Science and Mathematics Education Commons^™

3.0.A Daily Outline, Christopher F. Bauer

Day 03 Jan 29 The thermometer. Chemothermal sensation.

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

1.0.C Hands-On Temperature Sensation, Chris F. Bauer

Day 01 Jan 20 Introduction to inquiry. Temperature perception.

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

1.0.B Discussion Syllabus And Expectations, Chris F. Bauer

Day 01 Jan 20 Introduction to inquiry. Temperature perception.

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

3.0.G Message End Of Class Day 3, Christopher F. Bauer

Day 03 Jan 29 The thermometer. Chemothermal sensation.

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

1.0.A Daily Outline, Chris F. Bauer

Day 01 Jan 20 Introduction to inquiry. Temperature perception.

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

Course-Based Science Research Promotes Learning In Diverse Students At Diverse Institutions, Nancy L. Staub, Lawrence S. Blumer, Christopher W. Beck, Veronique A. Delesalle, Gerald D. Griffin, Robert B. Merritt, Bettye Sue Hennington, Wendy H. Grillo, Gail P. Hollowell, Sandra L. White, Catherine M. Mader

Biology Faculty Publications

Course-based research experiences (CREs) are powerful strategies for spreading learning and improving persistence for all students, both science majors and nonscience majors. Here we address the crucial components of CREs (context, discovery, ownership, iteration, communication, presentation) found across a broad range of such courses at a variety of academic institutions. We also address how the design of a CRE should vary according to the background of student participants; no single CRE format is perfect. We provide a framework for implementing CREs across multiple institutional types and several disciplines throughout the typical four years of undergraduate work, designed to a variety …

Service Learning Enhances Conceptual Learning In A Rn To Bsn Program, Henny Breen, Melissa Robinson

Faculty Publications

A qualitative study using transcript analysis was conducted to examine the effectiveness of service learning in enhancing conceptual learning in RN to BSN students. As part of their capstone course in an online program, students engaged in 64 hours of service learning in their local community. The transcripts of asynchronous discussions and journal entries formed the data for analysis. The findings illustrated that the student’s conceptual understanding was enhanced from the service learning experience. Further, the students demonstrated higher-level thinking by linking concepts that could be applied to nursing practice. Service learning reinforced the community-based philosophy of the School of …

Impact Of The Siena College Tech Valley Scholars Program On Student Outcomes, Larry Medsker, Lee Allard, Lucas J. Tucker, Jodi L. O’Donnell, Rachel Sterne-Marr, Jon Bannon, Rose Finn, Allan T. Weatherwax

Physics Faculty Publications

The experimental group for this study included 38 students who entered the Tech Valley Scholars (TVS) program over the course of three academic years, from 2009-10 through 2011-12. Two groups of controls were used: a randomly selected sample of STEM students who matriculated in the same time frame; and a matched sample. The TVS students and controls were compared on two primary outcome variables: graduation (or retention to senior year), and final cumulative GPA. The major findings of this study are that (1) the TVS students had better outcomes than both the randomly selected comparison group and the matched control …

A Guided Inquiry-Based Laboratory Experiment: Synthesis And Characterization Of Various Phthiocol Complexes, Turina Jangula

The Journal of Undergraduate Research

Despite proven effectiveness of constructivist guided-inquiry based instruction for college chemistry courses, teaching in advanced chemistry courses such as inorganic chemistry remains very much traditional. This persistence of traditional instructional approaches could be attributed to the lack of inquiry-based curriculum materials for these courses. In this paper a guided-inquiry based inorganic laboratory experiment on the synthesis and characterization of phthiocol complexes with four different metals is presented along with suggestions for implementation as a laboratory activity. The experiment is unique in terms of its development based on a social constructivist framework and has student discussion and conceptual understanding of inorganic …

Building Support For Faculty Women Of Color In Stem, Loretta A. Moore, Deidre L. Wheaton, Evelyn J. Leggette, Angela Mae Kupenda

Journal Articles

Given the national climate, higher education must continue to serve a vital role for our future, just as it has in our past. For historically Black colleges and universities (HBCUs) and other minority-serving institutions, their mission-driven role is even more urgent. Communities of color depend on these institutions to be gateways for access to jobs with higher incomes for graduates in growing fields such as science, technology, engineering, and mathematics (STEM). Hence, it is critical for these faculty women of color in STEM to have environments and networks that will help them to succeed.

