Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Nebraska - Lincoln (14)
- Edith Cowan University (7)
- Fort Hays State University (7)
- Aga Khan University (4)
- Selected Works (4)
-
- Utah State University (4)
- Purdue University (3)
- University of Nevada, Las Vegas (3)
- Western Michigan University (3)
- Boise State University (2)
- Illinois Math and Science Academy (2)
- University of Arkansas, Fayetteville (2)
- University of Northern Iowa (2)
- University of South Florida (2)
- University of Tennessee, Knoxville (2)
- Australian Council for Educational Research (ACER) (1)
- Brigham Young University (1)
- Bryn Mawr College (1)
- Claremont Colleges (1)
- Georgia Southern University (1)
- Kennesaw State University (1)
- Liberty University (1)
- Louisiana State University (1)
- Mississippi State University (1)
- Nova Southeastern University (1)
- Olivet Nazarene University (1)
- Portland State University (1)
- Rochester Institute of Technology (1)
- Sacred Heart University (1)
- SelectedWorks (1)
- Publication Year
- Publication
-
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (9)
- Academic Leadership: The Online Journal (7)
- Australian Journal of Teacher Education (6)
- Dissertations (4)
- Institute for Educational Development, Karachi (3)
-
- All Graduate Theses and Dissertations, Spring 1920 to Summer 2023 (2)
- American Association for the Advancement of Science Pacific Conference (2)
- Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (2)
- Doctoral Dissertations (2)
- Electronic Theses and Dissertations (2)
- Graduate Theses and Dissertations (2)
- Interdisciplinary Journal of Problem-Based Learning (2)
- Journal of STEM Arts, Crafts, and Constructions (2)
- Numeracy (2)
- Steven R Rogg (2)
- Articles (1)
- Biology Faculty Publications (1)
- Book Chapters / Conference Papers (1)
- Catalyst: A Social Justice Forum (1)
- Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship (1)
- Department of Teaching, Learning, and Teacher Education: Posters and Presentations (1)
- Doctoral Dissertations and Projects (1)
- Electronic Thesis and Dissertation Repository (1)
- FDLA Journal (1)
- Faculty Publications & Research (1)
- Faculty Scholarship – Geology (1)
- Faculty and Research Publications (1)
- Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (1)
- Graduate College Dissertations and Theses (1)
- Publication Type
Articles 1 - 30 of 85
Full-Text Articles in Education
Addressing Climate Change Anomie In Teacher Education, Teresa Anne Fowler
Addressing Climate Change Anomie In Teacher Education, Teresa Anne Fowler
Northwest Journal of Teacher Education
This research project sought to understand how preservice teachers explore their relationship with Science and confidence in teaching about climate change in Science education amid a culture of denial regarding the impact of the climate crisis. Using data from three cohorts of students in an elementary Science methods course, this paper shares the context of climate change acceptance in the province of Alberta, Canada, the fossil fuel economic hub of Canada, and how using Journell’s framework for controversial issues alongside a critical energy literacy framework using inquiry, supported preservice teachers to address their hesitancy in Science classrooms to engage with …
The Relationship Between Discipline-Specific Subject Matter Knowledge And Discipline-Specific Science Teaching Efficacy Of Elementary Teachers, Douglas Ball
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Because a teacher's confidence in their ability to teach science is associated with instructional methods and their persistence in the face of challenges, improving science teaching confidence becomes critical for improving science teaching of young children. Science teaching confidence also varies by discipline for elementary teachers: physical science teaching confidence tends to measure lower than life science. This discrepancy leads to elementary teachers engaging in less effective science teaching practices with physical science than life science. A teacher's subject matter knowledge influences their confidence in their ability to teach that subject. Subject matter knowledge impacts science teaching confidence because when …
Teachers' Conceptions And Enactment Of Disciplinary Literacy In Elementary Science Instruction: A Comparative Case Study, Melissa P. Mendenhall
Teachers' Conceptions And Enactment Of Disciplinary Literacy In Elementary Science Instruction: A Comparative Case Study, Melissa P. Mendenhall
