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Articles 1 - 10 of 10
Full-Text Articles in Education
Culturally Relevant Science Teaching: A Literature Review, Uma Ganesan
Culturally Relevant Science Teaching: A Literature Review, Uma Ganesan
The Nebraska Educator: A Student-Led Journal
This educational research literature review paper aims to discuss the rationale, review eight empirical research studies, and identify knowledge gaps in culturally relevant pedagogy in science education. This paper focuses on synthesis, review, and comparison of the findings of the empirical studies, and categorizes them into thematic heads such as similarities and differences between studies under the broad categories of professional development (PD) programs and case studies. Following these reviews, the author summarizes her reflections and thoughts about the literature to understand the big picture of culturally relevant pedagogy in science education. The basis of this literature review are various …
Exploring The Form And The Function: A Review Of Science Discourse Frameworks In The Service Of Research And Practice, Brett A. Criswell, Gregory T. Rushton, Lisa Shah
Exploring The Form And The Function: A Review Of Science Discourse Frameworks In The Service Of Research And Practice, Brett A. Criswell, Gregory T. Rushton, Lisa Shah
Secondary Education Faculty Publications
The importance of how classroom discourse can be used to support science learning has gained national attention with respect to both science teaching and research across K12 and higher education. In this review article, we examine a commonly referenced set of nine frameworks for use inscienceclassrooms. Specifically, we examine the ways in which various frameworks emphasize the structure (i.e.,form) or practical use (i.e.,function) of language across classroom settings, and the impact of such an emphasis on the facilitation and analysis of science classroom discourse. The findings from this review should help researchers investigate and educators facilitate classroom discourse in ways …
Introducing Science Education In Early Childhood, Marissa M. Arciniega
Introducing Science Education In Early Childhood, Marissa M. Arciniega
Capstone Projects and Master's Theses
The increasing focus on literacy development and kindergarten readiness in preschool has created a lack of science education in early childhood education. In recent research, Head Start found that of the four academic readiness domains for preschoolers (i.e., language, literacy, math, and science), science is the lowest-performing area amongst students in their program (Bustamante, White, & Greenfield, 2018). Research is showing that declining performance in science is partly due to the lack of science education in classrooms. Lack of science is not only affecting school performance down the road, but it also limits children in receiving the benefits of early …
A Reflection On The Changing Reality Of Science, Emily K. Faulconer
A Reflection On The Changing Reality Of Science, Emily K. Faulconer
Publications
From liquids on Mars to CRISPR, significant scientific discoveries are being made each year. These are just the flashy front-page innovations; there are thousands of scientific journals that continually publish discoveries and advancements in our knowledge. Were he alive today, I think Copernicus would be awed by how scientific knowledge has grown and changed over time. He may also agree that the nature of science has remained quite constant. The Nature of Science is a fundamental construct in science education, serving as a pillar in the Next Generation Science Standards (NGSS) for K–12 education. According to the NGSS, the key …
Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Department of Teaching, Learning, and Teacher Education: Posters and Presentations
With the widespread adoption and adaption of the Next Generation Science Standards (NGSS) and its implicit focus on inquiry-based instruction, reformed science teaching practices are critically important to meeting the U.S. vision of scientific literacy for all students. Thus, the role of teacher learning through both teacher preparation and professional development must be well understood and informed through empirical findings. Accordingly, the theme of this NARST conference paper set is to identify effective science teaching practices using the lens of the NGSS science and engineering practices (SEPs), science subject matter knowledge, and equitable teaching practices. We found that inquiry-based instruction …
Developing A Critical Discourse About Teaching And Learning: The Case Of A Secondary Science Video Club, Tara Barnhart, Elizabeth Van Es
Developing A Critical Discourse About Teaching And Learning: The Case Of A Secondary Science Video Club, Tara Barnhart, Elizabeth Van Es
Education Faculty Articles and Research
Video is used widely to support teachers’ learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others’ efforts to enact responsive practices. In this study, we investigate if and how teachers developed a critical discourse in this context. Analysis reveals that the group developed a more collaborative, interpretive, and evidence-based discourse about teaching and learning. These findings contribute to research on video clubs as a professional development …
Culturally Relevant Science Teaching: A Literature Review, Uma Maheshwari Ganesan
Culturally Relevant Science Teaching: A Literature Review, Uma Maheshwari Ganesan
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This educational research literature review paper aims to discuss the rationale, review eight empirical research studies, and identify knowledge gaps in culturally relevant pedagogy in science education. This paper focuses on synthesis, review, and comparison of the findings of the empirical studies, and categorizes them into thematic heads such as similarities and differences between studies under the broad categories of professional development (PD) programs and case studies. Following these reviews, the author summarizes her reflections and thoughts about the literature to understand the big picture of culturally relevant pedagogy in science education. The basis of this literature review are various …
Differences In Perception Between Students And Teachers Of High School Science: Implications For Evaluations Of Teaching And Classroom Evaluation., Michael T. Fitzgerald, Lena Danaia, David H. Mckinnon, Sophie Bartlett
Differences In Perception Between Students And Teachers Of High School Science: Implications For Evaluations Of Teaching And Classroom Evaluation., Michael T. Fitzgerald, Lena Danaia, David H. Mckinnon, Sophie Bartlett
Australian Journal of Teacher Education
The science teacher in the modern high school acts as the designer and driver of the in-class practice. In this role, the teacher must broadly assess the effect of the practice on the student. This would rely on accurate self-knowledge of how they act in class and impact their students. In this study we explore these issues by comparing the difference in responses of 86 teachers and 2512 Year 9 and 10 students to an instrument probing their perceptions of their in-class practice. We report two significant findings. First, not only do teachers constantly positively overrate their in-class practice but …
Use Of Metaconceptual Scaffolding In The Science Classroom To Promote Conceptual Change, Erin Duez
Use Of Metaconceptual Scaffolding In The Science Classroom To Promote Conceptual Change, Erin Duez
Education Dissertations
The purpose of this study was to analyze the effects of providing metaconceptual awareness questions on the conceptual change and metaconceptual awareness of students in the chemistry classroom. This quasi-experimental study with a repeated-measures design analyzed the effects of providing metaconceptual awareness questions on the conceptual change and metaconceptual awareness of high school chemistry students. The intervention consisted of providing metaconceptual awareness questions nine times to the experimental group over a three-week period. The chemistry conceptual knowledge of both groups was assessed three times: pretest, posttest, and a delayed retention test. The metaconceptual awareness of the students was assessed twice …
Improving Science Teaching Through The Use Of Video Reflection And A Pck-Based Teaching Framework, Dallas Bruce
Improving Science Teaching Through The Use Of Video Reflection And A Pck-Based Teaching Framework, Dallas Bruce
Theses: Doctorates and Masters
Effective teaching and teachers are vital for improved outcomes in Science, Technology, Engineering and Mathematics (STEM) education and scientific literacy. Supporting the goals of contemporary science education calls for constructivist learning approaches, with an emphasis on inquiry-based, student-centred learning, which demands that teachers develop a wider repertoire and more innovative pedagogical skills. Pedagogical Content Knowledge (PCK) research was used to prepare a conceptual framework of effective teaching skills and knowledge areas which was used in a teacher professional development (PD) initiative. This qualitative study employed a case study methodology with a small group of experienced, secondary Science teachers. An ethnographic, …