Education Commons^™

Collaborating To Improve Inquiry-Based Teaching In Elementary Science And Mathematics Methods Courses, Paula A. Magee, Ryan Flessner

Scholarship and Professional Work – Education

This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased understanding of inquiry based teaching (IBT). The experiences included a PST driven science inquiry and a mathematics inquiry where PSTs were learners and a science inquiry where PSTs were teachers. During and following the semester of the collaboration, data were collected to assess the impact of the inquiry experiences on the PSTs’ understanding …

Southern Educator, Georgia Southern University

Southern Educator (2003-2023)

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Cell Theory And Cell Function [7th Grade], Daisy Wang, Amber Schumacher

Understanding by Design: Complete Collection

In this unit on cell theory and cell structure and functions, 7th grade students will be able to recognize the different levels of organization in plants and animals including cells, tissues, organs, organ systems, and organisms (7.12C). Students will also learn to differentiate between structure and function in plant and animal cell organelles (7.12D) as well as relating how the functions of the cell helps the organism to carry out the functions necessary for survival (7.12E) Students will be able to recognize the characteristics of the cell theory and that all cells need energy from food to sustain life (7.12F).

Personal Safety [Pre-Kindergarten], Anne Peppers

Understanding by Design: Complete Collection

This unit addresses the Texas Pre-Kindergarten Guideline “Child practices good habits of personal safety.” At the conclusion of this unit, students will know that we should always try to make safe choices, safety is everyone’s responsibility, and rules help keep us safe. Students will be able to identify safe and unsafe choices at school; give examples of safe and choices at home, on the street, and in vehicles; and practice safe behaviors at school (with occasional reminders). Specific areas of safety addressed include school, street, fire, vehicle, and animal safety and safe people vs. strangers.

Circuits [4th Grade], Carrie Sites, Melissa Cole

Understanding by Design: Complete Collection

Students will understand that electricity flows through a circuit which must be closed for the energy to travel, that different materials can allow energy to flow or prevent it from travelling and that the energy source must be properly connected for energy to flow. At the end of this unit students will be able to independently identify complete and incomplete circuits, offer ways to fix incomplete circuits, identify parts of a circuit, and create a circuit that is a part of a lighthouse.

Heating And Cooling [Kindergarten], Kyla Mcglynn

Understanding by Design: Complete Collection

Students will practice making, recording and discussing their observations of materials that have changed through heating and cooling. Students will be able to identify if a material has been changed by adding or removing heat, and will accurately record the change through drawings and labels.

Habitats [3rd Grade], Leslie Davenport

Understanding by Design: Complete Collection

This is a unit focused on a TEK from the Curriculum Framework for the STAAR Alternate. Students will understand that animals live in specific environments called habitats and that each habitat has its own characteristics. Throughout the unit, students will learn about five different habitats that animals live in. At the end of the unit, students will create a mural of a habitat of their choosing, including at least three elements. Students will then have to describe the elements of the mural.

What’S The Weather? [1st Grade], Lisa Hoveland

Understanding by Design: Complete Collection

Students will engage in a twelve day unit delving in different facets of weather and the seasons. Lessons give students the chance to explore the differences between hot or cold, clear or cloudy, rainy or icy, and calm or windy. Students will learn to observe and record changes in the sky during the day and at night. They also learn how to interpret a thermometer. Students also have the chance to learn about the seasons, realizing that there is a difference between the seasons in Texas and the seasons in New England. At the end of the unit, students have …

Approaches To Teaching Young Children Science Concepts And Vocabulary And Scientific Problem-Solving Skills And Role Of Classroom Environment, Amy Colgrove

College of Education and Human Sciences: Dissertations, Theses, and Student Research

The current study was a replication of the study completed by Hong and Diamond (2012) which explored the effectiveness of two approaches to teaching young children science concepts and vocabulary and scientific problem-solving skills related to objects’ sinking and floating: responsive teaching (RT) and responsive teaching combined with explicit instruction (RT + EI). The current study also examined the moderating effects of classroom environment and teacher-specific factors on the relation between teaching approaches and children’s science learning. Participants included 26 (15 girls) four-and five-year old prekindergarten children. Responsive Teaching (RT) mirrors common approaches to teaching (observing and commenting on behaviors, …

Digging For Clues Under The Ground, Brenda B. Mackay

Education Faculty Presentations

No abstract provided.

The Nucleus 2011-2012, Rosalie A. Richards

Science Education Center

No abstract provided.

Our History: Illinois Mathematics And Science Academy, Illinois Mathematics And Science Academy

IMSA History

The internationally recognized Illinois Mathematics and Science Academy (IMSA) develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students (grades 10-12) in its advanced, residential college preparatory program, and it serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships.

