Education Commons^™

Easy, Bright, Fluorescence Demonstration Of Buffer Action, Mariana Dykstra, Yejin Chung, Mark Muyskens

University Faculty Publications and Creative Works

We report an attractive update to the demonstration of acid–base buffer action that is appropriate for ease of use and getting attention in the classroom. The twist is based on new fluorophore information and the recent availability of UV flashlights serving as an ideal, portable excitation light source. The pH-dependent fluorescence comes from a choice among three natural sources, namely narra tree wood extract, kidneywood extract, and scopoletin, which is a purchasable coumarin, that all perform equally well. We provide practical details for performing the buffer demonstration at scales of 100 and 1000 mL and give background information for context.

Assessing College Students' Understanding Of Geologic Timescales, Ethan Couture

Honors College

Geologic timescales are central to many concepts in the natural sciences, including evolution, climate change and plate tectonics. However, geologic time scales can be challenging to appreciate, especially for those who have not had exposure to such topics previously. During primary and secondary education (K-12) students are provided with foundational information about geology that is then further developed in specialized classes in college. Yet most students are not getting this foundation, which could arguably lead to deficits in their post-secondary education. Despite the importance of these concepts, especially for those interested in careers associated with geologic timescales, there have been …

Emory-Tibet Science Initiative: Changes In Monastic Science Learning Motivation And Engagement During A Six-Year Curriculum, Kelsey M. Gray, Cindy Achat-Mendes, Ann Cale Kruger, Tashi Lhamo, Rinchen Wangyal, Gelek Gyatso, Carol M. Worthman

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Led by His Holiness the Dalai Lama, the initiative taken by the Tibetan Buddhist monastic community to connect with western science and scientists presents a unique opportunity to understand the motivations and engagement behaviors that contribute to monastic science learning. In this study, we draw on quantitative data from two distinct surveys that track motivations and engagement behaviors related to science education among monastic students. The first survey was administered at one monastic university in 2018, and the second follow-up survey was completed by students at two monastic universities in 2019. These surveys assessed the reception of science education related …

The Role Of Introductory Geoscience Courses In Preparing Teachers—And All Students—For The Future: Are We Making The Grade?, Anne E. Egger

Geological Sciences Faculty Scholarship

Introductory geoscience courses enroll hundreds of thousands of students a year, most of whom do not major in the geosciences. For many, including future K–12 teachers, an introductory course is the only place they will encounter Earth science at the college level. New standards for K–12 science education have profound implications for teacher preparation, particularly in Earth science. The new standards call for taking a systems approach, highlighting how humans interact with Earth, making use of science and engineering practices, and engaging students in discourse. Analysis of responses to the National Geoscience Faculty Survey (n = 813 in 2004; …

Genuine Faculty-Mentored Research Experiences For In-Service Science Teachers: Increases In Science Knowledge, Perception, And Confidence Levels, Christine E. Cutucache, Heather D. Leas, Neal F. Grandgenett, Kari L. Nelson, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, William E. Tapprich

Biology Faculty Publications

The overall purpose of this multifocused study was to explore how participation in genuine mentored scientific research experiences impacts in-service science teachers and the knowledge and skills needed for their own science teaching. The research experiences resulted from a partnership between the University of Nebraska at Omaha and the Omaha Public School District. This Teacher- Researcher Partnership Program facilitated opportunities in inquiry, science content, interaction with laboratory instrumentation and technologies, critical discussion of literature, and dissemination of findings for participating in-service science teacher professional development utilizing an inquiry-based theoretical framework wherein we examined science teacher preparation via inquiry-based methods in …

The Academic Research Library And Science Education: A Roadmap For The Journey, Sue Ann Gardner

University of Nebraska-Lincoln Libraries: Conference Presentations and Speeches

Science libraries are integral to the process of science inquiry.

Science education is facilitated within science libraries.

The future of science libraries is predicated on librarians maintaining a meaningful relationship with those engaging in scholarship.

Science libraries need to combine traditional and emerging service models, provide access to a wide array of materials, incorporate appropriate technology, and offer ergonomic work spaces to promote effective learning.

The science commons includes varied work spaces which encourage innovation and creativity, facilitate situated and active learning, and promote communities of practice.

The National Science Education Standards definition of science inquiry includes the diverse ways …

Toward A More Scientifically Literate Public, Michael Bass

UCF Forum

As a society we do a terrible job of educating our children to become scientifically literate. Sure, we have STEM (Science, Technology, Engineering and Mathematics) programs throughout the country, and with some justification we can brag about the successes of students that are in or who have graduated from such learning experiences.

Sci Pop Talks! Presenter Guidelines, Kiyomi D. Deards, Raychelle Burks

UNL Libraries: Faculty Publications

Presenter guidelines for the nUniversity of Nebraska-Lincoln (UNL) Sci Pop! Talks series.

Misalignments: Challenges In Cultivating Science Faculty With Education Specialties In Your Department, Seth D. Bush, Nancy Pelaez, James A. Rudd Ii, Michael T. Stevens, Kimberly D. Tanner, Kathy S. Williams

PIBERG Publications

Science Faculty with Education Specialties (SFES) are increasingly being hired across the United States. However, little is known about the motivations for SFES hiring or the potential or actual impact of SFES. In the context of a recent national survey of US SFES, we investigated SFES perceptions about these issues. Strikingly, perceptions about reasons for hiring SFES were poorly aligned with perceptions about potential and actual contributions reported by SFES themselves, and the advice they extended to beginning SFES was varied. While preparation of future teachers and departmental teaching needs were common reasons offered for SFES hiring, the potential and …

Improving The Efficacy Of Web-Based Educational Outreach In Ecology, Gregory R. Goldsmith, Andrew D. Fulton, Colin D. Witherill, Javier F. Espeleta

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Scientists are increasingly engaging the web to provide formal and informal science education opportunities. Despite the prolific growth of web-based resources, systematic evaluation and assessment of their efficacy remains limited. We used clickstream analytics, a widely available method for tracking website visitors and their behavior, to evaluate 60,000 visits over three years to an educational website focused on ecology. Visits originating from search engine queries were a small proportion of the traffic, suggesting the need to actively promote websites to drive visitation. However, the number of visits referred to the website per social media post varied depending on the social …

Mapcores 2013-2014 Assessment Report, Kristen Nairn, Pamela L. Bacon, Jim Crumley, Yu Zhang

MapCores Faculty Publications

This is a report showing the assessment results for the MapCores (MAthematics, Physics, COmputer science REsearch Scholars) program at the College of Saint Benedict. Started in 2009, MapCores is a cohort-based program designed to increase women's interest and achievement in mathematics, physics, computer science and engineering. The report was submitted for the National Science Foundation grant number 0965705.

Cosee Ocean Inquiry Group Report: Opportunities For Creating Lifelong Ocean Science Literacy, Paul Boyle, Vince Breslin, Lisa Craig Brisson, John Fraser, Alan J. Friedman, Katie Gardner, Sarah Schoedinger, Jerry Schubel, Steve Uzzo, Steven Yalowitz

School for the Environment Publications

This Inquiry Group Report for the Centers for Ocean Sciences Education Excellence Ocean Communities in Education And Social Networks (COSEE OCEAN) provides a fresh look at how broader ocean science literacy can be developed, especially through less-recognized channels such as opportunistic learning, the private and “third” sectors, and the enormously varied activities under the heading of informal science education. The 10 authors of this report (see Contributors section) have been working together for two years to find and review a range of issues and resources for current and potential ocean science literacy providers, both professional and volunteer.

Several chapters provide …

Mapcores 2012-2013 Assessment Report, Kristen Nairn, Pamela L. Bacon, Jim Crumley, Lynn Ziegler

MapCores Faculty Publications

This is a report showing the assessment results for the MapCores (MAthematics, Physics, COmputer science REsearch Scholars) program at the College of Saint Benedict. Started in 2009, MapCores is a cohort-based program designed to increase women's interest and achievement in mathematics, physics, computer science and engineering. The report was submitted for the National Science Foundation grant number 0965705.