Finding Relevance, Competence, And Enjoyment: The Development Of Domain Identification And Interest In First-Year Science Majors, Chloe Ruff

Education Faculty Publications

The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne & Jones, 2011) but differ from the current model of interest development (Hidi & Renninger, 2006). Theoretical and practical implications are included for faculty and advisors …

Addendum To Encomia And Reflections, Clyde Jones (1935-2015): Encomium, Robert J. Baker, Carleton J. Phillips, Hugh H. Genoways

University of Nebraska State Museum: Mammalogy Papers

This is the authors' collective attempt to provide an encomium (an honest song of praise) for Clyde Jones. After some urging from the editors of this volume, the authors conspired to share some memories of Clyde.

Editors’ note: Due to various factors, this encomium was submitted too late to be included in the published memorial volume. However, in consideration of the relationship of the authors to Clyde Jones, we agreed to make this encomium available via electronic format as a supplement to the printed volume.

Talking Through The Problems: A Study Of Discourse In Peer-Led Small Groups, Michelle D. Repice, R. Keith Sawyer, Mark C. Hogrebe, Patrick L. Brown, Sarah Luesse, Daniel J. Gealy, Regina F. Frey

SIUE Faculty Research, Scholarship, and Creative Activity

Increasingly, studies are investigating the factors that influence student discourse in science courses, and specifically the mechanisms and discourse processes within small groups, to better understand the learning that takes place as students work together. This paper contributes to a growing body of research by analyzing how students engage in conversation and work together to solve problems in a peer-led small-group setting. This qualitative study evaluates video of Peer-Led Team Learning (PLTL) sessions in general chemistry, with attention to both the activity structures and the function of discourse as students undertook different types of problems across one semester. Our findings …

Exploring Meteorology Education In Community College: Lecture-Based Instruction And Dialogue-Based Group Learning, Jason Paul Finley

Educational Studies Dissertations

This study examined the impact of dialogue-based group instruction on student learning and engagement in community college meteorology education. A quasi-experimental design was used to compare lecture-based instruction with dialogue-based group instruction during two class sessions at one community college in southern California. Pre- and post-tests were used to measure learning and interest, while surveys were conducted two days after the learning events to assess engagement, perceived learning, and application of content. The results indicated that the dialogue-based group instruction was more successful in helping students learn than the lecture-based instruction. Each question that assessed learning had a higher score …

An Exploration Of Success Factors From The Perspectives Of Developmental Mathematics Students, Stacy Atkinson

Educational Studies Dissertations

Students who enter college underprepared for college-level coursework face tremendous barriers, including referral to one or more levels of developmental education. However, the requirement to complete developmental mathematics often becomes a primary barrier for students ever being able to complete a degree. Students who enter underprepared for college-level coursework and also identify as first-generation face even larger barriers to realizing success. Given this reality, community colleges – where most developmental education programs are housed – are seeking ways to better support students needing remediation to increase their chances of success and completion. Using the recently implemented co-requisite model of instruction …

Evaluating Role Of Interactive Visualization Tool In Improving Students’ Conceptual Understanding Of Chemical Equilibrium, Bharath Sampath Kumar

