Development & Analysis Of A Science Outreach Event For Elementary Aged Children: Archie's Late-Night Party, 2018 University of Nebraska-Lincoln
Development & Analysis Of A Science Outreach Event For Elementary Aged Children: Archie's Late-Night Party, Bailey Peterson
Honors Theses, University of Nebraska-Lincoln
Science Outreach is important because it facilitates learning and an increase in interest in the sciences. This thesis outlines the development of a set of stations as part of “Archie’s Late-Night Party,” an event held in June, 2017 at Morrill Hall. The goal of the Morrill Hall event was to create multiple activities and educational stations for elementary aged children in various scientific fields. Under the guidance of Dr. Gwen Bachman, I created two stations to present at the event: “Sleep & Hibernation” and “Nocturnal Vision.” I describe the multiple factors and challenges that go into building stations that are ...
It’S Raining : Remotely Accessible Instruments In Nanotechnology To Promote Student Success, 2018 Pasadena City College
It’S Raining : Remotely Accessible Instruments In Nanotechnology To Promote Student Success, Jared M. Ashcroft, Atilla Ozgur Cakmak, Jillian Blatti, Esteban Bautista, Vanessa Wolf, Felix Monge, Dwaine Davis, M. Josefina Arellano-Jimenez, Raymond Tsui, Richard Hill, Anthony Klejna, James S. Smith, Gabe Glass, Timothy Suchomski, Kristine J. Schroeder, Robert K. Ehrmann
Current Issues in Emerging eLearning
Remotely Accessible Instruments in Nanotechnology (RAIN) is a community of educators that aims to bring advanced technologies into K-12 and college classrooms via remote access. RAIN's mission is to facilitate the study of nanoscale science by lowering barriers for instructors to deliver relevant educational activities for younger students interested in learning about nanotechnology across traditional STEM fields. Additionally, RAIN engages the next generation STEM workforce with a connection to experts, tools and institutions where cutting-edge research is being performed. This resource is particularly vital for underrepresented and minority students, especially those attending institutions that cannot provide on-site access to ...
Changes In Teacher Thinking And Action In Response To The Next Generation Science Standards, 2018 Illinois State University
Changes In Teacher Thinking And Action In Response To The Next Generation Science Standards, Angela R. Bowden
Theses and Dissertations
This study examined the role of K-12 science teachers’ understandings and perceptions of the Next Generation Science Standards, implementation of the new standards in the classroom, and potential barriers to implementation as reform stakeholders had envisioned. Grounded in the relevant literature and working from the Teacher-Centered System Reform framework, this study employed a quantitative approach to data collection. The TCSR Model framed this study by linking teachers’ demographic and professional profile, teaching experience, professional development, district-level, school-level, and classroom-level contexts and illuminates the dynamic effect the factors have on teachers’ thinking and their practice. The study recognizes teachers’ knowledge and ...
Problem-Based Learning In The Life Science Classroom, K–12, 2018 University of Oklahoma
Problem-Based Learning In The Life Science Classroom, K–12, Theresa Cullen, Cat D. Jackson
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Impact Report 2018: Equity And Excellence, 2018 Illinois Math and Science Academy
Impact Report 2018: Equity And Excellence, Illinois Mathematics And Science Academy
For over 30 years, the Illinois Mathematics and Science Academy (IMSA) has pioneered the future of science, technology, engineering and mathematics (STEM) education through its two legislative charges: 1) to provide a uniquely challenging education for students talented in the areas of mathematics and science; and 2) to stimulate further excellence for all Illinois schools in mathematics and science. IMSA champions these goals through:
- Residential education: Helping talented 10th-12th graders representing over 93% of Illinois counties to date reach their fullest potential.
- Student and educator outreach: Leading the charge to continually innovate K-12 STEM education, creating a strong and diverse ...
Engagement At A Distance: Reflections On Student Learning And Parent Engagement In A Physics Classroom, Anuraag Sensharma
The William & Mary Educational Review
New technology, including online gradebooks and learning management systems, allow schools to remotely involve families in their children's educations. This "engagement at a distance", as well as its impact on student learning, is examined through the lens of the author's experiences as a student-teacher. It is argued that while a holistic and meaningful form of family engagement is ideal, engagement at a distance is more detrimental to student learning than no engagement at all.