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
This case study explores elementary teachers’ conceptions and enactment of disciplinary literacy in elementary science instruction and the interaction between the two. Specifically, the purpose of this research was to describe how four fifth-grade teachers view literacy appropriate to science. Participants for this research were invited to participate by responding to an online survey and were selected based on criteria. Data sources include interviews, teacher artifacts, and observation. Qualitative data were coded, the codes compared to ideas in the field (overall themes), and global themes were generated as sense making tools to describe trends found in each case, case comparisons, …
The Impact An Inquiry-Based Learning Professional Development Has On Science And Agricultural Teachers' Intent To Use Animal Science Concepts As A Context For Teaching Science, Kasey Harmon
Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship
There is an emerging need for Tennessee and Nebraska high school students to increase their science proficiency. It is important that students are science literate to equip them with basic science skills needed for the workforce. Science literacy enables students to problem solve efficiently, appropriately assess societal issues, and make informed decisions. Inquiry-based learning (IBL) is a teaching strategy that has been shown to positively impact students’ ability to critically think and make informed decisions. Since IBL and agricultural education are centered around experiential learning, combining them gives students the opportunity to learn science in a real-world context. However, previous …
Pedagogical Content Knowledge (Pck) Change And Professional Development For Educators: An Assessment Of A Master’S In Chemistry Program For High School Science Teachers, Mary Charlotte Bautista
Pedagogical Content Knowledge (Pck) Change And Professional Development For Educators: An Assessment Of A Master’S In Chemistry Program For High School Science Teachers, Mary Charlotte Bautista
Electronic Theses and Dissertations
The M.S. Chemistry – Chemical Education Specialization program at South Dakota State University provides in-depth general chemistry coursework to in-service high school science teachers in a virtual format. The goal of the program is for the teachers enrolled to become more effective teachers while gaining content knowledge in chemistry; in essence, to increase their pedagogical content knowledge (PCK). The aim of this study is to follow participants through their experience in this program in order to understand how the program’s requirements enhance its participants’ teaching and learning. A narrative framework follows one participant through their two-year experience in the program, …
Understanding The Priorities And Practices Of Rural Science Teachers: Implications For Designing Professional Learning, Kerri Wingert, Jennifer Jacobs, William Lindsay, Abraham S. Lo, Cari F. Herrmann-Abell, William R. Penuel
Understanding The Priorities And Practices Of Rural Science Teachers: Implications For Designing Professional Learning, Kerri Wingert, Jennifer Jacobs, William Lindsay, Abraham S. Lo, Cari F. Herrmann-Abell, William R. Penuel
The Rural Educator
In order to design professional learning that supports rural science teachers to effectively implement standards-based “five-dimensional” (5D) instructional and assessment practices, a critical first step is to elicit their perspectives, prior experiences, concerns, and interests. Based on survey data from 87 rural science teachers in Colorado, along with focus group sessions with 18 of those teachers, this article investigates teachers’ perspectives on what makes rural science teaching unique, the degree to which they use 5D science instruction, their curricular and assessment resources, and their professional learning experiences and preferences. Overall, rural science teachers in Colorado reported using rich practices for …
Full Issue: Journal On Empowering Teaching Excellence, Volume 6, Issue 1, Spring 2022
Full Issue: Journal On Empowering Teaching Excellence, Volume 6, Issue 1, Spring 2022
Journal on Empowering Teaching Excellence
The full-length 2022 Special Issue (Volume 5, Issue 3) of the Journal on Empowering Teaching Excellence
Access the online Pressbooks version (with downloadable EPUB format) here.
