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Full-Text Articles in Education
Incorporating Wikipedia In The Classroom To Improve Science Learning And Communication, Becky J. Carmichael, Metha M. Klock
Incorporating Wikipedia In The Classroom To Improve Science Learning And Communication, Becky J. Carmichael, Metha M. Klock
Faculty Publications, Environmental Studies
Wikipedia, the digital encyclopedia, has approximately 15 billion page views a month and is a platform where editors worldwide collaborate to improve content on topics, including the questions above. Wikipedia supports science communication in several ways. It helps readers comprehend information and contributors clarify the meaning and implications of scientific knowledge. The anatomy of Wikipedia is symmetric, allowing for ease in contribution and discussion. Wikipedia-based assignments range from making small edits, such as copyediting a series of science-related topics, adding citations, or inserting internal links to existing Wikipedia pages, to more substantial contributions. Challenges faced by students necessitate 'just-in-time" instruction …
Mathematical Knowledge As Memories Of Mathematics, Wes Maciejewski
Mathematical Knowledge As Memories Of Mathematics, Wes Maciejewski
Faculty Research, Scholarly, and Creative Activity
I propose that an understanding of a mathematical concept is comprised of both a conceptual understanding of, and recollections of working with that concept. That is, a mathematical concept may not be immediately distilled in its abstract form from lived experience, didactical or otherwise, and this milleu is brought along in subsequent recollections of the concept. In an effort to balance pedagogical recommendations for increased conceptual teaching/understanding, I propose that memories of encountering a mathematical concept improve its utility in novel problem situations. I support this claim by drawing on the literature on episodic future thinking and on our developing …
Equity Of Success In Clasp Courses At Uc Davis, Cassandra Paul, David Webb, Mary Chessey, Wendell Potter
Equity Of Success In Clasp Courses At Uc Davis, Cassandra Paul, David Webb, Mary Chessey, Wendell Potter
Faculty Publications
We have recently described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at UC Davis and argued that the course was more successful than its predecessor (Physics 5) by several measures. Now we examine the effects of these courses for different student ethnic groups. We find that, compared to Physics 5, students of most ethnic backgrounds were more successful in CLASP. We also find that students from ethnic groups underrepresented in STEM who took the CLASP course were more likely to graduate as STEM majors. We discuss possible features of CLASP that …
Flipping Stem Classrooms Collaboratively Across Campuses In California, Laura Sullivan-Green, Ravisha Mathur, Andrew Feinstein
Flipping Stem Classrooms Collaboratively Across Campuses In California, Laura Sullivan-Green, Ravisha Mathur, Andrew Feinstein
Office of the Provost Scholarship
San José State University, in partnership with California State University-Los Angeles and Cal Poly Pomona, was awarded a prestigious 2015 First in the World grant, sponsored by the Department of Education. The multi-campus effort is focused on bringing the flipped classroom model to seven STEM gateway courses over three years that have high failure rates through collaborative efforts from faculty on the three partner campuses. SJSU, CSULA, and CPP are all designated Hispanic-Serving Institutions and Minority-Serving Institutions, though their demographics are very different. High impact practices like the flipped classroom approach have been shown to increase URM student success and …
Why Teach Science? Helping Teacher Candidates Frame Instructional Decision Making From Moral And Ethical Perspectives, Grinell Smith, Colette Rabin
Why Teach Science? Helping Teacher Candidates Frame Instructional Decision Making From Moral And Ethical Perspectives, Grinell Smith, Colette Rabin
Faculty Publications
This qualitative research project’s overarching goal was to explore ways to help primary grade teacher candidates (re)kindle a conception of teaching as a moral enterprise involving ethical choices and enactment of one’s values. In the context of a science methods course, we explored the research question: What happens to the commitments toward science instruction of pre-service elementary teachers when we help them view science instruction as an act of caring? Our findings suggest that for many, this approach helped students take a moral stance, articulate an ethical position regarding educational issues, and use these perspectives to inform decision-making at the …