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Designing to Disrupt Traditional Conceptions of Scientific Competence

Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)

By Sabriya N. Rosemond, Erin S. Palmer, Kelly C. Y. Wong, Vishnu Murthy, and Angelica M. Stacy

Pervasive narratives about who and what counts as competent in science disproportionately impact students historically underrepresented in science, technology, engineering, and math (STEM), and are perpetuated in the design of STEM courses. Equity-focused education literature argues for the need to develop robust learning ecologies that support and develop the talents of all students. Here we describe the design of such an ecology in an introductory chemistry course at a large, public research university. The goals of the redesign were to: support students to see chemistry as an expansive and inclusive set of practices, define chemical competence explicitly as participation in these practices, and provide opportunities for students to engage in this new landscape throughout various aspects of the course. This holistic course redesign required the development of group-worthy, collaborative, in-class activities; complementary social supports alongside the creation of practice-centered assessments; and space for students to reflect on their relationship with chemistry as it shifted throughout the semester. We find that the structure of the in-class activities supports student engagement in scientific practices and that students who adopt a more expansive definition of what it means to be “good” at chemistry see themselves as such, irrespective of their grades.

 

Pervasive narratives about who and what counts as competent in science disproportionately impact students historically underrepresented in science, technology, engineering, and math (STEM), and are perpetuated in the design of STEM courses. Equity-focused education literature argues for the need to develop robust learning ecologies that support and develop the talents of all students. Here we describe the design of such an ecology in an introductory chemistry course at a large, public research university.
Pervasive narratives about who and what counts as competent in science disproportionately impact students historically underrepresented in science, technology, engineering, and math (STEM), and are perpetuated in the design of STEM courses. Equity-focused education literature argues for the need to develop robust learning ecologies that support and develop the talents of all students. Here we describe the design of such an ecology in an introductory chemistry course at a large, public research university.
 

Two-Year Community

Identifying Differences in Learning Strategies by Demographics and Course Grade in a Community College Context

Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)

By Matthew R. Fisher, Deborah Cole, Youngha Oh, and Sheela Vemu

Metacognition and self-regulated learning are skills that contribute to student success, but few studies have examined these topics within a community college context. We addressed this lack of understanding by asking community college biology students to metacognitively reflect on their learning strategies. We took a novel approach in our analysis by investigating how learning strategies potentially differed based on race, age, gender, and final course grade. With some exceptions, we found little evidence to suggest that such differences existed. Notably, we found that learning strategies did not differ between high-achieving and low-achieving students, which contradicts previous studies. We offer several possible explanations for these preliminary results, which include misrepresentation by students in their reflecctions, external and internal barriers to studying, potential flaws in our survey instrument, and students not effectively using learning strategies. We suggest replication of this study with methodological changes to further investigate any potential differences that may exist among these groups of students. Our research is an example of how classroom action research can provide insight into how students learn, which empowers us to make evidence-based changes in our teaching. 

 

Metacognition and self-regulated learning are skills that contribute to student success, but few studies have examined these topics within a community college context. We addressed this lack of understanding by asking community college biology students to metacognitively reflect on their learning strategies. We took a novel approach in our analysis by investigating how learning strategies potentially differed based on race, age, gender, and final course grade. With some exceptions, we found little evidence to suggest that such differences existed.
Metacognition and self-regulated learning are skills that contribute to student success, but few studies have examined these topics within a community college context. We addressed this lack of understanding by asking community college biology students to metacognitively reflect on their learning strategies. We took a novel approach in our analysis by investigating how learning strategies potentially differed based on race, age, gender, and final course grade. With some exceptions, we found little evidence to suggest that such differences existed.
 

Pandemic Hobby: Ducks

By Becky Stewart

Posted on 2020-08-05

 

Elementary    |    Daily Do

How Does Air Make Things Move?

How Does Air Make Things Move?

Once Upon a Physical Science Book: 12 Interdisciplinary Activities to Create Confident Readers

Download and read a sample chapter from this book to learn more.
 The authors of this book have been in your shoes. These experienced science teachers know what it’s like to work with students who struggle to understand their science texts. Once Upon a Physical Science Book came about because they couldn’t find a resource that shows how to integrate reading, writing, and physical science—so they wrote one themselves.
Download and read a sample chapter from this book to learn more.
 The authors of this book have been in your shoes. These experienced science teachers know what it’s like to work with students who struggle to understand their science texts. Once Upon a Physical Science Book came about because they couldn’t find a resource that shows how to integrate reading, writing, and physical science—so they wrote one themselves.
 

Middle School    |    Daily Do

Why Does Some Food Disappear?

Why Does Some Food Disappear?

 

Legislative Update

Senate Republicans Release Draft Coronavirus Relief Bill

By Jodi Peterson

Posted on 2020-08-03

 

High School    |    Daily Do

Who was Henrietta Lacks?

Who was Henrietta Lacks?

Archive: Back to School with NSTA, NSELA, and CS3, August 20, 2020

The National Science Teaching Association (NSTA), the National Science Education Leadership Association, and the Council of State Science Supervisors have created a series of one-pagers that focuses on quality teaching and learning in science and provides a framework about the curriculum, instruction, assessment, and social-emotional considerations specific to science education that will help administrators, leaders, and teachers as they plan for instruction this fall.

The National Science Teaching Association (NSTA), the National Science Education Leadership Association, and the Council of State Science Supervisors have created a series of one-pagers that focuses on quality teaching and learning in science and provides a framework about the curriculum, instruction, assessment, and social-emotional considerations specific to science education that will help administrators, leaders, and teachers as they plan for instruction this fall.

The National Science Teaching Association (NSTA), the National Science Education Leadership Association, and the Council of State Science Supervisors have created a series of one-pagers that focuses on quality teaching and learning in science and provides a framework about the curriculum, instruction, assessment, and social-emotional considerations specific to science education that will help administrators, leaders, and teachers as they plan for instruction this fall.

The National Science Teaching Association (NSTA), the National Science Education Leadership Association, and the Council of State Science Supervisors have created a series of one-pagers that focuses on quality teaching and learning in science and provides a framework about the curriculum, instruction, assessment, and social-emotional considerations specific to science education that will help administrators, leaders, and teachers as they plan for instruction this fall.

 

Editor's Note

Tinkering vs. Engineering

Science and Children—February 2020 (Volume 57, Issue 6)

By Elizabeth Barrett-Zahn

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