district-based leadership teams and distance delivery technologies to help teachers learn science concepts and inquiry teaching strategies associated with a selection of popular science inquiry kits and how to adapt inquiry science lessons in the kits to teach and reinforce skills in the language arts¡ªi.e. to teach more than science when doing inquiry science. Analyses of pre-post high stakes achievement scores of 33 school districts participating in the adaptation of inquiry professional development and a comparative group of 23 school districts revealed that both the Grade 3 and Grade 6 students in the school districts utilizing adapted science inquiry lessons significantly outscored their student counterparts in the comparative school districts. The positive high stakes test results, which serve as the basis for state and local decision making, suggest that an inquiry adaptation strategy and a combination of regional live workshop and distance delivery technologies with ongoing local leadership and support can serve as a viable professional development option for K-6 science.
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Paper number: 10112
Integrating Formative Assessments into Multilevel Science Assessment Systems
Principal Author: Matt D Silberglitt, WestEd, msilber@wested.org
Co-Authors: Barbara C Buckley, WestEd
Abstract:
It is widely recognized that states must aim for balanced state assessment systems in which district, classroom and state tests are aligned and mutually reinforcing (Pellegrino, 2001). However, quality classroom assessments are typically weak links in attempts to forge balanced assessment systems. Underlying the NCLB requirement for statewide testing is the assumption that, given timely access to information about student learning, teachers will draw inferences about areas of need and use research on “best practice” to make decisions for improving learning. Classroom-based assessments that are formative have been repeatedly shown to benefit student learning (Black & Wiliam, 1998). However, the widely recognized disconnect between classroom assessments and state tests tends to reduce the coherence of statewide assessment systems and interfere with sound instructional decision-making. This disconnect is exacerbated by the questionable technical quality of many classroom assessments or those in published curricula (Wilson & Sloan, 2000). This session will examine a research and development project currently underway to create research-based classroom assessments that can be used during instruction to monitor and improve progress and that can be administered following instruction to document learning and identify remaining needs. These classroom assessments capitalize on the capabilities of new technologies to provide assessments with documented technical quality to integrate into balanced state assessment systems.
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Paper number: 13012
Using Simulation-Based Science Assessments in Balanced State Science Assessment Systems
Principal Author: Matt D Silberglitt, WestEd, msilber@wested.org
Co-Authors: Barbara C Buckley, WestEd
Abstract:
WestEd, in partnership with UCLA/CRESST, CCSSO, AAAS, and several states, developed simulation-based science assessments for ecosystems and force & motion topics in middle school classrooms. For each topic, both curriculum-embedded assessments and benchmark assessments have been developed. The embedded assessments provide immediate feedback and coaching, and are paired with reflection activities that enable teachers to address the need for formative assessment (assessment for learning). Each assessment is developed around a storyline that provides a role for the students to engage them in the tasks. The assessments use the interactive simulations to address content that is not typically addressed adequately by traditional assessments. The reflection activities and summative assessments also address students’ abilities to transfer their understanding to novel contexts. The assessments have been tested in cognitive laboratories and in classroom pilots with teachers and students in several states. Session participants will have the opportunity to experience the assessments, including ways technology-enhanced science assessments can be used with accommodations to increase accessibility, and view reports to students and teachers generated by the formative and summative assessments. Session participants will have the opportunity to learn how the results of embedded assessments can be used by teachers to adjust instruction. Examples of reflection activities that differentiate tasks and use grouping strategies based on formative assessment results will be shared.
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Paper number: 11001
Integrating science through inquiry
Principal Author: Abha Singh, Western Illinois University, a-singh@wiu.edu
Abstract:
The purpose of an inquiry course in elementary science education is to help students develop more positive attitudes toward the teaching of science and to develop quality pedagogical and content knowledge for teaching at the elementary / middle school levels. This course is intended to deal with concepts related to earth/space, environmental, life and physical science concepts. Additionally, the course is intended to provide students with an opportunity to utilize scientific inquiry, thinking skills, historical perspectives, and technological design to the selection and design of science curriculum for elementary /middle school.Emphasis is placed on inquiry teaching, integrated process skills, and contemporary curriculum programs which stress direct experience in laboratory activities. Additionally, the application of science content from the biological, earth/space, environmental, and physical sciences is included. A field experience is required as part of this course.

