JoinEditor's Note
Fostering Scientific Literacy
Science and Children—July/August 2022 (Volume 59, Issue 6)
By Elizabeth Barrett-Zahn
Press Release
Middle School Teams Win 20th Annual eCYBERMISSION Competition
Teams Oh, Deer!, Plastic Patrol, OMg, and Busy Bee Tech were named National Winners, each student taking home the $10,000 U.S. EE Savings Bond prize.
Research & Teaching
Impact of a Co-Taught Physics Course on Preservice Science Teachers’ Views of Teaching and Learning of Physics
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Kadir Demir, Brett Criswell, and William Stoll
This article focuses on the impact of a physics class on secondary science teacher candidates’ views of teaching and learning physics. The course was developed and taught by faculty from the Department of Astronomy and Physics and the College of Education and integrated physics content with a conceptual change pedagogical approach. Candidates’ views gathered in pre- and postcourse interviews were analyzed along a continuum from teacher-centered canonical to student-centered refinement, which represented a progression from not giving any attention to students’ ideas in thinking about what effective teaching and learning represent to recognizing the need to build scientific knowledge from students’ ideas. Candidates showed a shift from the beginning of the course to the end, with 12 of the 14 candidates expressing student-centered views in the postcourse interviews and 8 presenting views commensurate with the refinement level. We describe several factors that were identified as responsible for this shift and offer suggestions about how to replicate those factors across multiple contexts so others may design learning experiences to produce similar outcomes.
This article focuses on the impact of a physics class on secondary science teacher candidates’ views of teaching and learning physics. The course was developed and taught by faculty from the Department of Astronomy and Physics and the College of Education and integrated physics content with a conceptual change pedagogical approach.
This article focuses on the impact of a physics class on secondary science teacher candidates’ views of teaching and learning physics. The course was developed and taught by faculty from the Department of Astronomy and Physics and the College of Education and integrated physics content with a conceptual change pedagogical approach.
Research & Teaching
Using Structured Decision-Making in the Classroom to Promote Information Literacy in the Context of Decision-Making
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Jenny M. Dauer, Amanda E. Sorensen, and P. Citlally Jimenez
An important facet of college students’ science literacy and job market preparation is developing skills for finding and applying information to decision-making about complex real-world problems. We developed a multidisciplinary science course to support development of these skills using a decision-making framework based on normative models of structured decision-making. Students practiced decision-making skills in the context of several socioscientific issue modules. We documented a postcourse increase in students’ self-efficacy for finding, evaluating, and using technical information in decision-making. We also review prior findings that articulate potential beneficial student learning outcomes as a result of this teaching approach. This course may provide a model for introductory courses to better align with institutional goals for science literacy and critical-thinking.
An important facet of college students’ science literacy and job market preparation is developing skills for finding and applying information to decision-making about complex real-world problems. We developed a multidisciplinary science course to support development of these skills using a decision-making framework based on normative models of structured decision-making. Students practiced decision-making skills in the context of several socioscientific issue modules.
An important facet of college students’ science literacy and job market preparation is developing skills for finding and applying information to decision-making about complex real-world problems. We developed a multidisciplinary science course to support development of these skills using a decision-making framework based on normative models of structured decision-making. Students practiced decision-making skills in the context of several socioscientific issue modules.
Research & Teaching
Impacts of Faculty Development on Interdisciplinary Undergraduate Teaching and Learning in the Food-Energy-Water Nexus
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Amie S. Sommers, Holly White, Jenny M. Dauer, and Cory Forbes
To support undergraduate instruction and learning outcomes (i.e., systems thinking and decision-making in interdisciplinary contexts) grounded in the Food-Energy-Water Nexus (FEW Nexus), we implemented a multiyear faculty development program around a new minor. In this article, we build on a previous study to investigate teaching in FEW Nexus minor courses, as well as student outcomes before and after participation in the faculty development program. We analyzed video recordings of courses to identify teaching style and scored pre- and postcourse student assessments of decision-making and systems thinking quantitatively. Post-program teaching was more student centered (50%) than pre-program (37.5%; p = 1.9e-6). Faculty who taught courses with longer class periods incorporated more active learning than in short class periods (pre: p = 2.2e-16; post: p = 2.2e-16). Despite changes in instruction, we did not observe changes in decision-making and systems thinking outcomes. However, results indicate that providing faculty with resources and time can facilitate implementation of best practices and that further support and research are needed to connect these practices with positive outcomes.
