Science and Mathematics Education Commons^™

A Mixed-Methods Study Of Entomology Incorporation In U.S. Secondary Science Instruction, Erin M. Ingram

Department of Entomology: Dissertations, Theses, and Student Research

To encourage understanding and appreciation of insects, entomology education advocates have supported and encouraged K-12 teachers to integrate insects and insect-related content into formal science instruction. However, research examining how and why science teachers incorporate entomology into secondary science courses is limited.

A sequential explanatory mixed-methods research study was conducted to address this gap. The study was conducted in two phases. During the first phase, quantitative survey research was conducted with a representative sample of 254 U.S. secondary life science teachers. During the subsequent qualitative phase, follow-up interviews were conducted with a purposeful sample of 18 survey participants and an …

Comparing Nebraskan And Finnish Education Policy And Its Impacts On Mathematics Teaching, Elizabeth Tyler

Honors Theses

For two decades, Finland has been in the education spotlight as they consistently receive high international exam scores while spending less money, less time teaching, and putting students through fewer hours of school. This study aims to investigate the related policy that may help explain these seemingly paradoxical findings in the education sector. More specifically, this study examines how related policy impacts math teachers in their day to day work. This research includes an extensive literature review that explores several facets of the education system in both Nebraska and Finland in order to better understand existing policies. This background is …

Why Domain-Specific Science Knowledge Matters In Teacher Certification: Focusing On Evidence For Effective Science Teaching, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The landscape of teacher preparation is complex. From a research perspective, how to prepare teachers presents as a multilevel, multivariable puzzle. For decades, federal and state policymakers, educational researchers, and administrators, along with teacher education institutions, school districts, and other stakeholders have tried to determine and measure the key malleable factors that result in effective teaching (NRC, 2010).

Periodically, state departments of education review secondary science teaching endorsement policy guidelines. As revisions occur, teacher educators in higher education and district administrators need to engage in a multidisciplinary discussion about:

1. the ways in which strong domain-specific science content knowledge contributes …

Engaging Preservice Secondary Science Teachers In A Ngss-Based Energy Lesson: A Nanoscience Context, Deepika Menon, Mary Sajini Devadas

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The new approach to teaching science presented by the Next Generation Science Standards (NGSS) warrants training high-quality science, technology, engineering, and mathematics (STEM) teachers to prepare the future STEM workforce. We share the implementation of an energy lesson using a nanoscience approach, well-aligned with the NGSS vision, in a secondary- STEM-education course for preservice science teachers. First, we engaged preservice teachers in discussions related to alternate sources of energy; this was followed by a case-study approach to illustrate a real-world problem of energy deficiency and solar energy (solar cells using nanoparticles) as one potential solution because it is cost-efficient, clean, …

Supporting Representation-Rich Problem-Solving In High School Physics, Lyrica L. Lucas, Elizabeth B. Lewis

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Findings from physics education research strongly point to the critical need for teachers’ use of multiple representations in their instructional practices such as pictures, diagrams, written explanations, and mathematical expressions to enhance students' problem‐solving ability. In this study, we explored use of problem‐solving tasks for generating multiple representations as a scaffolding strategy in a high school modeling physics class. Through problem‐solving cognitive interviews with students, we investigated how a group of students responded to the tasks and how their use of such strategies affected their problem‐solving performance and use of representations as compared to students who did not receive explicit, …