Theses and Dissertations--Education Sciences

The purpose of this study is to examine the role of partnering visualization tool such as simulation towards development of student’s concrete conceptual understanding of chemical equilibrium. Students find chemistry concepts abstract, especially at the microscopic level. Chemical equilibrium is one such topic. While research studies have explored effectiveness of low tech instructional strategies such as analogies, jigsaw, co-operative learning, and using modeling blocks, fewer studies have explored the use of visualization tool such as simulations in the context of dynamic chemical equilibrium. Research studies have identified key reasons behind misconceptions such as lack of systematic understanding of foundational chemistry …

Nsu Science Education Curriculum 2016, Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Changing The Scholarly Sources Landscape With Geomorphology Undergraduate Students, Heidi Blackburn, Ashlee L.D. Dere

Criss Library Faculty Publications

Science is a core discipline in academia yet the focus of most undergraduate technical writing is generally on the data and results, not the literature review. The Science, Technology, Engineering, and Math (STEM) librarian and a new geology professor at the University of Nebraska at Omaha (UNO) collaborated to develop an information literacy session for students in a geomorphology class. Here we outline the background of the campus STEM initiatives and the assignment as well as the library instruction activity, learning outcomes, and assessment components. The activity improved student use of scholarly sources and we provide suggested activity modifications for …

Montana K-8 Teacher Preparation In Stem, Jeanette Murnane

Undergraduate Theses, Professional Papers, and Capstone Artifacts

The goal of this thesis is to find out how K-8 teacher education programs in Montana can

be improved to better prepare teachers to teach science, technology, engineering, and math (STEM) concepts. While research has been done on what types of courses best prepare teachers for the classroom, my study focuses on how well Montana colleges and universities prepare K-8 certified teachers to teach STEM concepts. A survey was sent out to K-8 certified teachers across Montana to determine how well new teachers can utilize the technology available in their classrooms and what concepts within Common Core Math and Next …

Characterizing Mathematics Graduate Student Teaching Assistants’ Opportunities To Learn From Teaching, Yvonne Lai, Wendy Smith, Nathan Wakefield, Erica R. Miller, Julia St. Goar, Corbin M. Groothuis, Kelsey M. Wells

Department of Mathematics: Faculty Publications

Exemplary models to inform novice instruction and the development of graduate teaching assistants (TAs) exist. What is missing from the literature is the process of how graduate students in model professional development programs make sense of and enact the experiences offered. A first step to understanding TAs’ learning to teach is to characterize how and whether they link observations of student work to hypotheses about student thinking and then connect those hypotheses to future teaching actions. A reason to be interested in these connections is that their strength and coherence determine how well TAs can learn from experiences. We found …

Student Buy-In To Active Learning In A College Science Course, Andrew J. Cavanagh, Oriana R. Aragon, Xinnian Chen, Brian A. Couch, Mary F. Durham, Aiyana Bobrownicki, David I. Hanauer, Mark J. Graham

School of Biological Sciences: Faculty Publications

The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion– identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student …

Characterizing Student Perceptions Of And Buy-In Toward Common Formative Assessment Techniques, Kathleen R. Brazeal, Tanya L. Brown, Brian A. Couch

School of Biological Sciences: Faculty Publications

Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer interactions, and activating student ownership of learning. While FAs have gained prominence within the education community, we have limited knowledge regarding student perceptions of these activities. We used a mixed-methods approach to determine whether students recognize and value the role of FAs in their learning and how students perceive course activities to align with five key FA …

A Guide For Graduate Students Interested In Postdoctoral Positions In Biology Education Research, Melissa L. Aikens, Lisa A. Corwin, Tessa C. Andrews, Brian A. Couch, Sarah L. Eddy, Lisa Mcdonnell, Gloriana Trujillo

School of Biological Sciences: Faculty Publications

Postdoctoral positions in biology education research (BER) are becoming increasingly common as the field grows. However, many life science graduate students are unaware of these positions or do not understand what these positions entail or the careers with which they align. In this essay, we use a backward-design approach to inform life science graduate students of postdoctoral opportunities in BER. Beginning with the end in mind, we first discuss the types of careers to which BER postdoctoral positions lead. We then discuss the different types of BER postdoctoral positions, drawing on our own experiences and those of faculty mentors. Finally, …

