Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 10 of 10

Full-Text Articles in Education

“See, You Can Make Connections With The Things You Learned Before!” Using The Grr To Scaffold Language And Concept Learning In Science, H. Emily Hayden Aug 2019

“See, You Can Make Connections With The Things You Learned Before!” Using The Grr To Scaffold Language And Concept Learning In Science, H. Emily Hayden

Education Publications

This chapter details the methods one expert teacher used to make her own learning the object of inquiry, simultaneously developing the insights and the strategies she needed to mentor students. It describes how Ann infused the GRR into planning and instruction to create learning experiences that insured student success, even if only at incremental levels. Ann’s methods can thus become a model for other teachers who wish to enhance their students’ learning of science language and concepts through infusion of literacy activity.


Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, Emily Hayden, Anupma Singh, Michelle Eades-Baird Jan 2019

Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, Emily Hayden, Anupma Singh, Michelle Eades-Baird

Education Publications

To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre/post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one seventh-grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership, including the science teacher, a literacy specialist ...


Combining Academics And Social Engagement: A Major-Specific Early Alert Method To Counter Student Attrition In Science, Technology, Engineering, And Mathematics, Andrew J. Sage, Cinzia Cervato, Ulrike Genschel, Craig Ogilvie Jun 2018

Combining Academics And Social Engagement: A Major-Specific Early Alert Method To Counter Student Attrition In Science, Technology, Engineering, And Mathematics, Andrew J. Sage, Cinzia Cervato, Ulrike Genschel, Craig Ogilvie

Geological and Atmospheric Sciences Publications

Students are most likely to leave science, technology, engineering, and mathematics (STEM) majors during their first year of college. We developed an analytic approach using random forests to identify at-risk students. This method is deployable midway through the first semester and accounts for academic preparation, early engagement in university life, and performance on midterm exams. By accounting for cognitive and noncognitive factors, our method achieves stronger predictive performance than would be possible using cognitive or noncognitive factors alone. We show that it is more difficult to predict whether students will leave STEM than whether they will leave the institution. More ...


The Personal Is Archival: Researching And Teaching With Stories Of Women Engineers, Scientists, And Doctors, Amy Bix Apr 2018

The Personal Is Archival: Researching And Teaching With Stories Of Women Engineers, Scientists, And Doctors, Amy Bix

History Conference Papers, Presentations and Posters

Personal stories from archives are essential to understand the historical gendering of American science, medicine, technology, and innovation. Advocates promoted science, medicine, and engineering to young men, yet the twentieth-century brought increasing numbers of women into STEM education and employment. This paper illustrates the above by offering guidance to key archival and digital collections that show how women (individually and as groups) made places for themselves in modern science, technology, and medicine. Sources illustrate complex intersections for women simultaneously shaping professional and personal identities. This paper suggests how historians can reach beyond individual biographies to build broader analyses that deploy ...


Not A Stale Metaphor: The Continued Relevance Of Pedagogical Content Knowledge For Science Research And Education, H. Emily Hayden, Michelle Eades Baird Jan 2016

Not A Stale Metaphor: The Continued Relevance Of Pedagogical Content Knowledge For Science Research And Education, H. Emily Hayden, Michelle Eades Baird

Education Publications

Pedagogical content knowledge (PCK) is a foundation for teacher standards such as the Interstate Teacher Assessment and Support Consortium (InTASC) (Council of Chief State School Officers, 2011) and a critical element of teacher preparation and professional development for multiple fields, including science teaching (Purzer, Moore, Baker, & Berland, 2014). But several years ago Settlage (2013) presented a powerful critique of PCK, rejecting the way it positions knowledge in the abstract, “solely ... what teachers store in their heads” (p. 10) and calling for more evidence connecting PCK conceptualisations to actual teaching activity. In truth, theoretical descriptions of PCK abound (Darling -Hammond & Bransford, 2005; Hashweh, 2005; Lee & Luft, 2008) and most utilise the lens of the researcher (Lee & Luft, 2008). While this helps us conceptualise teaching and imagine what could be, what is needed are more illustrations of what is.