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Paper number: 10218
Pivotal Cases of Classroom Instruction to Support Young Children’s Understanding of Natural Selection
Principal Author: Stephanie Sisk-Hilton, San Francisco State University, stephsh@sfsu.edu
Co-Authors: Kathleen Metz, University of California, Berkeley; Eric Berson, University of California, Berkeley
Abstract:
This study provides evidence that young children are able to make significant progress toward understanding the core biological idea of natural selection when engaged in curriculum designed using a learning progressions framework. Second and third graders from an urban public school participated in a summer science program in which they studied natural selection in the context of animals and their behavior. Analysis of embedded and pre-and post- assessment show progress toward normative understanding of natural selection. The analysis of instruction reveals five "pivotal cases," instructional events that correlated to multiple students’ making progress along the proposed learning progression. By analyzing the impact of specific instructional activities on the conceptual understanding, we can better understand how to build normative understanding over time and investigate the potential of young children to engage in complex scientific ideas. The findings are relevant to science teacher education in that they question implicit assumptions about young students’ capabilities that guide many state standards and readily available curricula.
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Paper number: 10138
High-Stakes Tests Use of Graphical Representations: A Descriptive Analysis of Two Eighth-Grade Released Texas Essential Knowledge and Skills (TAKS) Tests
Principal Author: Scott W Slough, Texas A&M University, sslough@tamu.edu
Co-Authors: Denise Knibbe, Texas A&M University; Erin M McTigue, Texas A&M University
Abstract:
Middle school teachers tend to rely heavily on textbooks that have become increasing more visual. There is little information available about the graphical demands of high-stakes tests. The purpose of this study was to quantify the type and quality of the graphical representations on the eighth grade Texas Assessment of Knowledge and Skills (TAKS) standardized science exam and to compare those results to a limited set of sixth grade State of Texas adopted text books (sixth grade objectives are included on the eighth grade assessment). Two released versions of the tests (2006 and 2009) (TEA, 2010) were analyzed using the Graphical Analysis Protocol (GAP) (Slough, McTigue, Kim, & Jennings, 2010). Results indicated that a) graphics were demonstrable different than those used in a previous study of sixth grade textbooks (Slough, McTigue, Kim, & Jennings, 2010) (e.g., hybrid graphics with naturalized, stylized, and/or picture glossaries and tables/graphs/histograms were overrepresented on the TAKS test compared to the textbooks where decorative photographs were overrepresented in the textbooks compared to the tests); b) graphical representation were similar across the three grade levels represented on the test; c) representational semantic relationships were prevalent; d) graphics typically depicted isolated units; and e) while there is an implied (spatial) connection to graphics used in a tests, these connections were not always explicit and/or were potentially confusing. Further research is needed to compare grades seven and eighth grade textbooks to the tests and on a larger sample of high-stakes assessments from different states, grade levels, and subjects.
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Paper number: 10162
Successful Implementation of Technology to Teach Science: Research Implications
Principal Author: David A Slykhuis, James Madison University, slykhuda@jmu.edu
Co-Authors: Rebecca McNall Krall, University of Kentucky
Abstract:
In this review of recent literature on the use of technology to teach science content, 143 articles from 8 science education journals were selected and analyzed for the use of technologies in teaching science, pedagogies employed, and successes of the implementations. The resultant data provides a snapshot on how technology is being used in the teaching and learning of science, and the research methods used to explore these issues. Levels of research and levels of success were developed and applied to the article data set to characterize the types of research and technology implementations described in the literature. Articles that showed high levels of successful implementation of technology along with a high level of research were explored and explained in greater detail. The review underscores the research trend toward using technology to illustrate abstract concepts and make objects that are invisible to the naked eye, visible and malleable in computer modeling programs. Implications for successful use of technology to teach science are discussed.