The Spring 2022 issue begins with research that explores the perceptions of pre-service teachers relative to learning mathematics and science, with suggestions for how findings can impact curriculum and further research. The focus on pre-service teachers continues with research into their sense of self-efficacy with instructional technologies and whether specific techniques increase comfort level with technologies. Next, researchers explore the products that Generation Z students value most in their learning of a second language, …
Agency Of In-Service Elementary Science Teachers During A Global Pandemic, Anica Miller-Rushing
Agency Of In-Service Elementary Science Teachers During A Global Pandemic, Anica Miller-Rushing
Electronic Theses and Dissertations
In-service teachers of science work with unique content and pedagogical experiences. Understanding teacher agency in these circumstances will help researchers understand the actions that these teachers take, actions that are consequential for shaping teaching patterns and supporting the development of students’ scientific practices. The purpose of this study was to understand how the agency of six elementary (K–5) in-service teachers was expressed discursively during a global pandemic. The teachers’ agency was qualitatively analyzed using a case study approach (Yin, 2012, 2017) that applied discourse analysis to identify the ways in which science teacher agency is conceptualized, afforded, and constrained through …
An Investigation Examining The Closing Of The Achievement Gap In Louisiana With The Ngss, George Cage
An Investigation Examining The Closing Of The Achievement Gap In Louisiana With The Ngss, George Cage
LSU Doctoral Dissertations
The purpose of this study was to investigate the Next Generation Science Standards (NGSS) and its implications of being a curricular and pedagogical intervention in terms of narrowing the achievement gap in science education for Children of Color. In using the explanatory mixed methods design, standardized test data and one-on-one interviews were examined to assess the effectiveness and impact of the NGSS’ implementation in the state of Louisiana. This study utilized student performance results from the LEAP 2025 to conduct a statistical analysis that measured trends in performance by Children of Color, specifically Black students, before and after the implementation …
Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards
Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards
Faculty and Research Publications
This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement …
Inquiry-Based Science Education In India: Prospects And Challenges, Garima Bansal
Inquiry-Based Science Education In India: Prospects And Challenges, Garima Bansal
Teacher India
Dr Garima Bansal discusses the historical development of science education in India, the emergence of inquiry-based education, the current state of science education at the school level, and the role of school leaders in making inquiry-based learning a reality.
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 …
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 …
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 …
The Importance Of Practice: Learning To Teach Student-Centered Labs With Confidence, Linda Nix
The Importance Of Practice: Learning To Teach Student-Centered Labs With Confidence, Linda Nix
Dissertations
This quantitative research study examined the relationship between science teachers’ science education experiences (high school, undergraduate science courses, teacher education program science methods courses, in-service teaching, and professional development) regarding exposure to student-centered labs and science teacher self-efficacy in teaching student-centered labs. This research study also examined the relationship between science teachers’ opportunity to practice teaching student-centered labs during their science teacher experiences (teacher education program science methods course, in-service teaching, and professional development) and science teaching self-efficacy in teaching student-centered labs as they relate to the social constructivist and experiential learning theories.
A modified version of the Science Teaching …
Developing An After-School Program To Increase Stem Interest, Awareness And Knowledge Of Minority Females In A Title I Middle School, Steven R. Terrell Ph.D., Deirdre Krause Ph.D., Bruce G. Campbell Ed.D.
Developing An After-School Program To Increase Stem Interest, Awareness And Knowledge Of Minority Females In A Title I Middle School, Steven R. Terrell Ph.D., Deirdre Krause Ph.D., Bruce G. Campbell Ed.D.
