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Full-Text Articles in Education
Supporting The Supporters: Professional Development For Science Coordinators, Brooke A. Whitworth, Randy L. Bell, Jennifer L. Maeng, Amanda L. Gonczi
Supporting The Supporters: Professional Development For Science Coordinators, Brooke A. Whitworth, Randy L. Bell, Jennifer L. Maeng, Amanda L. Gonczi
Publications
We investigated changes in district science coordinators’ understandings and practices following their participation in a statewide professional development (PD). Participants included 13 male and 34 female science coordinators from 42 different school districts in Virginia. Data included presurvey, postsurvey, and delayed postsurvey responses; follow-up interviews; and observations of the PD and of science coordinators at work in their district. Results indicated that science coordinator understandings about pedagogy and job responsibilities changed following the PD and were aligned with the goals of PD. However, coordinators’ practices following PD did not fully reflect their understandings about pedagogy. Results suggest that PD aligned …
Out In The Field - Learning About Plant Diversity, Stephani Beyea, Brooke A. Whitworth
Out In The Field - Learning About Plant Diversity, Stephani Beyea, Brooke A. Whitworth
Publications
How do we help students understand the world they live in? How do we make the science we teach relevant and relatable to their everyday environment? One approach to making science come alive for students is to engage in place-based education opportunities. Place-based education engages students with their local culture, ecology, and landscapes (PEEC 2010). It encourages students to use the land and resources in their community to learn and to better understand the environment in which they live. Research indicates that place-based education can increase student achievement and help students develop a connection to their environment (PEEC 2010). It …
Is It Engineering Or Not?, Brooke A. Whitworth, Lindsay B. Wheeler
Is It Engineering Or Not?, Brooke A. Whitworth, Lindsay B. Wheeler
Publications
With the widespread adoption of the Next Generation Science Standards (NGSS Lead States 2013), science teachers now aspire to integrate engineering into science instruction, as the standards suggest, yet many don’t know how. The first steps are to define engineering and identify tasks that incorporate engineering, which can be difficult and confusing. This article presents a simple explanation of engineering and offers a framework to help teachers determine whether a task is based on engineering. We also offer examples of how to integrate engineering in Earth science, chemistry, biology, and physics.
Real Data Is Messy... And Manageable, Beverly Wood, Carl Clark
Real Data Is Messy... And Manageable, Beverly Wood, Carl Clark
Publications
Using real data in an introductory statistics course is a delicate balance between reality and manageability. The internet is awash with data that is useful for students to answer questions of interest to them but it is not always formatted as neatly as textbook data. The ASA's recently endorsed GAISE College Report 2016 points to the plausibility of considering multivariable thinking even if only at a rudimentary level. With both messy and multivariable data in mind, we present some activities/projects and sources for data to give introductory students the opportunity to engage with real data.
Elementary Science Teachers’ Integration Of Engineering Design Into Science Instruction: Results From A Randomised Controlled Trial, Jennifer L. Maeng, Brooke A. Whitworth, Amanda L. Gonczi, Shannon L. Navy, Lindsay B. Wheeler
Elementary Science Teachers’ Integration Of Engineering Design Into Science Instruction: Results From A Randomised Controlled Trial, Jennifer L. Maeng, Brooke A. Whitworth, Amanda L. Gonczi, Shannon L. Navy, Lindsay B. Wheeler
Publications
This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen’s [(2014). Teaching engineering practices. Journal of Science Teacher Education, 25, 197–210] guidelines for ED PD and promoted inclusion of ED within science teaching. The treatment group included 219 teachers from 83 schools. Participants in the control group included 145 teachers from 60 schools in a mid-Atlantic state. Data sources, including lesson overviews and videotaped classroom observations, were …
Investigating The Role Of A District Science Coordinator, Brooke A. Whitworth, Jennifer L. Maeng, Lindsay B. Wheeler, Jennifer L. Chiu
Investigating The Role Of A District Science Coordinator, Brooke A. Whitworth, Jennifer L. Maeng, Lindsay B. Wheeler, Jennifer L. Chiu
Publications
This study explored the professional responsibilities of district science coordinators, their professional development (PD) experiences, the relationship between their role, responsibilities, district context, and background, and barriers encountered in their work. A national sample (n = 122) of self‐identified science coordinators completed a Science Coordinator Role Survey. Participants’ responses were analyzed using descriptive and correlational statistics. Following analysis of survey data, 16 participants (13.1%) were purposefully selected for semi‐structured follow‐up interviews. Results indicated the majority of respondents identified themselves as Caucasian, female, and had served in their position for less than 10 years. The typical science coordinator held a …
Using Journals To Assess Non-Stem Student Learning In Stem Courses: A Case Study In Cybersecurity Education, Gary Kessler, Glenn S. Dardick, Douglas L. Holton
Using Journals To Assess Non-Stem Student Learning In Stem Courses: A Case Study In Cybersecurity Education, Gary Kessler, Glenn S. Dardick, Douglas L. Holton
Publications
Embry-Riddle Aeronautical University offers a minor course of study in cybersecurity as an option in our undergraduate Homeland Security program. Since the students are, by and large, social scientists, the focus of the program is to build hyper-awareness of how cybersecurity integrates within their professional aspirations rather than to provide cybersecurity career-level proficiency. Assessing student learning of the technical aspects cannot be performed using traditional tests, as they would not properly measure what the students are learning in a practical sense. Instead, we employ journals and self-reflection to ask the students to express and demonstrate their learning. Although somewhat harder …