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Articles 1 - 6 of 6
Full-Text Articles in Science and Mathematics Education
The Mindful Learning Model, David W. Brooks, Guy Trainin, Khalid Sayood
The Mindful Learning Model, David W. Brooks, Guy Trainin, Khalid Sayood
DBER Speaker Series
Earlier we published the Unified Learning Model which speaks to learning based on achieieving the "top slot" in working memory, repetition, and connections. The Mindful Learning Model accounts for more recent understandings of learning, and especially connections to "consciousness." The model has many parts. Inputs to the brain from sensors (eyes, ears) are not so much information about what is perceived but about discrepancies between that perception and one's mental model of the current context. The voices in our heads are after‐the fact reports rather than realtime executives. Working memory is a series of detectable brain events taking place over …
Gaps And Opportunities: Ste(A)M In Early Childhood Education, Tonia Renee Durden
Gaps And Opportunities: Ste(A)M In Early Childhood Education, Tonia Renee Durden
DBER Speaker Series
This research talk will share findings from an environmental scan of the STEM focused professional development programs offered within the Cooperative Extension System. A study was conducted to identify the programs’ content, delivery, scope, evaluation and partners. Results indicate that Extension has become a player in providing professional development opportunities for early childhood professionals and, with a focused effort on streamlining current resources, has the capacity to become a leader in this field.
Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes
Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes
DBER Speaker Series
Pre‐service elementary teachers should learn essential science concepts, how to apply those concepts to practice in elementary science learning environments, and how to effectively connect students’ ideas to appropriate instructional strategies. In order to effectively engage students in scientific practices and connect students’ ideas about science to appropriate instructional strategies, teachers should learn to engage in high‐leverage instructional practices, such as formative assessment. However, teachers may not understand formative assessment or possess enough science content knowledge to effectively engage in related instructional practices. To address these needs, we developed an innovative course for elementary pre‐service teachers built upon two pillars—life …
Systems Thinking With Biology Models, Joseph Dauer
Systems Thinking With Biology Models, Joseph Dauer
DBER Speaker Series
The recent AAAS call to improve undergraduate biology education suggested university instruction should focus on teaching core concepts like matter and energy, evolution, and systems and core competences like quantitative reasoning, modeling and integrating disciplines. My research has focused on how undergraduate biology students organize their knowledge of biological systems and how they reason about the myriad interactions and potential outcomes inherent to these systems. I will report ongoing research into students’ model construction during an introductory biology course and during clinical interviews 2 years after the course. My colleagues and I have found students’ models change dramatically in both …
Learning Catalytics Workshop, Chad Brassil
Learning Catalytics Workshop, Chad Brassil
DBER Speaker Series
Come and participate in a demonstration using Learning Catalytics in the classroom. Experience how this system takes a step behind clickers, facilitating peer learning and active learning pedagogies in even very large classrooms. Hear about experience of using this system from instructors at UNL. Note, attendees are encouraged to bring a laptop computer, smartphone, or tablet to the workshop and to contact Chad Brassil cbrassil@unl.edu beforehand to set‐up a demonstration Learning Catalytics account.
Student Retention In Stem: Exploration Of The Gender Gap, Olha Ketsman, Carolina C. Ilie
Student Retention In Stem: Exploration Of The Gender Gap, Olha Ketsman, Carolina C. Ilie
DBER Speaker Series
Prior research indicates that there are small numbers of women in STEM areas and in physics in particular; the latter may suggest that women who have potential to contribute to physics choose other careers. This presentation examines the gender gap in STEM with a focus on physics. We discuss a that was survey administered to undergraduate science students at one primarily undergraduate college in the United States, the factors that impacted student decisions in physics, and recommendations to increase student retention.