To support undergraduate instruction and learning outcomes (i.e., systems thinking and decision-making in interdisciplinary contexts) grounded in the Food-Energy-Water Nexus (FEW Nexus), we implemented a multiyear faculty development program around a new minor. In this article, we build on a previous study to investigate teaching in FEW Nexus minor courses, as well as student outcomes before and after participation in the faculty development program.
To support undergraduate instruction and learning outcomes (i.e., systems thinking and decision-making in interdisciplinary contexts) grounded in the Food-Energy-Water Nexus (FEW Nexus), we implemented a multiyear faculty development program around a new minor. In this article, we build on a previous study to investigate teaching in FEW Nexus minor courses, as well as student outcomes before and after participation in the faculty development program.
Research & Teaching
An Argumentative Writing Prompt Model to Support Nonscience Major Students’ Learning in an Introductory Chemistry Course
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Claudia Aguirre-Mendez and Ying-Chih Chen
An argumentative writing prompt model is presented for use in a general chemistry class designed for nonscience major students. The purpose of this instructional model is to support students with rich experiences to strengthen their conceptual understanding, critical-thinking skills, and scientific literacy. Research in science education at the college level mainly focuses on creating great academic environments for science majors but is less focused on nonscience majors. Pedagogical strategies using argumentative writing prompts involve students in the context of applying essential scientific practices, such as answering questions, collecting and analyzing data, using and creating models, engaging in argument from evidence, and communicating information with peers. An open-ended questionnaire was used to examine students’ perspectives after engaging in this assignment. Most of the students who answered the questionnaire found the argumentative writing assignments helpful and appreciated their design. Students believed the writing assignments helped them improve their conceptual understanding, their understanding of argumentative components, and the connection with their future career. This study contributes to the evidence-based understanding of the connections between students’ perceptions and improved engagement in argumentative writing.
An argumentative writing prompt model is presented for use in a general chemistry class designed for nonscience major students. The purpose of this instructional model is to support students with rich experiences to strengthen their conceptual understanding, critical-thinking skills, and scientific literacy. Research in science education at the college level mainly focuses on creating great academic environments for science majors but is less focused on nonscience majors.
An argumentative writing prompt model is presented for use in a general chemistry class designed for nonscience major students. The purpose of this instructional model is to support students with rich experiences to strengthen their conceptual understanding, critical-thinking skills, and scientific literacy. Research in science education at the college level mainly focuses on creating great academic environments for science majors but is less focused on nonscience majors.
Research & Teaching
First Do No Harm
In-Class Computer-Based Exams Do Not Disadvantage Students
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Deena Wassenberg, J.D. Walker, Kalli-Ann Binkowski, and Evan Peterson
Computer-delivered exams are attractive due to ease of delivery, lack of waste, and immediate results. But before moving to computer-based assessments, instructors should consider whether they affect student performance and the student exam experience, particularly for underrepresented student groups and students with exam anxiety. In this study, we gave students in an introductory biology class alternating computer and paper examinations and compared their performance and exam anxiety. On average, students did not perform differently on the two exam types. Additionally, the performance of different subgroups (e.g., non-native English speakers, White students, non-White students, first-generation college students, male and female students, and students who have exam anxiety) was not affected by exam type. Students overall and in different subgroups reported nearly identical amounts of test anxiety during paper and electronic exams. The average time to complete the exam was shorter for computer exams. Students were relatively evenly split as to expressed exam-type preference and did not indicate that one format facilitated cheating more than the other. Based on these results, we believe computer-based exams can be an efficient and equitable approach to assessment.
Computer-delivered exams are attractive due to ease of delivery, lack of waste, and immediate results. But before moving to computer-based assessments, instructors should consider whether they affect student performance and the student exam experience, particularly for underrepresented student groups and students with exam anxiety. In this study, we gave students in an introductory biology class alternating computer and paper examinations and compared their performance and exam anxiety. On average, students did not perform differently on the two exam types.
