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Archive: Teacher Tip Tuesday: Distance-Learning Strategies, August 25, 2020

How can we create equitable, distance-learning sensemaking (actively trying to figure out how the world works or designing solutions to problems) experiences for our students when it comes to asking them to use materials from around their homes to do so?

Join us as we discuss strategies to provide ALL of our students opportunities for engaging in science and engineering practices individually from home and sensemaking collaboratively with their peers. Learn from others in our learning community and share your ideas!  

How can we create equitable, distance-learning sensemaking (actively trying to figure out how the world works or designing solutions to problems) experiences for our students when it comes to asking them to use materials from around their homes to do so?

Join us as we discuss strategies to provide ALL of our students opportunities for engaging in science and engineering practices individually from home and sensemaking collaboratively with their peers. Learn from others in our learning community and share your ideas!  

How can we create equitable, distance-learning sensemaking (actively trying to figure out how the world works or designing solutions to problems) experiences for our students when it comes to asking them to use materials from around their homes to do so?

Join us as we discuss strategies to provide ALL of our students opportunities for engaging in science and engineering practices individually from home and sensemaking collaboratively with their peers. Learn from others in our learning community and share your ideas!  

How can we create equitable, distance-learning sensemaking (actively trying to figure out how the world works or designing solutions to problems) experiences for our students when it comes to asking them to use materials from around their homes to do so?

Join us as we discuss strategies to provide ALL of our students opportunities for engaging in science and engineering practices individually from home and sensemaking collaboratively with their peers. Learn from others in our learning community and share your ideas!  

 

Informal Education    |    Daily Do

How Does Some Corn Pop?

How Does Some Corn Pop?

 

Press Release

NSTA to Begin Search for New Executive Director

 

research & teaching

Peer-Designed Active Learning Modules as a Strategy to Improve Confidence and Comprehension Within Introductory Computer Science

Journal of College Science Teaching—May/June 2020 (Volume 49, Issue 5)

By Becky Wai-Ling Packard, Jaemarie Solyst, Anisha Pai, and Lu Yu

While research has demonstrated the links between active learning and student success, lecture remains a dominant instructional method within introductory STEM courses. In this project, we used the strategy of enlisting peer mentors to develop and facilitate active learning modules within introductory computer science. First, we describe the preparation peer mentors underwent for their role and the active learning modules that were developed. Next, we share survey data from introductory undergraduates (n = 45); they viewed peer mentors as effective facilitators and credited the active learning modules as contributing to their comprehension of and confidence with course material. In our analysis, we underscore the value of analogy and simulation as cognitive scaffolds and the contributions of near-peer perspectives when developing introductory science courses. Implications for future work involving introductory college science teaching are discussed.

 

While research has demonstrated the links between active learning and student success, lecture remains a dominant instructional method within introductory STEM courses. In this project, we used the strategy of enlisting peer mentors to develop and facilitate active learning modules within introductory computer science. First, we describe the preparation peer mentors underwent for their role and the active learning modules that were developed.
While research has demonstrated the links between active learning and student success, lecture remains a dominant instructional method within introductory STEM courses. In this project, we used the strategy of enlisting peer mentors to develop and facilitate active learning modules within introductory computer science. First, we describe the preparation peer mentors underwent for their role and the active learning modules that were developed.
 

research & teaching

K–12 DREAMS to Teach Program at Morehouse College

Challenges and Opportunities Creating the Next Generation of African American Male STEM Teachers

Journal of College Science Teaching—May/June 2020 (Volume 49, Issue 5)

By Cynthia Trawick, Thema Monroe-White, Jigsa A. Tola, Jamie P. Clayton, and J. K. Haynes

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors’ influence on STEM participation and persistence. This study investigates the pathways of Black males who successfully overcome barriers and subsequently choose to persist (or not) in STEM and STEM K–12 instruction in particular. Findings suggest that although DRK–12 Dreams to Teach participants arrive at Morehouse less prepared to pursue STEM degrees than other Morehouse STEM students, they catch up and are retained in STEM and are on track to graduate at the same rate. This study improves our understanding of STEM persistence and K–12 instruction in the context of a federally funded, STEM-focused intervention targeting African American males. 

 

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors’ influence on STEM participation and persistence.
This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors’ influence on STEM participation and persistence.
 

research & teaching

Elementary Preservice Teachers’ Use of Speaking, Listening, and Writing Skills to Understand the Importance of Nature of Science Instruction

Journal of College Science Teaching—May/June 2020 (Volume 49, Issue 5)

By Melanie Kinskey

There has been a focus on improving teachers’ views of nature of science for decades. The method in which researchers improve views of nature of science, however, varies greatly. This study aimed to improve elementary preservice teachers’ views of nature of science and nature of science instruction through a course assignment that required the preservice teachers to use speaking, listening, and writing skills through an interview with young children. They were then asked to write an analysis paper explaining their students’ views of nature of science and implications for their future practice. After engaging with the interdisciplinary work of a scientist through nature of science modules and the interview during field experiences, the elementary preservice teachers developed more informed views of science and gained an understanding of the importance of nature of science instruction.

