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Full-Text Articles in Education

Identifying Faculty And Peer Interaction Patterns Of First-Year Biology Doctoral Students: A Latent Class Analysis, Soojeong Jeong, Jennifer M. Blaney, David F. Feldon Nov 2019

Identifying Faculty And Peer Interaction Patterns Of First-Year Biology Doctoral Students: A Latent Class Analysis, Soojeong Jeong, Jennifer M. Blaney, David F. Feldon

Instructional Technology and Learning Sciences Faculty Publications

Faculty and peer interactions play a key role in shaping graduate student socialization. Yet, within the literature on graduate student socialization, researchers have primarily focused on understanding the nature and impact of faculty alone, and much less is known about how peer interactions also contribute to graduate student outcomes. Using a national sample of first-year biology doctoral students, this study reveals distinct categories that classify patterns of faculty and peer interaction. Further, we document inequities such that certain groups (e.g., underrepresented minority students) report constrained types of interactions with faculty and peers. Finally, we connect faculty and peer interaction ...


Postdocs’ Lab Engagement Predicts Trajectories Of Phd Students’ Skill Development, David F. Feldon, Kaylee Litson, Soojeong Jeong, Jennifer M. Blaney, Jina Kang, Candace Miller, Kimberley Griffin, Josipa Roksa Sep 2019

Postdocs’ Lab Engagement Predicts Trajectories Of Phd Students’ Skill Development, David F. Feldon, Kaylee Litson, Soojeong Jeong, Jennifer M. Blaney, Jina Kang, Candace Miller, Kimberley Griffin, Josipa Roksa

Instructional Technology and Learning Sciences Faculty Publications

The doctoral advisor—typically the principal investigator (PI)—is often characterized as a singular or primary mentor who guides students using a cognitive apprenticeship model. Alternatively, the “cascading mentorship” model describes the members of laboratories or research groups receiving mentorship from more senior laboratory members and providing it to more junior members (i.e., PIs mentor postdocs, postdocs mentor senior graduate students, senior students mentor junior students, etc.). Here we show that PIs’ laboratory and mentoring activities do not significantly predict students’ skill development trajectories, but the engagement of postdocs and senior graduate students in laboratory interactions do. We found ...


Scientific Twitter: The Flow Of Paleontological Communication Across A Topic Network, Richard T. Bex Ii, Lisa Lundgren, Kent J. Crippen Jul 2019

Scientific Twitter: The Flow Of Paleontological Communication Across A Topic Network, Richard T. Bex Ii, Lisa Lundgren, Kent J. Crippen

Instructional Technology and Learning Sciences Faculty Publications

The field of paleontology, which is based principally on observations of the natural world, includes an active community that is engaged across multiple social media platforms, consisting of museums, academic researchers, amateur fossil collectors, paleontological artists, and commercial fossil dealers. As such, it represents an ideal environment for examining the people, interactions, and flow of scientific information. Using interactions involving the four most popular Twitter hashtags for paleontology, this embedded mixed methods study defined the members of this social world and investigated how they influenced and controlled the flow of information, as well as how their expression of scientific practice ...


Public Engagement On Climate And Health In Museums And Participatory Dialogues May Foster Behavior Change, Kathryn A. Stofer, Lisa Lundgren, Betty A. Dunckel, Vaughan James, Makenna Lange, Janice Krieger Jun 2019

Public Engagement On Climate And Health In Museums And Participatory Dialogues May Foster Behavior Change, Kathryn A. Stofer, Lisa Lundgren, Betty A. Dunckel, Vaughan James, Makenna Lange, Janice Krieger

Instructional Technology and Learning Sciences Faculty Publications

As scientific knowledge grows and the planet’s human population makes unprecedented changes, decision-making places more and more demands on the everyday democratic participant. Yet efforts to help the public acquire and make use of evidence-based information fall short. We present preliminary comparisons of three participatory design models of public engagement with science designed to encourage community action rather than just raise awareness in participants on local public health issues impacted by climate change. We collected survey data at two in-person community-based participatory dialogues and a museum exhibit and presented but received no surveys from televised versions of the participatory ...


Communicating Computational Concepts And Practices Within High School Students’ Portfolios Of Making Electronic Textiles, Debora Lui, Justice T. Walker, Sheri Hanna, Yasmin B. Kafai, Deborah A. Fields, Gayithri Jayathirtha May 2019

Communicating Computational Concepts And Practices Within High School Students’ Portfolios Of Making Electronic Textiles, Debora Lui, Justice T. Walker, Sheri Hanna, Yasmin B. Kafai, Deborah A. Fields, Gayithri Jayathirtha

Instructional Technology and Learning Sciences Faculty Publications

Portfolios have recently gained traction within computer science education as a way to assess students’ computational thinking and practices. Whereas traditional assessments such as exams tend to capture learning within artificial settings at a single point in time, portfolios provide more authentic opportunities to document a trajectory of students’ learning and practices in everyday contexts. Furthermore, because communication itself has been defined as an important computational thinking practice, portfolios give students a place to practice this skill in the classroom. In this study, we report on the implementation of a digital portfolio with a class of 21 high school students ...


The Picture Of Smartphones At School Is Not A Dire One And The Picture Of Student Competence Is A Bright One, Victor R. Lee Apr 2019

The Picture Of Smartphones At School Is Not A Dire One And The Picture Of Student Competence Is A Bright One, Victor R. Lee

Instructional Technology and Learning Sciences Faculty Publications

In the United States, where I am based, one would get the impression that smartphones are a dangerous drug. Adults worry about smartphone addiction, the correlation of depression with smartphone usage, and an excess amount of screen time (e.g., Elhai, Levine, Dvorak, & Hall, 2016; Duke & Montag, 2017; Škařupová, Ólafsson, & Blinka, 2017). News headlines appear about technology moguls who will not allow their own children to have their own mobile device despite they themselves being the leaders in smartphone products and services. This then evokes guilt and causes anxiety for all the other American adults who are not multimillionaires from the tech industry yet ...


Whose Responsibility Is It? A Statewide Survey Of School Librarians On Responsibilities And Resources For Teaching Digital Citizenship, Abigail L. Phillips, Victor R. Lee Mar 2019

Whose Responsibility Is It? A Statewide Survey Of School Librarians On Responsibilities And Resources For Teaching Digital Citizenship, Abigail L. Phillips, Victor R. Lee

Instructional Technology and Learning Sciences Faculty Publications

In 2015 the Utah State Legislature passed H.B. 213, “Safe Technology Utilization and Digital Citizenship in Public Schools,” mandating that K–12 schools provide digital citizenship instruction. This study presents an exploratory endeavor to understand how school librarians in a state that adopted digital citizenship legislation engage with digital citizenship instruction and their perceptions of a school librarian’s role in providing this instruction. We conducted a statewide survey of Utah school librarians, including questions focusing on digital citizenship resources used, current instruction within the school, and inquiries about improvements to current instruction. School librarians expressed a desire to ...


Expanding The Learning Network: How Teachers Use Pinterest, Stephanie E. Schroeder, Rachelle E. Curcio, Lisa Lundgren Mar 2019

Expanding The Learning Network: How Teachers Use Pinterest, Stephanie E. Schroeder, Rachelle E. Curcio, Lisa Lundgren

Instructional Technology and Learning Sciences Faculty Publications

This exploratory qualitative study of 117 teachers explores how educators engage with Pinterest, an online social networking site, specifically asking: (1) What similarities and differences exist in how elementary-level preservice and elementary-level in-service teachers engage with Pinterest? (2) What similarities and differences exist in how secondary-level in-service teachers and elementary-level in-service teachers engage with Pinterest? Findings indicate teachers at all levels tend to use Pinterest to search for educational resources and adapt resources to suit their classroom needs. Preservice teachers identify a more complex interaction with Pinterest than in-service teachers when determining quality resources. Findings indicate a need for future ...


Panel-Based Exhibit Using Participatory Design Elements May Motivate Behavior Change, Lisa Lundgren, Kathryn A. Stofer, Betty A. Dunckel, Janice Krieger, Makenna Lange, Vaughan James Feb 2019

Panel-Based Exhibit Using Participatory Design Elements May Motivate Behavior Change, Lisa Lundgren, Kathryn A. Stofer, Betty A. Dunckel, Janice Krieger, Makenna Lange, Vaughan James

Instructional Technology and Learning Sciences Faculty Publications

Meaningful science engagement beyond one-way outreach is needed to encourage science-based decision making. This pilot study aimed to instigate dialogue and deliberation concerning climate change and public health. Feedback from science café participants was used to design a panel-based museum exhibit that asked visitors to make action plans concerning such issues. Using intercept interviews and visitor comment card data, we found that visitors developed general or highly individualistic action plans to address these issues. Results suggest that employing participatory design methods when developing controversial socio-scientific exhibits can aid engagement. We conclude by recommending participatory strategies for implementing two-way science communication.


Equitable Engagement In Stem: Using E-Textiles To Challenge The Positioning Of Non-Dominant Girls In School Science, Kristin A. Searle, Colby Tofel-Grehl, Janet Breitenstein Jan 2019

Equitable Engagement In Stem: Using E-Textiles To Challenge The Positioning Of Non-Dominant Girls In School Science, Kristin A. Searle, Colby Tofel-Grehl, Janet Breitenstein

Instructional Technology and Learning Sciences Faculty Publications

This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers’ perceptions. Findings indicate that the personalizable nature of e-textiles created a meaningful opportunity for students to engage in science class in a new way.


Connecting With Computer Science: Electronic Textile Portfolios As Ideational Identity Resources For High School Students, Mia S. Shaw, Deborah A. Fields, Yasmin B. Kafai Jan 2019

Connecting With Computer Science: Electronic Textile Portfolios As Ideational Identity Resources For High School Students, Mia S. Shaw, Deborah A. Fields, Yasmin B. Kafai

Instructional Technology and Learning Sciences Faculty Publications

The development of student identities—their interests in computer science, perceptions of the discipline, and sense of belonging in the field—is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students’ perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.


Learning And The Practice Of Social Media In Informal Science Education Centers, Lisa Lundgren, Kent J. Crippen Jan 2019

Learning And The Practice Of Social Media In Informal Science Education Centers, Lisa Lundgren, Kent J. Crippen

Instructional Technology and Learning Sciences Faculty Publications

Both social media and informal learning spaces have the potential to foment knowledge-building. This article aims to bridge theory and practice with an analysis of the social media practices across informal science learning centers through the lens of the Contextual Model of Learning. We evaluate strategies through directed content analysis of phone interviews, online surveys, and researcher field notes. Our findings reveal that informal science learning centers create marketing-related social media strategies as opposed to ones which align with contemporary learning in informal settings. Implications for researchers who seek to use social media in an educative manner are discussed.