Science In The Learning Gardens: A Study Of Motivation, Achievement, And Science Identity In Low-Income Middle Schools, 2018 Portland State University
Science In The Learning Gardens: A Study Of Motivation, Achievement, And Science Identity In Low-Income Middle Schools, Dilafruz Williams, Heather Anne Brule, Sybil Schantz Kelley, Ellen A. Skinner
Educational Leadership and Policy Faculty Publications and Presentations
Background: Science in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership between Portland Public Schools and Portland State University. The sixth- through eighth-grade SciLG curriculum aligns with Next Generation Science Standards and uses school gardens as the milieu for learning. This provides the context to investigate factors that support success of a diverse student population using the motivational framework ...
The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, 2018 Arizona State University
The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco
Interdisciplinary Journal of Problem-Based Learning
Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics ...
From The Co-Editors..., 2018 Rochester Institute of Technology
From The Co-Editors..., Todd Pagano
Journal of Science Education for Students with Disabilities
No abstract provided.
Choosing Stem College Majors: Exploring The Role Of Pre-College Engineering Courses, 2018 University of Wisconsin-Madison
Choosing Stem College Majors: Exploring The Role Of Pre-College Engineering Courses, L. Allen Phelps, Eric M. Camburn, Sookweon Min
Journal of Pre-College Engineering Education Research (J-PEER)
Despite the recent policy proclamations urging state and local educators to implement integrated science, technology, engineering, and mathematics (STEM) curricula, relatively little is known about the role and impact of pre-college engineering courses within these initiatives. When combined with appropriate mathematics and science courses, high school engineering and engineering technology (E&ET) courses may have the potential to provide students with pre-college learning experiences that encourage them to pursue STEM college majors. Our central research question was: What is the nature and extent of any relationship between high school E&ET course completion and subsequent selection of a STEM major ...
A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, 2018 Louisiana State Universtity
A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, Angela W. Webb
Journal of Educational Research and Practice
Reasons why mathematics and science teachers leave the profession have been well documented and discussed. However, a critical examination of the nuances contributing to their retention warrants our attention. In this qualitative case study, I applied relational–cultural theory (Miller, 1986) to the experiences of three female mathematics and science teachers. I sought to unpack teachers’ decisions to remain in the classroom year after year and make meaning of their experiences as related to resilience in and through relationships. Based on findings from participants' experiences, recommendations for improving teacher retention along the career trajectory are offered.
Technologies To Enhance And Extend Children's Understanding Of Geometry: A Configurative Thematic Synthesis Of The Literature, Helen Crompton, Melva R. Grant, Khitam Y. H. Shraim
Teaching & Learning Faculty Publications
Empirical evidence indicates that students are not learning geometry with relational understanding of the concepts. Studies have shown that digital technologies can support students in mathematics. The purpose of this study was to find which technologies and technological affordances are specific to learners of geometry. This paper presents the results of a configurative thematic synthesis of empirical studies and theoretical papers to show that dynamic geometry environments (DGEs: including 3D DGEs) and logobased environments were the main types of technologies used to support geometry learners. The results of this study also reveal that there are five main technological supports provided ...
An Exploration Of The Factors That Motivate Gifted And Talented Rural Students To Engage In Stem, 2018 Illinois Mathematics and Science Academy
An Exploration Of The Factors That Motivate Gifted And Talented Rural Students To Engage In Stem, Issabella Baldwin Zurek '18, Takudzwa George '18, Clinton Oshipitan '18, Robert Luo '18, Amy Wang '18
Student Publications & Research
- What motivates rural students to pursue STEM?
- How can we use these factors to engage more rural students in STEM?
Eight-Legged Encounters—Arachnids, Volunteers, And Art Help To Bridge The Gap Between Informal And Formal Science Learning, 2018 University of Nebraska - Lincoln
Eight-Legged Encounters—Arachnids, Volunteers, And Art Help To Bridge The Gap Between Informal And Formal Science Learning, Eileen Hebets, Melissa Welch-Lazoritz, Pawl Tisdale, Patricia Wonch Hill
Eileen Hebets Publications
Increased integration and synergy between formal and informal learning environments is proposed to provide multiple benefits to science learners. In an effort to better bridge these two learning contexts, we developed an educational model that employs the charismatic nature of arachnids to engage the public of all ages in science learning; learning that aligns with the Next Generation Science Standards (NGSS Disciplinary Core Ideas associated with Biodiversity and Evolution). We created, implemented, and evaluated a family-focused, interactive science event—Eight-Legged Encounters (ELE)—which encompasses more than twenty modular activities. Volunteers facilitated participant involvement at each activity station and original artwork ...