Computer-delivered exams are attractive due to ease of delivery, lack of waste, and immediate results. But before moving to computer-based assessments, instructors should consider whether they affect student performance and the student exam experience, particularly for underrepresented student groups and students with exam anxiety. In this study, we gave students in an introductory biology class alternating computer and paper examinations and compared their performance and exam anxiety. On average, students did not perform differently on the two exam types.
Research & Teaching
From Science in the Art Gallery to Art in the Science Classroom
Using Arts-Integrated Professional Development to Enhance Environmental Education
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Lauren Madden, Carolina Blatt, Louise Ammentorp, Eileen Heddy, Dana Kneis, and Nicole Stanton
In this study, 26 teachers for kindergarten through Grade 8 in six schools participated in a comprehensive and interdisciplinary professional development (PD) effort focused on integrating environmental education across the curriculum. One focus of the PD was to encourage the teachers to use arts-integration strategies for environmental education. Using a qualitative approach to analyze the degree to which teachers shifted instruction to include arts integration or planned to make shifts in the future, we found that participants engaged in arts-based activities for four purposes: communication, creative expression, content explanation, and community building. Data sources included post-PD surveys, site visits and observations, and email communication with teachers. We found that arts-based strategies were well received by teachers, and, following the PD, the teachers applied the art-based strategies to their science teaching through the four purposes listed.
In this study, 26 teachers for kindergarten through Grade 8 in six schools participated in a comprehensive and interdisciplinary professional development (PD) effort focused on integrating environmental education across the curriculum. One focus of the PD was to encourage the teachers to use arts-integration strategies for environmental education.
In this study, 26 teachers for kindergarten through Grade 8 in six schools participated in a comprehensive and interdisciplinary professional development (PD) effort focused on integrating environmental education across the curriculum. One focus of the PD was to encourage the teachers to use arts-integration strategies for environmental education.
Feature
The STEM Faculty Experience at West Point
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Carolann Koleci, Eileen M. Kowalski, and Kenneth J. McDonald
At conferences or meetings, West Point faculty are often asked, “What’s it like to teach at West Point?” Previously, we reported on this question within the context of the cadet’s West Point experience and how STEM courses and opportunities are integrated. Now we turn our focus to the West Point faculty and their unique position of both educating cadets in a traditional sense and helping with the cadets’ character development. In this article, we discuss who the West Point faculty are; what is expected of each faculty member; and how faculty members within chemistry, physics, mechanical engineering, and civil engineering educate and develop future leaders of character for the U.S. Army.
At conferences or meetings, West Point faculty are often asked, “What’s it like to teach at West Point?” Previously, we reported on this question within the context of the cadet’s West Point experience and how STEM courses and opportunities are integrated. Now we turn our focus to the West Point faculty and their unique position of both educating cadets in a traditional sense and helping with the cadets’ character development.
At conferences or meetings, West Point faculty are often asked, “What’s it like to teach at West Point?” Previously, we reported on this question within the context of the cadet’s West Point experience and how STEM courses and opportunities are integrated. Now we turn our focus to the West Point faculty and their unique position of both educating cadets in a traditional sense and helping with the cadets’ character development.
feature
A Human-Centered Design Tool Kit for STEM-Based Capstone Courses
General Design and Implementation in a Food Science Curriculum
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Lucas O’Bryan, Dawn Bohn, and Saadeddine Shehab
In fall 2019, a food science instructor partnered with the design center at a large Midwestern university to create a student activity tool kit for integrating the Human-Centered Design (HCD) approach into a science, technology, engineering, and mathematics (STEM)–based undergraduate capstone experience. This article shows how HCD can provide a student-centered approach to a capstone course and offers practical preparation, implementation, and evaluation materials for lectures, discussions, and laboratory sessions, all of which were used to guide instructors as they integrated HCD into a STEM capstone course. While a food product development course served as the model for other STEM capstone courses, the HCD approach is not discipline-specific; the activities and assessments conducted in this course can be applied across departments, from food science to bioengineering to chemistry and beyond.