Greenstem@Vcu: An Innovative Program For Integrating Service-Learning Into Middle School Science, Technology And Mathematics Instruction, Suzanne Kirk, Kelly Lockeman, Lynn Pelco

Division of Community Engagement Resources

GreenSTEM integrates science, technology, engineering and math (STEM) education with a focus on energy and the environment using service-learning techniques for middle school science, mathematics and technology teachers.

Energy Resources [5th Grade], Lindsay Freres, Kristen Miceli

Understanding by Design: Complete Collection

This unit is designed to guide students in the discovery of how sedimentary rock and fossil fuels are formed, what nonrenewable and renewable resources are, and how alternative energy can be both useful and harmful to our environment. Students will compute labs that show how sedimentary rock is formed and how this process is similar to the formation of fossil fuels. They will also discuss the different forms of alternative energy, stating both pros and cons for each. Students will use writing, illustration, and oral explanation throughout the unit. The final performance task will allow students to apply, explain, and …

Stone Oak Park Exploration: 2nd Grade, Canyon Ridge Elementary School (San Antonio, Tex.)

Stone Oak Park UbD Units

Topic: Natural Resources, Rocks, and Plant Adaptations

Stone Oak Park Exploration: 3rd Grade, Canyon Ridge Elementary School (San Antonio, Tex.)

Stone Oak Park UbD Units

Topic: Plant Adaptation and Soil

Stone Oak Park Exploration: 5th Grade, Canyon Ridge Elementary School (San Antonio, Tex.)

Stone Oak Park UbD Units

Topic: Changes Over Time (erosion, weathering, deposition) and Plant Adaptations

Stone Oak Park Exploration: 4th Grade, Canyon Ridge Elementary School (San Antonio, Tex.)

Stone Oak Park UbD Units

Topic: Plant Adaptations, Weathering, Erosion, Food Webs

Stone Oak Park Exploration: 1st Grade, Canyon Ridge Elementary School (San Antonio, Tex.)

Stone Oak Park UbD Units

Topic: Living/Nonliving, Plant Parts, and Food Chain

Monitoring Australian Year 8 Student Achievement Internationally : Timss 2011, Sue Thomson, Kylie Hillman, Nicole Wernert

TIMSS 2011 and PIRLS 2011

The Trends in International Mathematics and Science Study (TIMSS 2011) is an international study directed by the International Association for the Evaluation of Educational Achievement (IEA). In Australia, TIMSS was managed by the Australian Council for Educational Research (ACER), and funded by the Australian and state and territory governments.

The goal of TIMSS is to provide comparative information about educational achievement across countries to improve teaching and learning in mathematics and science. It also provides comparative perspectives on trends in achievement in the context of different educational systems, school organisational approaches and instructional practices and to enable this, TIMSS collects …

Influences On Students' Attainment And Progress In Key Stage 3: Academic Outcomes In English, Maths And Science In Year 9, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Katalin Toth, Diana Draghici, Rebecca Smees

Faculty of Social Sciences - Papers (Archive)

The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Research Brief focuses on the relationships between a range of individual student, family, home, pre-, primary and secondary school characteristics and students' academic attainment in English, maths and science in Year 9 at secondary school (age 14). It compares the latest findings with those found for students' attainment at younger ages. It also highlights the influences of secondary school on students' attainment in the core curriculum areas and studies their academic …

Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow

Teacher Education and Leadership Faculty Publications

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives focusing on mathematics and science. The purpose of the present study was to look across projects in the National Science Foundation's Math and Science Partnership Program to determine how partnerships developed processes for measuring growth in teacher content knowledge. Pre- and post-testing was the most common process for measuring growth …

The Redeemed Scientist, Aaron R. Hutchison

Faculty Integration Papers

No abstract provided.

The Digital Education Revolution: New South Wales Science Teachers' Response To Laptop Ubiquity, Wendy Nielsen, Alex Miller, Garry F. Hoban

Faculty of Education - Papers (Archive)

Since the introduction of laptop computers across Australia for all Year 9 students, teachers have sought to make meaningful use of the learning potential represented by the introduction. This study uses a lens of cultural historical activity theory to explore how teachers have responded to the ubiquitous presence of student laptop computers during the initial implementation. This paper reports a one-year case study of two highly qualified and experienced high school science teachers that considers their efforts to implement laptop computers in Year 9 and Year 10 science classes. The study shows that these teachers are committed to developing and …

Strategic Discussions For Nebraska: Opportunities For Nebraska -- Food Scarcity, Mary Garbacz

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Strategic Discussions for Nebraska is a program in the University of Nebraska-Lincoln Institute of Agriculture and Natural Resources that produces an annual publication called Opportunities for Nebraska, focusing on a different topic each year. The publication is produced in hard copy and also is available online at www.sdn.unl.edu.

The content for each publication is produced by UNL students enrolled in a Magazine Writing course each spring semester, taught by the SDN coordinator. Students conduct interviews with UNL researchers and write stories for inclusion in the publication. The interviews are captured on video and are edited into video montages, …