Knowing Your Own: A Classroom Case Study Using The Scientific Method To Investigate How Birds Learn To Recognize Their Offspring, Joanna K. Hubbard, Daizaburo Shizuka, Brian A. Couch

School of Biological Sciences: Faculty Publications

Understanding the scientific method provides students with a necessary foundation for careers in science-related fields. Moreover, students can apply scientific inquiry skills in many aspects of their daily lives and decision making. Thus, the ability to apply the scientific method represents an essential skill that students should learn during undergraduate science education. We designed an interrupted case study in which students learn about and apply the scientific method to investigate and recapitulate the findings of a published research article. This research article addresses the question of how parents recognize their own young in a system where birds of the same …

Stem In General Education: Does Mathematics Competence Influence Course Selection, Mary C. Enderson, John Ritz

STEMPS Faculty Publications

Many students enroll in college programs to prepare for their future careers. All are required to complete general studies courses. At one university, technology and STEM courses fulfill a part of the natural science and technology general education requirements. This study uses a survey design to explore why 332 students chose to enroll in a STEM technology course. Results found most enroll because their advisor suggests the course, it meets a general education major requirement, and the course is offered at a convenient time. Fewer enroll in the course because they would like to find out more about STEM fields, …

Undergraduate Teaching Assistant Impact On Student Academic Achievement., Stephanie B. Philipp, Thomas R. Tretter, Christine V. Rich

Faculty and Staff Scholarship

This study evaluated the impact that trained and supported undergraduate teaching assistants (UTAs) may have had on the academic achievement of students in the first semester of an introductory chemistry course for science and engineering majors. Framed by the concepts of Lave and Wenger’s Community of Practice and Wheeler, Martin and Suls’ Proxy Model of Social Comparison , the study used an untreated control group with dependent post-test only design. Covariates related to student academic achievement and contextual variables were also collected and used to build models for the final exam core outcome variable. Hierarchical linear models indicated that having …

Investigating The Impact Of Reflexive Practices On College Students In A Science Laboratory Course, Chandrani Mishra

Dissertations

Emphasis on professional practices to develop students’ professionalism is currently a major focus of higher education. Studies have shown the benefits of reflexive practices in classroom to facilitate the development of students’ professional attitude or identity in some fields. Reflexive practices involve students in self-reflection where he/she reflects on his/her own actions. Little investigation about the benefits of reflexive practices in the development of students’ scientific identity in a science class led to my investigation. Development of a scientific identity of students and their overall interest and motivation in science is deemed essential for retaining students in STEM fields.

My …

Learning Support Effectiveness In Mathematics At A Tennessee University, Mark Dula

Electronic Theses and Dissertations

Every year thousands of students graduate from high school and move on to higher education, but many of them are not yet prepared for college level courses. The Tennessee Board of Regents does not currently allow 4-year institutions to teach courses that are below college level, so many institutions are using programs such as learning support courses to assist a growing population of underprepared students. The purpose of this study was to determine if the 1-term and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability …

Matched, Somewhat-Matched Or Mismatched? Predictors Of Degree-Job Match Among Stem Graduates, Taghreed Ahmed Alhaddab

Seton Hall University Dissertations and Theses (ETDs)

The current third-generation globalization caused structural, organizational and functional changes in the STEM workforce along with changes in human capital flow. The new globalization shift produced new world order causing the STEM workforce to adopt new frameworks, new skills, and new policy approaches to maintain economic strength and achieve growth and prosperity. Available data indicate that the U.S. secondary and postsecondary education system prepares and produce more than an adequate number of STEM graduates. The perceived crisis in the number of U.S. STEM graduates was not confirmed by any data or policy report. Thus, attention should not be caught simply …

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …