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Fostering Student Sense Making In Elementary Science Learning Environments: Elementary Teachers’ Use Of Science Curriculum Materials To Promote Explanation Construction, Laura Zangori, Cory Forbes, Mandy Biggers
Fostering Student Sense Making In Elementary Science Learning Environments: Elementary Teachers’ Use Of Science Curriculum Materials To Promote Explanation Construction, Laura Zangori, Cory Forbes, Mandy Biggers
School of Natural Resources: Faculty Publications
While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support students’ explanation construction and foster student sense making. However, little research has been conducted to explore if and, if so, how and why, elementary teachers modify science curriculum materials to engage students in explanation construction. We use an embedded mixed methods research design to explore elementary teachers’ (n = 45) curricular adaptations …
Laboratory Earth: A Model Of Online K-12 Teacher Coursework, David Gosselin, Julie Thomas, Adrienne Redmond, Cindy S. Larson-Miller, Sara Yendra, Ronald J. Bonnstetter, Timothy F. Slater
Laboratory Earth: A Model Of Online K-12 Teacher Coursework, David Gosselin, Julie Thomas, Adrienne Redmond, Cindy S. Larson-Miller, Sara Yendra, Ronald J. Bonnstetter, Timothy F. Slater
School of Natural Resources: Faculty Publications
Laboratory Earth, a series of three NASA-Sponsored, on-line graduate courses for K-8 teachers, was designed to meet a variety of learning styles and appeal to teachers‟ motivation to learn the content and improve their teaching. This is especially important to teachers as they seek to demonstrate “highly qualified” status to meet No Child Left Behind standards. These graduate-level courses consist of four modules of two to four lessons each. Pre- and post-course surveys indicated significant increases in teachers‟ (n=51) content knowledge, science teaching efficacy beliefs (STEBI-A), sense of community within the course (LEO) and science teaching enjoyment (STES). Qualitative data …