In Their Ownwords: The Significance Of Participant Perceptions In Assessing Entomology Citizen Science Learning Outcomes Using A Mixed Methods Approach, Louise I. Lynch, Jenny Dauer, Wayne A. Babchuk, Tiffany Heng-Moss, Doug Golick
Faculty Publications: Department of Entomology
A mixed methods study was used to transcend the traditional pre-, post-test approach of citizen science evaluative research by integrating adults’ test scores with their perceptions. We assessed how contributory entomology citizen science affects participants’ science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects. Pre- and post-test score analyses from citizen scientists (n = 28) and a control group (n = 72) were coupled with interviews (n = 11) about science experiences and entomological interactions during participation. Considering quantitative data alone, no statistically significant changes were evident in adults following participation in citizen science when compared to the control group ...
Hexapod Herald - Vol. 30, No. 1, February 2018, 2018 University of Nebraska - Lincoln
Hexapod Herald - Vol. 30, No. 1, February 2018
Hexapod Herald & Other Entomology Department Newsletters
Contents: Welcome - Congratulations - Faculty News - Gamma Sigma Delta Awards - Publications - Blast from the Past - Baxendale Retirement Reception
On The Use Of Semantic-Based Aig To Automatically Generate Programming Exercises, 2018 CUNY New York City College of Technology
On The Use Of Semantic-Based Aig To Automatically Generate Programming Exercises, Benito Mendoza, Laura Zavala
Publications and Research
In introductory programming courses, proficiency is typically achieved through substantial practice in the form of relatively small assignments and quizzes. Unfortunately, creating programming assignments and quizzes is both, time-consuming and error-prone. We use Automatic Item Generation (AIG) in order to address the problem of creating numerous programming exercises that can be used for assignments or quizzes in introductory programming courses. AIG is based on the use of test-item templates with embedded variables and formulas which are resolved by a computer program with actual values to generate test-items. Thus, hundreds or even thousands of test-items can be generated with a single ...
Cs As A Graduation Requirement: Catalyst For Systemic Change, 2018 DePaul University
Cs As A Graduation Requirement: Catalyst For Systemic Change, Lucia Dettori, Ronald Greenberg, Steven Mcgee, Dale Reed, Brenda Wilkerson, Don Yanek
Computer Science: Faculty Publications and Other Works
Since President Obama's announcement of the Computer Science for All Initiative in 2016, there has been a surge in the number of districts that are planning for or newly implementing computer science (CS) offerings at their schools. Chicago Public Schools (CPS) is the first large school district to have adopted Computer Science as a high school graduation requirement, taking this significant step along the path towards systemic change. The foundation was laid eight years ago when an informal alliance was formed between a CPS high school CS teacher, a CPS administrator, and three university computer scientists.
Equal Outcomes 4 All: A Study Of Student Learning In Ecs, 2018 The Learning Partnership
Equal Outcomes 4 All: A Study Of Student Learning In Ecs, Steven Mcgee, Randi Mcgee-Tekula, Jennifer Duck, Catherine Mcgee, Lucia Dettori, Ronald Greenberg, Eric Snow, Daisy Rutstein, Dale Reed, Brenda Wilkerson, Don Yanek, Andrew M. Rasmussen, Dennis Brylow
Computer Science: Faculty Publications and Other Works
This study investigated patterns in the development of computational thinking practices in the context of the Exploring Computer Science (ECS) program, a high school introductory CS course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. Past research indicates that the personal relevance of the ECS experience influences students’ expectancy-value towards computer science. Expectancy-value is a construct that is predictive of career choices. We extended our research to examine whether expectancy-value influences the development of computational thinking practices. This study took place in the context of two ECS implementation projects across two states. Twenty ...
Learning About Spatial And Temporal Scale: Current Research, Psychological Processes, And Classroom Implications, 2018 University of North Florida
Learning About Spatial And Temporal Scale: Current Research, Psychological Processes, And Classroom Implications, Kim Cheek
Showcase of Faculty Scholarly & Creative Activity
Geoscientists analyze and integrate spatial and temporal information at a range of scales to understand Earth processes. Despite this, the concept of scale is ill-defined and taught unevenly across the K-16 continuum. This literature review focuses on two meanings of scale: one as the magnitude of the extent of a dimension and the other as a relationship between objects or events. We review 42 papers from science education and discipline-based education research (DBER) literature on students’ conceptions related to one or both meanings of scale. Analysis of this prior work reveals a broader (though still limited) research base on domain ...