FDLA Journal
Educators, politicians and industry professionals note that the number of opportunities for workers in the science, technology, engineering and math (STEM) fields grow exponentially over time. Accordingly, emphasis is placed on our schools to produce graduates capable of filling these positions. While these efforts are promising, there is a notable absence of females and minorities in the STEM professions. In an attempt to understand the reasons for this disparity, many educators believe a lack of interest in the STEM field begins at an early age, and disenfranchised students are not afforded the opportunities given to students in more affluent areas …
Getting To The Why: Exploring Early Career Physical Science Teachers' Discourse And Assessment Practices., Aaron Alfred Musson
Getting To The Why: Exploring Early Career Physical Science Teachers' Discourse And Assessment Practices., Aaron Alfred Musson
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Formative assessment, or assessment for learning, is an essential component of the interactions between teachers and learners. Teachers elicit statements of understandings to decide their next instructional steps. Similarly, students communicate what they know, and apply teachers’ responses. Formative assessment is as much assessment as discourse; teachers use both to determine and respond to student needs. When teachers use formative assessments effectively, they can guide student understanding, extend discussions, probe for deeper meanings, and provide feedback. Formative assessment provides an understanding of how students are growing (or struggling), which teachers can use to adjust instruction. Frequent formative assessment is strongly …
Sixth-Grade Elementary And Seventh- And Eighth-Grade Middle School Teachers' Knowledge And Beliefs About Science Literacy, Melissa P. Mendenhall
Sixth-Grade Elementary And Seventh- And Eighth-Grade Middle School Teachers' Knowledge And Beliefs About Science Literacy, Melissa P. Mendenhall
Theses and Dissertations
The purpose of this qualitative study was to explore Grades 6-8 teachers knowledge and beliefs about science literacy and instruction that develops science literacy, in both the fundamental and derived senses. All Grade 6 elementary teachers and Grades 7-8 middle school science teachers from five school districts in the Mountain West region of the U.S. were invited to participate by responding to an online survey consisting of open response questions and critical instances. Data were analyzed using an immersion style of coding. Findings suggest a majority of teachers view literacy as reading and writing and text as something that is …
Genuine Faculty-Mentored Research Experiences For In-Service Science Teachers: Increases In Science Knowledge, Perception, And Confidence Levels, Christine E. Cutucache, Heather D. Leas, Neal F. Grandgenett, Kari L. Nelson, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, William E. Tapprich
Genuine Faculty-Mentored Research Experiences For In-Service Science Teachers: Increases In Science Knowledge, Perception, And Confidence Levels, Christine E. Cutucache, Heather D. Leas, Neal F. Grandgenett, Kari L. Nelson, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, William E. Tapprich
Biology Faculty Publications
The overall purpose of this multifocused study was to explore how participation in genuine mentored scientific research experiences impacts in-service science teachers and the knowledge and skills needed for their own science teaching. The research experiences resulted from a partnership between the University of Nebraska at Omaha and the Omaha Public School District. This Teacher- Researcher Partnership Program facilitated opportunities in inquiry, science content, interaction with laboratory instrumentation and technologies, critical discussion of literature, and dissemination of findings for participating in-service science teacher professional development utilizing an inquiry-based theoretical framework wherein we examined science teacher preparation via inquiry-based methods in …
Why I Believe People Need Painting By Numbers, Jason Makansi
Why I Believe People Need Painting By Numbers, Jason Makansi
Numeracy
Jason Makansi.2016. Painting By Numbers: How to Sharpen Your BS Detector and Smoke Out the Experts (Tucson AZ: Layla Dog Press). 196 pp. ISBN 978-0998425900.
This piece briefly introduces my Painting By Numbers, which aims to take the core messages of the QL/QR community from academic and professional circles to the rest of the citizenry. I describe the book in the context of the critical need for the most basic numeracy tools to help consumers of news, information, and analysis—delivered through traditional and contemporary social media outlets—determine where a reported numerical result lies on the scale from utter nonsense …
Focused Video Reflections In Concert With Practice-Based Structures To Support Elementary Teacher Candidates In Learning To Teach Science, Julianne A. Wenner, Julie Kittleson
Focused Video Reflections In Concert With Practice-Based Structures To Support Elementary Teacher Candidates In Learning To Teach Science, Julianne A. Wenner, Julie Kittleson
