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Articles 1 - 20 of 20
Full-Text Articles in Education
The Effects Of Integrating Lego Robotics Into A Mathematics Curriculum To Promote The Development Of Proportional Reasoning, Shelli L. Casler-Failing
The Effects Of Integrating Lego Robotics Into A Mathematics Curriculum To Promote The Development Of Proportional Reasoning, Shelli L. Casler-Failing
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
A mixed methods, action research case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. This study applied students’ prior knowledge of the distance, rate, and time formula as they used LEGO EV3 robots to calculate the rate of a robot. The information gained was applied to different iterations, and structures, of the formula to support the development of proportional reasoning skills. The purposefully designed lessons were integral to the development of the students’ understanding of the proportionality existing …
Getting Students To Think Critically And Visibly, Alanna Bowie
Getting Students To Think Critically And Visibly, Alanna Bowie
Becoming: Journal of the Georgia Association for Middle Level Education
Students can sometimes find the classroom to be an uncomfortable environment; hence, it can be difficult to persuade them to voice their thinking in front of their peers. Students’ fear of accidentally recalling incorrect answers in a classroom setting may set a domino effect of instant ridicule from their classmates, which can consequentially inhibit many of them from participating in future classroom discourse. To reduce fears, educators should foster an environment of support that encourages students to think visibly and more critically. The purpose of this article is to explore the literature, which suggests an environment that promotes creative learning …
From Worldviews To Classrooms: Framing Evolution Acceptance In Pre-Service Science Teachers In The Southeastern United States, Amanda Glaze
From Worldviews To Classrooms: Framing Evolution Acceptance In Pre-Service Science Teachers In The Southeastern United States, Amanda Glaze
Georgia Educational Researcher
Research demonstrates that teachers' acceptance or rejection of evolution impacts whether they teach evolution in their classrooms. Furthermore, factors such as religiosity and nature of science understanding impact acceptance or rejection. What is absent from the literature is an exploration of experiences that inform choices made regarding acceptance or rejection, experiences that illuminate the counter-intuitive relationships demonstrated in quantitative studies. For this reason, we explore the lived experiences that inform the worldviews of Pre-Service Secondary Science Teachers (PSSTs) and how those worldviews might inform their acceptance or rejection of evolution. Coding and pattern analysis informed themes within the data explaining …
Stem Certification In Georgia’S Schools: A Causal Comparative Study Using The Georgia Student Growth Model, David E. Proudfoot, Ed.D., Michael Green, Ph.D., Jan W. Otter, Ph.D., David L. Cook, Ed.D.
Stem Certification In Georgia’S Schools: A Causal Comparative Study Using The Georgia Student Growth Model, David E. Proudfoot, Ed.D., Michael Green, Ph.D., Jan W. Otter, Ph.D., David L. Cook, Ed.D.
Georgia Educational Researcher
The increase in demand for college and career ready students has driven the need for education reform to ensure K–12 schools can support student learning across all content areas and grade levels. A STEM Certification process was established by the Georgia Department of Education as part of an effort to reform public school STEM education. Additionally, an international STEM Certification procedure developed by AdvancED has been implemented in several Georgia schools. As a significant component of STEM certification guidelines, problem based learning has been incorporated to stimulate student interest in science, facilitate self-regulation, and increase pedagogical and content knowledge. As …
Encouraging Teacher Candidates To Cultivate Habits Of Reflection, Amanda Wall
Encouraging Teacher Candidates To Cultivate Habits Of Reflection, Amanda Wall
Becoming: Journal of the Georgia Association for Middle Level Education
The conceptual framework for the College of Education at Georgia Southern University is: Reflective Practitioners for a Diverse World. Three of the five Middle Level Teacher Preparation Standards from the Association of Middle Level Education (AMLE, 2012) also specify reflection as a habit. Standard 5 on Middle Level Professional Roles, for example, states: “Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals.” In order for teacher candidates to become reflective, they need multiple opportunities to engage in reflection.