 

There has been a focus on improving teachers’ views of nature of science for decades. The method in which researchers improve views of nature of science, however, varies greatly. This study aimed to improve elementary preservice teachers’ views of nature of science and nature of science instruction through a course assignment that required the preservice teachers to use speaking, listening, and writing skills through an interview with young children.
There has been a focus on improving teachers’ views of nature of science for decades. The method in which researchers improve views of nature of science, however, varies greatly. This study aimed to improve elementary preservice teachers’ views of nature of science and nature of science instruction through a course assignment that required the preservice teachers to use speaking, listening, and writing skills through an interview with young children.
 

research & teaching

Teaching K–8 Teachers About Integrating Science and Engineering

An Engineering Learning Cycle Model and Acoustics Example

Journal of College Science Teaching—May/June 2020 (Volume 49, Issue 5)

By Allison Antink-Meyer and Anna Arias

We examined the use of an engineering learning cycle (ELC) model and in a course for K–8 inservice teachers for two purposes. First, we were interested in how the ELC would support teachers’ science, mathematics, and engineering content knowledge. We were also interested in their confidence in their ability to adapt content for teaching using the cycle. Thirty teachers participated in the course and completed an ELC that contextualized acoustics engineering in a school-based application: the design of classroom spaces. The science of sound, the science and engineering practices (NGSS Lead States, 2013), and the mathematics practices (NGAC & CCSSO, 2010) in the investigation of acoustics were emphasized through the initial stages of the cycle. The application of the concepts and skills of those early stages were then supported in the later stages of the cycle wherein teachers designed (and re-designed) classroom models to meet design criteria. The ELC model, a description of an acoustics engineering professional development experience, and outcomes related to teachers’ content knowledge and confidence to adapt it within an ELC are discussed.

 

We examined the use of an engineering learning cycle (ELC) model and in a course for K–8 inservice teachers for two purposes. First, we were interested in how the ELC would support teachers’ science, mathematics, and engineering content knowledge. We were also interested in their confidence in their ability to adapt content for teaching using the cycle. Thirty teachers participated in the course and completed an ELC that contextualized acoustics engineering in a school-based application: the design of classroom spaces.
We examined the use of an engineering learning cycle (ELC) model and in a course for K–8 inservice teachers for two purposes. First, we were interested in how the ELC would support teachers’ science, mathematics, and engineering content knowledge. We were also interested in their confidence in their ability to adapt content for teaching using the cycle. Thirty teachers participated in the course and completed an ELC that contextualized acoustics engineering in a school-based application: the design of classroom spaces.
 

feature

Scenarios, Stakeholders, Autonomy, and Choice

Using Role-Play to Facilitate Transformational Learning Experiences

Journal of College Science Teaching—May/June 2020 (Volume 49, Issue 5)

By David Green and Mary Kay Cassani

A role-play activity is presented that was designed for a STEM education learning experience to enrich science literacy, collaboration, and critical-thinking skills in undergraduate science courses. During the roleplay, learners assumed the roles of critical stakeholders involved with Everglades restoration activities. After conducting research and relating academic content to relevant, real-world contextual situations, learners participated in a mock town hall event. Open deliberation and debates stimulated interest and engagement. Emergent benefits from this roleplay activity included collaborating effectively, forming evidence-based perspectives, and using metacognitive strategies.

 

A role-play activity is presented that was designed for a STEM education learning experience to enrich science literacy, collaboration, and critical-thinking skills in undergraduate science courses. During the roleplay, learners assumed the roles of critical stakeholders involved with Everglades restoration activities. After conducting research and relating academic content to relevant, real-world contextual situations, learners participated in a mock town hall event. Open deliberation and debates stimulated interest and engagement.
A role-play activity is presented that was designed for a STEM education learning experience to enrich science literacy, collaboration, and critical-thinking skills in undergraduate science courses. During the roleplay, learners assumed the roles of critical stakeholders involved with Everglades restoration activities. After conducting research and relating academic content to relevant, real-world contextual situations, learners participated in a mock town hall event. Open deliberation and debates stimulated interest and engagement.
 

feature

Geoscience Education and Motivated Reasoning

Learning About Climate Change

Journal of College Science Teaching—May/June 2020 (Volume 49, Issue 5)

By Emily Fisher and Nan Crystal Arens

Individuals use information selectively, in ways that support group beliefs or one’s psychological needs—this is motivated reasoning. Motivated reasoning is revealed in correlations between (1) opinions/knowledge and (2) individual cognitive preferences, such as need for closure, belief in a just world, and authoritarianism. We ask whether motivated reasoning around climate change persists after a 14-week college-level geoscience course, using a quasi-experimental design that compared students in nonmajor geoscience classes focusing on climate (N = 134) with students in similar courses that did not address contemporary climate change (N = 94). At the beginning of the course, students completed surveys that assessed cognitive preferences, political affiliation, general science and climate science knowledge, and opinions on anthropogenic climate change. At the end of the course, students’ knowledge and opinions were reassessed. Correlations among variables indicated tendencies toward motivated reasoning at the beginning of the class. However, at the semester’s end, evidence of motivated reasoning diminished: Fewer correlations between psychological variables and climate change  knowledge and opinions reached significance, and those that did were less robust at the end of the semester. The effect was similar for both courses, demonstrating that a semester-long science course, irrespective of topic, may reduce motivated reasoning around climate change.
 
Individuals use information selectively, in ways that support group beliefs or one’s psychological needs—this is motivated reasoning. Motivated reasoning is revealed in correlations between (1) opinions/knowledge and (2) individual cognitive preferences, such as need for closure, belief in a just world, and authoritarianism.
Individuals use information selectively, in ways that support group beliefs or one’s psychological needs—this is motivated reasoning. Motivated reasoning is revealed in correlations between (1) opinions/knowledge and (2) individual cognitive preferences, such as need for closure, belief in a just world, and authoritarianism.
 

feature

Designing Environmental Science Curriculum With PhotoVoice to Engage Nonscience Majors

Journal of College Science Teaching—May/June 2020 (Volume 49, Issue 5)

By Carolyn Waters and Kristin Cook

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