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Recommendations for science education, including elementary education, highlight instructional practices such as using discussion to promote deep understandings of science. A task facing science teacher educators is to craft instruction to support teacher candidates (TCs) to develop skills that will encourage such practices in classrooms. In 2011, we developed and implemented a class activity —the Supported, Collaborative Teaching Model (SCTM)—to focus TCs’ attention on key aspects of science teaching. The SCTM, which is designed around the idea that practical experience is critically important to teacher education, involves having TCs teach science to elementary students in three different grade levels three …
Science Theater As Steam: A Case Study Of "Save It Now", Christopher D. Davidson, Willard Simms
Science Theater As Steam: A Case Study Of "Save It Now", Christopher D. Davidson, Willard Simms
The STEAM Journal
What are the markers of a successful STEAM program? How and when can educators be reasonably sure that an interdisciplinary unit or project, rich in both the sciences and the arts, has delivered on its implicit promise – by adding value to a student’s education in ways that are beyond the scope of traditional discipline-specific learning? I attempt to address this question with a case study of Theatre of Will’s “Save It Now,” a pilot program for 4th, 5th and 6th graders at eight Los Angeles public schools that integrates theater arts, music and the STEM …
How The Arts Standards Support Stem Concepts: A Journey From Stem To Steam, Ksenia S. Zhbanova
How The Arts Standards Support Stem Concepts: A Journey From Stem To Steam, Ksenia S. Zhbanova
Journal of STEM Arts, Crafts, and Constructions
This issue of the Journal of STEM Arts, Crafts, and Constructions is focused on the effects of integrating arts with STEM areas, an important and widely-considered topic in education today. This editorial provides an overview of the current state of the arts and STEM areas integration paradigm, an analysis of the benefits of the arts integration with the STEM subjects, and an overview of the history of the arts anchor standards. Comparison and connections between the National Arts Core anchor arts standards, the scientific method, engineering design process, and the 5E learning cycle are also illuminated. Summaries of the practical …
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Interdisciplinary Journal of Problem-Based Learning
Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …
An Investigation Of Turkish Middle School Science Teachers’ Pedagogical Orientations Towards Direct And Inquiry Instructional Approaches, Selcuk Sahingoz
An Investigation Of Turkish Middle School Science Teachers’ Pedagogical Orientations Towards Direct And Inquiry Instructional Approaches, Selcuk Sahingoz
Dissertations
One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice.
The purpose of …
Problem-Based Learning In K–8 Mathematics And Science Education: A Literature Review, Joi Merritt, Mi Yeon Lee, Peter Rillero, Barbara M. Kinach
Problem-Based Learning In K–8 Mathematics And Science Education: A Literature Review, Joi Merritt, Mi Yeon Lee, Peter Rillero, Barbara M. Kinach
Interdisciplinary Journal of Problem-Based Learning
This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3–14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to grade 8 level, and (d) focus on mathematics or science content. For these studies, we examined: the definitions of PBL used, the components of PBL explicitly identified as salient to student learning, and the effectiveness of PBL. This review found that although there is no consistent definition of PBL, PBL is …
Native Science In Practice: Cases For Broadening Understanding And Engagement Of Science In Education As A Plea For Future Generations, G. Sue Kasun, Dave López
Native Science In Practice: Cases For Broadening Understanding And Engagement Of Science In Education As A Plea For Future Generations, G. Sue Kasun, Dave López
Journal of Multicultural Affairs
We make a departure from the U.S.’s traditional “science education” in recognition of several stark realities—from the genocidal practices that have eliminated so many indigenous populations in the U.S. to the problems our planet faces, such dire environmental degradation. We are faced daily with a dissonance of knowing our planet needs our respect and care while at the same time bearing witness to “modern” lifestyles based in property rights and individualism. We engage Native science—which encapsulates all of Western science and expands upon it by including the spiritual and emotional realms as well as the physical and mental dimensions of …
Editorial: The Journal Of Stem Arts, Crafts, And Constructions As An Ideal Venue For Showcasing Application Of The Next Generation Science Standards, Dana L. Atwood-Blaine
Editorial: The Journal Of Stem Arts, Crafts, And Constructions As An Ideal Venue For Showcasing Application Of The Next Generation Science Standards, Dana L. Atwood-Blaine
Journal of STEM Arts, Crafts, and Constructions
The Journal of STEM Arts, Crafts, and Constructions is an ideal venue for disseminating new ideas, lessons, and research developed in response to the Next Generation Science Standards (NGSS). This editorial explains how arts integration is well-suited to addressing the Science and Engineering Practices and the Cross-cutting Concepts. The research articles in this issue provide evidence that arts integration is also effective at improving student retention of disciplinary content over time. Using specific examples from the articles in this issue, this editorial elaborates on the three-dimensional nature of NGSS and how the integration of arts, crafts, and constructions into science …
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Catalyst: A Social Justice Forum
English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.