Online Teaching Module: Council For The Accreditation Of Educator Preparation (Caep) Key Assessment Example, Stacie K. Pettit, Susan Edwards
Online Teaching Module: Council For The Accreditation Of Educator Preparation (Caep) Key Assessment Example, Stacie K. Pettit, Susan Edwards
Becoming: Journal of the Georgia Association for Middle Level Education
The Augusta University Online Teaching Module is a key assessment administered once during one specified course in each educator preparation program. Augusta University teacher candidates are required to show proficiency in ISTE standards and CAEP standard 1.5. The online teaching model measures candidates’ ability to apply technology standards in order to design, implement, and assess learning experiences to engage students and improve learning. In order to pass the Online Teaching Module, candidates must score 3 out of 4 possible points on at least five of the six indicators. If a candidate does not pass this assessment, goals will be created …
Augmented Reality Chemistry: Transforming 2-D Molecular Representations Into Interactive 3-D Structures, Derek Behmke, David Kerven, Robert Lutz, Julia Paredes, Richard Pennington, Evelyn Brannock, Michael Deiters, John Rose, Kevin Stevens
Augmented Reality Chemistry: Transforming 2-D Molecular Representations Into Interactive 3-D Structures, Derek Behmke, David Kerven, Robert Lutz, Julia Paredes, Richard Pennington, Evelyn Brannock, Michael Deiters, John Rose, Kevin Stevens
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented …
Cover, Editors' Note And Table Of Contents, Lisa K. Millsaps
Cover, Editors' Note And Table Of Contents, Lisa K. Millsaps
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
Cover, editors' note, and table of contents for volume 2 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference.
Selecting, Sequencing, And Connecting: Using Technology To Support Area Measurement Through Tasks, Strategies, And Discussion, Eryn M. Stehr, Jia He, Ha Nguyen
Selecting, Sequencing, And Connecting: Using Technology To Support Area Measurement Through Tasks, Strategies, And Discussion, Eryn M. Stehr, Jia He, Ha Nguyen
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
This paper supports grades 3-5 mathematics teachers and considers how technology in the classroom can be used to support "low threshold, high ceiling" tasks and productive discussion. We present a description of a card-sorting task to support the “5 Practices of Productive Mathematics Discussions” focused on an online task designed to: be open to multiple levels of strategies, reveal misconceptions, and support students in developing more sophisticated conceptual understandings of area measurement. We present a sampling of strategies created by teachers (who were pretending to be elementary students) in past activities. We discuss approaches to connecting strategies for deeper understanding …
Integrating Lego Robotics Into A 5th Grade Cross Curricular Unit To Promote The Development Of Narrative Writing Skills, Shelli L. Casler-Failing
Integrating Lego Robotics Into A 5th Grade Cross Curricular Unit To Promote The Development Of Narrative Writing Skills, Shelli L. Casler-Failing
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
This paper describes a unit designed to promote the development of narrative writing skills among 5th grade students through the use of LEGO robotics. Over the course of four, two and one-half hour sessions (one day per week for four consecutive weeks), the students learned how to construct and program robots, write and present a proposal to complete a mission, and connected the learning to their personal experiences with Hurricane Irma. The students began the activity with prior knowledge of World War II and Hiroshima. After learning the basics of building and programming robots, they were presented with a …
Using Active Learning Strategies In Calculus To Improve Student Learning And Influence Mathematics Department Cultural Change, Melissa A. Dagley, Michele Gill, Erin Saitta, Brian Moore, Jacquelyn Chini, Xin Li
Using Active Learning Strategies In Calculus To Improve Student Learning And Influence Mathematics Department Cultural Change, Melissa A. Dagley, Michele Gill, Erin Saitta, Brian Moore, Jacquelyn Chini, Xin Li
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
An interdisciplinary team of physics, education, math and chemistry faculty developed MATH-GAINS (Growing as Adaptive INstructors) creating an ecosystem where mathematics faculty persistently and sustainably apply active learning strategies in their teaching of calculus courses. As a result of implementation, MATH-GAI NS proposed to positively affect the wide-spread adaptation of active learning strategies by department faculty as well as student learning, retention and graduation of over 900 students annually. The objective of this paper is to provide details on how the project was conceived and implemented; instruments, research methodologies and active learning strategies used; and examples of faculty projects and …
Deepening Place Value Understanding In K-2 Through Explanation And Justification, Andria Disney, Heidi Eisenreich
Deepening Place Value Understanding In K-2 Through Explanation And Justification, Andria Disney, Heidi Eisenreich
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
This paper seeks to describe the importance of using the context of a candy shop and how focusing on discourse can deepen place value understanding in the base ten number system. Using the language of pieces (ones), rolls (tens), and boxes (hundreds) helps situate place value in a familiar context for K-2 students. Best practice in mathematics instruction is also addressed, including examining the progression of learning for place value concepts, using effective tools to support place value learning, and using explanation and justification to help students deepen their understanding of place value. The authors focus not only on content …
Graph It Out! Create Graphing Manipulatives To Explore Evolutionary Selection: A Lesson For High School Biology Students, Cassie Lawrimore, Emily A. Surber
Graph It Out! Create Graphing Manipulatives To Explore Evolutionary Selection: A Lesson For High School Biology Students, Cassie Lawrimore, Emily A. Surber
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
Students often struggle with the relationship between mathematical graphs and the data they represent. To truly understand types of evolutionary selection, students need to be proficient with several different skills in math, science, and literacy contexts. With math, students must be able to identify variables, design appropriate graphs based on those variables, and convert data to graphical format. With science, students must be able to relate identified variables to scientific classifications and interpret those classifications based on evaluation of the scenarios presented. With literacy, students must be able to comprehend, dissect, and interpret a given passage. This presentation provides a …
Back Cover
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
Back Cover for V.2 2018
Volume 2. Proceedings Of The Interdisciplinary Stem Teaching And Learning Conference
Volume 2. Proceedings Of The Interdisciplinary Stem Teaching And Learning Conference
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
Full version of volume 2 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference
A Study On Science Achievement And Motivation Using Computer-Based Simulations Compared To Traditional Hands-On Manipulation, Stacey L. Hannel, Joshua Cuevas
A Study On Science Achievement And Motivation Using Computer-Based Simulations Compared To Traditional Hands-On Manipulation, Stacey L. Hannel, Joshua Cuevas
Georgia Educational Researcher
This study was conducted to investigate whether or not computer-based simulations had a greater impact on science achievement compared to traditional hands-on methods for middle school students in an on-level science course. The study also sought to determine if either method had an impact on retention as well as motivation. The participants in the study were 6th grade students attending a public middle school in suburban metro-Atlanta. A variety of statistical analyses were utilized to measure science achievement, retention, and motivation. Results indicated that there was no significant difference on science achievement between the traditional hands-on method and the …
Using School Choice To Connect To Mathematics Learning In A Statistics And Probability Course For K-8 Pre-Service Teachers, Ha Nguyen, Heidi Eisenreich
Using School Choice To Connect To Mathematics Learning In A Statistics And Probability Course For K-8 Pre-Service Teachers, Ha Nguyen, Heidi Eisenreich
Georgia Educational Researcher
This pilot qualitative study explored K-8 pre-service teachers (PSTs)’ learning experience in a Statistics and Probability course and their ability to make connections between mathematics and their everyday lives when given opportunities to investigate mathematics through a social issue. Data from student surveys, assessments, and written reflections will be reported, analyzed, and discussed. The researchers also describe approaches and reflect upon experiences for PSTs while studying school choice voucher programs.
The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas
The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas
Georgia Educational Researcher
This study examined whether students were reaching automaticity with single digit multiplication facts. A fourteen question interview was used to collect data. The first three questions asked the student basic information about themselves and their current math teacher. The next seven questions were math facts. The math facts chosen for the interview were a range of difficulty, starting with a simple problem like 1 x 9 and increasing in difficulty to 6 x 9. The last four questions were open-ended with the intent of gaining insight into whether the students were using strategies to complete the problems or if they …
Introduction, Amanda Wall
Introduction, Amanda Wall
Becoming: Journal of the Georgia Association for Middle Level Education
This is the first issue of Becoming in a digital format. Middle level educators are invited to share best practices, research, and reviews in the journal. The three articles in this issue are based on presentations during the Georgia Professors of Middle Level Education Best Practices Session at the 2018 Georgia Middle School Association conference in Valdosta.
Using Google Forms To Inform Teaching Practices, Ha Nguyen, Eryn M. Stehr, Heidi Eisenreich, Tuyin An
Using Google Forms To Inform Teaching Practices, Ha Nguyen, Eryn M. Stehr, Heidi Eisenreich, Tuyin An
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
Kay and LeSage (2009) conducted a literature review of research on use of student response systems in university courses (typically Science, Technology, Engineering, and Mathematics courses) and categorized benefits into classroom environment, learning, and assessment. The objectives of the proposed session are to discuss how using Google Forms will benefit those three above categories. Examples of Google Forms used to gather data, receive in-the-moment feedback to students and instructors, engage students’ learning, and assess their learning will be shared throughout the paper. Limitations of Google Forms will also be discussed. This session can be beneficial to all K-College educators.