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Full-Text Articles in Education
Twitter: More Than Tweets For Undergraduate Student Researchers, Nathan S. Reyna, Christin Pruett, Mike Morrison, Jennifer Fowler, Sumali Pandey, Lori Hensley
Twitter: More Than Tweets For Undergraduate Student Researchers, Nathan S. Reyna, Christin Pruett, Mike Morrison, Jennifer Fowler, Sumali Pandey, Lori Hensley
Articles
During the COVID-19 pandemic, biology educators were forced to think of ways to communicate with their students, engaging them in science and with the scientific community. For educators using course-based undergraduate research experiences (CUREs), the challenge to have students perform real science, analyze their work, and present their results to a larger scientific audience was difficult as the world moved online. Many instructors were able to adapt CUREs utilizing online data analysis and virtual meeting software for class discussions and synchronous learning. However, interaction with the larger scientific community, an integral component of making science relevant for students and allowing …
Engaging Students In The Practice Of Statistics Through Undergraduate Research, Debra L. Hydorn
Engaging Students In The Practice Of Statistics Through Undergraduate Research, Debra L. Hydorn
Mathematics
As statisticians, we engage in a variety of activities, some of which are regularly integrated into our undergraduate courses. However, the individual courses that comprise a mathematics or statistics degree program might not provide students with experiences in the broader range of activities that define the practice of statistics. To remedy this situation, faculty can consider developing and mentoring undergraduate research projects. This article briefly discusses the skills that comprise statistical practice along with some course and program options for helping students to develop these skills. Then, types of undergraduate research projects in statistics are described to help faculty generate …
Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles
Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles
The Richard W. Riley College of Education and Leadership Publications
Abstract In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers’ embedded professional development and their experiences with the training components. Bruner’s theory of cognitive development was used …
Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles
Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles
Walden Faculty and Staff Publications
Abstract In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers’ embedded professional development and their experiences with the training components. Bruner’s theory of cognitive development was used …
Community Service-Learning In Statistics: Course Design And Assessment, Debra L. Hydorn
Community Service-Learning In Statistics: Course Design And Assessment, Debra L. Hydorn
Mathematics
Service-learning projects are a useful method for students to learn both the practice and value of statistical methods. Effective service learning, however, depends on several factors and can be implemented according to a variety of models. In this article, different models for incorporating service-learning in statistics courses are presented along with example statistics courses. Principles for good service-learning practice will also be presented as a means for assessing the quality of a service-learning course component.