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Articles 1 - 10 of 10
Full-Text Articles in Education
Elements: Elementary Teachers Of Science – Building Collaborations Between Content And Pedagogy Communities, Krista Adams, Jenny Melander
Elements: Elementary Teachers Of Science – Building Collaborations Between Content And Pedagogy Communities, Krista Adams, Jenny Melander
DBER Speaker Series
The current UNL elementary teaching program does not include a science methods practicum in which pre‐service elementary teachers could observe and teach reformed based science lessons in the classroom setting. The science methods course was modified during Spring 2013 to address this missing component. The exploratory course engages pre‐service teachers in designing and implementing a science unit (a series of lessons) to be taught as a science club in an after school program for K – 5th grade students. In Fall 2013, the course experiences expanded to include collaborating with biomedical engineering students in connecting real‐world applications to teaching science. …
Educating Highly‐Qualified Science Teachers, Elizabeth Lewis, Aaron A. Musson, Jia Lu
Educating Highly‐Qualified Science Teachers, Elizabeth Lewis, Aaron A. Musson, Jia Lu
DBER Speaker Series
Understanding what makes a highly‐qualified science teacher requires careful research on teacher education programs. Existing research pertaining to secondary science preservice teachers (PSTs) is limited in the areas of: (a) mastery of subject matter knowledge; (b) evolving teaching selfefficacy, and (c) inquiry‐based enacted curricular practices. We studied each issue over the course of an intensive, 14‐month, graduate teacher certification program for practicing scientists and recent science graduates. First, we asked if there was a relationship between amount of content area undergraduate coursework and performance (GPA in core content courses) and found an expected, yet preliminary, connection between higher undergraduate GPA …
An Examination Of How Women And Underrepresented Racial/Ethnic Minorities Experience Barriers In Biomedical Research And Medical Programs, Devasmita Chakraverty
An Examination Of How Women And Underrepresented Racial/Ethnic Minorities Experience Barriers In Biomedical Research And Medical Programs, Devasmita Chakraverty
DBER Speaker Series
Women in medicine and biomedical research often face challenges to their retention, promotion, and advancement to leadership positions (McPhillips et al., 2007); they take longer to advance their careers, tend to serve at less research‐intensive institutions and have shorter tenures compared to their male colleagues (White, McDade, Yamagata, & Morahan, 2012). Additionally, Blacks and Hispanics are the two largest minority groups that are vastly underrepresented in medicine and biomedical research in the United States (AAMC, 2012; NSF, 2011). The purpose of this study is to examine specific barriers reported by students and post‐degree professionals in the field through the following …
Do Interactions Between Motor And Visual Codes Facilitate Visuospatial Memory?: The Influence Of Action On Memory Performance: When Does It Help You, When Does It Hurt You, Michael Dodd
DBER Speaker Series
One of the hallmarks of human cognition is that we have a limited number of cognitive resources available and successful performance in the environment requires an appropriate number of these resources to be directed towards one's primary task. As such, it is unsurprising that when attention is divided between two tasks simultaneously, performance on each task suffers relative to if each task was done in isolation. At the same time, however, it has also been shown that when individuals process information in multiple ways (e.g. across more than one modality) that performance is enhanced. In the present talk I will …
Question Order Effects On A General Chemistry Concept Inventory, Travis Lund
Question Order Effects On A General Chemistry Concept Inventory, Travis Lund
DBER Speaker Series
During the development of a general chemistry concept survey, interviews demonstrated that students used distinctly different problem‐solving strategies to answer two survey questions, one verbally‐based and one pictorially‐based, despite the fact that the questions were both designed to test the same concept of strong versus weak acids. Alternate versions of the concept survey were administered, with the order of the pictorial and verbal questions reversed. A significant ordering effect was observed in the questions of interest, and the incorrect answer choices that became better or worse distractors were identified. Current findings, future directions, and practical implications for instructors and researchers …
Creating Interdisciplinary Collaborations To Support And Understand Mathematics Teaching And Learning, Ruth Heaton, Wendy M. Smith, Traci Kutaka
Creating Interdisciplinary Collaborations To Support And Understand Mathematics Teaching And Learning, Ruth Heaton, Wendy M. Smith, Traci Kutaka
DBER Speaker Series
Teaching mathematics is a complex endeavor and requires a deep understanding of content and pedagogy. Helping teachers learn what they need to know requires the expertise of disciplinary area faculty as well as those with pedagogical expertise. Similarly, understanding the learning of teachers or their students requires complex analyses of messy data by teams of researchers representing differing but complementary perspectives. Cases describing the nature and process of interdisciplinary teaching and research collaborations in mathematics education will be presented and analyzed for lessons learned.
Learning To Teach English In Urban Schools: The Role Of Bipolar Disciplinary Aims, Lauren Gatti
Learning To Teach English In Urban Schools: The Role Of Bipolar Disciplinary Aims, Lauren Gatti
DBER Speaker Series
In this talk, Dr. Lauren Gatti will share findings from a year‐long, multi‐case study exploring how novice teachers learn to teach English in urban schools. She will focus on the learning to teach process of one novice teacher, Margaret, who was placed in a Chicago middle school for her student teaching. Through this case, she will illustrate why and how disciplinary aims matter for those learning to teach English in classrooms that emphasize college readiness as the larger disciplinary goal and use scores on high‐stakes testing (i.e. ACT or state testing) to measure “successful” learning in English. She argues that …
Transformations In Matter And Energy: Student Learning And Inquiry To Inform Teaching, Jenny Dauer
Transformations In Matter And Energy: Student Learning And Inquiry To Inform Teaching, Jenny Dauer
DBER Speaker Series
Learning progressions are descriptions of increasing levels of sophistication of student reasoning about a topic based on empirical evidence. Our learning progression framework about student explanations of carbon-transforming processes (e.g. photosynthesis, cellular respiration) describes how student’s interconnected and mutually supporting ideas and practices are deeply embedded in discourse at all levels of achievement. My research is in two areas: 1) applying the learning progression framework for student explanations of carbon-transforming processes to describe the most productive pathways for student learning, 2) extending the research to student reasoning during inquiry activities about carbon-transforming processes. One finding is that students who consistently …
Teaching Of Biology: Including Elsi Activities In The Introductory Biology Classroom, Thomas Jack Morris, Lisa M. Pytlikzillig
Teaching Of Biology: Including Elsi Activities In The Introductory Biology Classroom, Thomas Jack Morris, Lisa M. Pytlikzillig
DBER Speaker Series
The increasing need for public input about ethical, legal, and social issues (ELSI) associated with science and technology implies a corresponding need for ethical education of students in the sciences. The changing goals of college biology courses further reflect growing awareness of such needs. What are the challenges associated with engaging science students—who may expect to focus only on “science” and not “ethics” issues—in such overarching discussions? In this presentation, we will discuss our design, implementation, and study of the use of ELSI deliberative activities in an introductory freshman‐level biology course across five semesters. First, we will describe the activities …
Undergraduate Life Sciences Curriculum, John Osterman, Tiffany Heng-Moss
Undergraduate Life Sciences Curriculum, John Osterman, Tiffany Heng-Moss
DBER Speaker Series
The Life Sciences curriculum currently consists of a two semester series of courses and associated laboratories covering the fundamentals of biology. It is intended to serve those students who intend on taking more advanced biology courses. I will review the procedure used in the development of the courses and cover the proposed syllabi for the courses.