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Paper number: 11034
Informal & Formal Instructional Setting Fieldwork in Early Childhood/Elementary Methods Course
Principal Author: Lara K Smetana, Southern Connecticut State University, smetanaL1@southernct.edu
Abstract:
This early childhood (Grades K-2) science methods course included two major projects that scaffolded the prospective teachers as they took on increasing responsibility for planning and implementing instruction. One offered the opportunity to interact with families in an informal setting (Family Engineering nights at local elementary schools). The other took place in a formal classroom setting with actual K-2 students. In addition to syllabus and course materials, this presentation shares lessons learned and has the potential to serve as a model for future university courses.
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Paper number: 11049
Pre-service Elementary Teachers’ Perspectives about Inquiry: Understanding through the Classroom Scenarios
Principal Author: Youngjin Song , UNIVERSITY of NORTHERN COLORADO, youngjin.song@unco.edu
Co-Authors: Teresa M Higgins , UNIVERSITY of NORTHERN COLORADO
Abstract:
This study investigated pre-service elementary teachers’ entering perspectives about inquiry in the context of an elementary science methods course. Particular emphasis was be given to whether pre-service elementary teachers’ perspectives about inquiry reveal multifaceted aspects of inquiry represented in the Standards (NRC, 1996, 2000). The survey data was collected from 172 pre-service elementary teachers from 9 sections of an elementary methods course over the course of one year. The survey contained six open-ended questions and nine short classroom scenarios in which pre-service elementary teachers were asked to specify whether it can be an example of inquiry or not by indicating yes or no, and then to explain the rationale of their choice. The data was analyzed both qualitatively and quantitatively. The findings demonstrate that pre-service elementary teachers (1) did not perceive the “understanding” about inquiry as a part of inquiry-oriented approach, (2) focused on the “process” skills then developing “cognitive abilities” emphasized in the Standards, (3) did not recognize variations of inquiry activities and perceived only student self-directed activities as true inquiry, and (4) believed hand-on activities promise inquiry teaching and learning. These findings about our pre-service elementary teachers’ understanding of inquiry suggest implications for elementary teacher preparation programs.
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Paper number: 10139
Environmental Service Learning; a Conceptual Framework for Science Methods Courses for Elementary Teachers
Principal Author: Barbara S Spector, University of South Florida, spector2@usf.edu
Co-Authors: Jeremy P Lake, Earth Force; Amy E Basham, University of South Florida
Abstract:
Two challenges within science teacher education are (a) the perennial need to mitigate preservice elementary teachers’ science anxiety and (b) the need for education institutions to engage with the communities in which they reside. In response, the University of South Florida (USF) partnered with Earth Force, a national environmental service learning organization, to develop and pilot test an atypical approach to teaching a methods course to people who will teach science in elementary schools. The Earth Force Community Action and Problem Solving (CAPS) model guided students’ experiential learning for 24 contact hours (out of 45) in one section of a science methods course for undergraduate elementary majors. Students learned through active participation in organized service that met a genuine community need while fostering civic responsibility. Their actions were an integral part of the course curriculum, and they were provided appropriate time to reflect upon their experiences. The instructional team included an Earth Force staff member, a professor, and a doctoral candidate. Service learning was used as both a topic of study and as a context for students learning topics typically taught in a methods course, thereby enabling learners to attain the NSES teaching and professional development standards. Learners appreciated the infusion of environmental issues in the methods course that were relevant to themselves and their community. Free flow of enthusiastic communication among students and with instructors, and explicit comments of pleasure in finding science was accessible and attainable indicated students were comfortable being immersed in the inquiry while conducting their community investigation. There was no evidence of science anxiety. Most students expressed intention to implement service learning when they have their own classrooms. Integrating service learning in methods courses introduces a new dimension for research and additional funding sources for science teacher educators.
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Paper number: 10142
How Do the Academic Ability and Performance of Purdue Teacher Education Students Compare to Paired Content Majors Who Are Not Preparing to Teach?
Principal Author: John R. Staver, Purdue University,