What Can Students Do With The Words They Know? An Ela Teacher Takes On Science, Emily Hayden, Michelle Eades-Baird Jan 2016

What Can Students Do With The Words They Know? An Ela Teacher Takes On Science, Emily Hayden, Michelle Eades-Baird

Education Publications

The Common Core State Standard and Next Generation Science Standards emphasize language and literacy across disciplines, requiring shifts in teaching practices and inventive approaches. This case study focuses on the instructional decision-making and activities of one uniquely experienced and qualified seventh-grade science teacher, whose English Language Arts background made her approach to vocabulary instruction distinctive, as she selected focus vocabulary and incorporated morphological instruction and lexical enhancement into science teaching practices. Results highlight the differences between content literacy and disciplinary literacy and the pitfalls of applying broad literacy strategies without deep consideration of disciplinary knowledge and requirements and provide examples ...


Examining Connections Between The Physical And The Mental In Education: A Linguistic Analysis Of Pe Teaching And Learning, Tammy Slater, Joy I. Butler Jan 2015

Examining Connections Between The Physical And The Mental In Education: A Linguistic Analysis Of Pe Teaching And Learning, Tammy Slater, Joy I. Butler

English Publications

Discourse analyses of science teaching have revealed patterns of knowledge structures (KS) reflecting Halliday's observation that science teaching involves constructing technical taxonomies and relating them in logical sequences. In science education, this pattern has included problem solving as a way for teachers to assess learning. Science has always been considered an academic subject, but how does it compare to physical education (PE)? Given that language is the primary means through which we learn and assess learning, we present a discourse analysis of a sixth-grade PE class taught using a Teaching Games for Understanding (TGfU) approach and compare the discourse ...


Predicting Science Achievement In India: Role Of Gender, Selfefficacy, Interests, And Effort, Lisa M. Larson, Asha Stephen, Verena S. Bonitz, Tsui-Feng Wu Jan 2014

Predicting Science Achievement In India: Role Of Gender, Selfefficacy, Interests, And Effort, Lisa M. Larson, Asha Stephen, Verena S. Bonitz, Tsui-Feng Wu

Psychology Publications

We examined the role of self-reported effort in predicting chemistry and physics achievement after controlling for prior achievement, gender, and mathematics/science self-efficacy and interest. The data were collected from two Asian Indian high school samples. Self-reported effort was hypothesized to be the most salient predictor of achievement, given its important role in the Asian Indian culture. Based on prior findings, it was also hypothesized that gender would moderate the effect of interest on achievement. Both hypotheses were supported. After other key variables were controlled (prior achievement, gender, and mathematics/science self-efficacy and interest), self-reported effort was a significant predictor ...


Distinguishing Beginning Premed Students From Their Science Peers: The Salience Of Proximal Variables, Lisa M. Larson, Verena S. Bonitz, James D. Werbel, Tsui-Feng Wu, Leann R. Mills Jan 2011

Distinguishing Beginning Premed Students From Their Science Peers: The Salience Of Proximal Variables, Lisa M. Larson, Verena S. Bonitz, James D. Werbel, Tsui-Feng Wu, Leann R. Mills

Psychology Publications

The purpose of the study was to better understand how students at the beginning of a premed curriculum are different from their science peers on career-related variables. A total of 165 undergraduates were classified into three groups; these were premed students, students with the intent to pursue a graduate degree, and students with the intent to pursue a bachelor’s degree. Both distal (e.g., prior achievement) and proximal (e.g., mathematics and science self-efficacy and interest) social cognitive constructs were measured. Based on social cognitive career theory (SCCT), the authors predicted that the three groups would not differ on ...


Attitude Toward Learning Science Of Students In Introductory Geology Courses, Joan Y. Jach, Cinzia Cervato Jan 2004

Attitude Toward Learning Science Of Students In Introductory Geology Courses, Joan Y. Jach, Cinzia Cervato

Geological and Atmospheric Sciences Publications

Research into attitudes in science focuses largely on determining if certain instruction methods affect student attitude and there is a broad range of opinions as to what attitude means and how to study it. We have analyzed the attitude of students enrolled into two introductory geology classes with the goal to test if demographic factors and success in the class play a significant role in determining students attitude towards science and learning science. A pre-test and a post-test Likert-type attitude questionnaire were administered to two introductory Geology classes at Iowa State University during the Autumn semester 2002. Results were analyzed ...