Science and Mathematics Education Commons^™

Voluntary Web-Based Self-Assessment Quiz Use Improves Exam Performance, Especially For Learners With Low Prior Knowledge, Jenifer C. Utz, Matthew L. Bernacki

UNLV Best Teaching Practices Expo

We examined students’ voluntary use of digital self-assessment quizzes as a resource for learning in a large anatomy and physiology lecture course. Students (N = 238) could use 16 chapter quizzes and four analogous unit quizzes to rehearse and self-assess knowledge. Repeated use was uncommon (12%), as was lack of use (13%). Most students (75%) engaged in occasional use of self-assessment quiz items. Exam performance differed between repeated use (84%), occasional use (76%), and no use (72%) groups. Differences were greater among students who lacked prior knowledge of course topics. Quiz use improved performance more for low prior knowledge students, …

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Journal of Science Education for Students with Disabilities

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Journal of Science Education for Students with Disabilities

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Engaging Students In The Practice Of Statistics Through Undergraduate Research, Debra L. Hydorn

Mathematics Articles

As statisticians, we engage in a variety of activities, some of which are regularly integrated into our undergraduate courses. However, the individual courses that comprise a mathematics or statistics degree program might not provide students with experiences in the broader range of activities that define the practice of statistics. To remedy this situation, faculty can consider developing and mentoring undergraduate research projects. This article briefly discusses the skills that comprise statistical practice along with some course and program options for helping students to develop these skills. Then, types of undergraduate research projects in statistics are described to help faculty generate …

Beyond Teacher Knowledge: Connections Between Content Knowledge, Mindset For Learning, And Teaching In Two-Year College Mathematics Faculty, Lucy Hernandez Michal

Open Access Theses & Dissertations

Addressing thousands of students entering unprepared to enroll in college freshman mathematics courses is a challenge two-year college mathematics faculty face every semester. The study addresses this challenge through a mixed methods sequential nested multi-case design to investigate what faculty need, beyond teacher knowledge, to teach mathematics effectively to students. The three-part study measured the mindset learning profile and content knowledge of a sample of mathematics faculty at a two-year college. The quantitative and qualitative data provided references to select four faculty typologies to interview and observe. Interviews reflected faculty perceptions of teaching and learning. Class observations captured images of …

The Rights Of The Learner: A Framework For Promoting Equity Through Formative Assessment In Mathematics Education, Crystal A. Kalinec-Craig

Democracy & Education

An elementary mathematics teacher once argued that she and her students held four Rights of the Learner in the classroom: (1) the right to be confused; (2) the right to claim a mistake; (3) the right to speak, listen and be heard; and (4) the right to write, do, and represent only what makes sense. Written as an emerging framework to promote equity in the mathematics classroom through divergent formative assessment, the RotL assumes that students can take more explicit ownership of their learning, both in writing and in oral communication. Foregrounded in the literature, this paper discusses how the …

The Influence Of Previous Subject Experience On Interactions During Peer Instruction In An Introductory Physics Course: A Mixed Methods Analysis, Judy A. Vondruska

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Over the past decade, peer instruction and the introduction of student response systems has provided a means of improving student engagement and achievement in large-lecture settings. While the nature of the student discourse occurring during peer instruction is less understood, existing studies have shown student ideas about the subject, extraneous cues, and confidence level appear to matter in the student-student discourse. Using a mixed methods research design, this study examined the influence of previous subject experience on peer instruction in an introductory, one-semester Survey of Physics course. Quantitative results indicated students in discussion pairs where both had previous subject experience …

Examining The Understanding Of Inquiry-Based Learning And Teaching Among Undergraduate Teachers And Students, Maren Hudson

Electronic Theses and Dissertations

One of the main aims of inquiry is to engage students as active, not passive, participants in science. The purpose of this study is to describe science educators’ and students’ views about inquiry-based instruction in order to better understand and improve implementation of evidence-based teaching strategies. Inquiry-based techniques have been shown to improve student understanding of scientific concepts, yet, there continue to be challenges in implementing these techniques. This research project utilizes Q Methodology, a research method that captures both common and disparate measures of subjectivity, to identify commonalities and defining viewpoints about inquiry-based teaching and learning. Three significantly different …

Oer Awareness, Advocacy, And Adoption: An Institutional Approach, Jaya Kannan, Chelsea Stone, Zachariah Claybaugh

Librarian Publications

Sacred Heart University’s Open Educational Resources (OER) Task Force, an entity composed of the Office of the Provost, the Office of Digital Learning (ODL), Sacred Heart University Library, and faculty from across campus, has worked for the past two years to integrate OER into the educational culture of the university. To accomplish this we’ve employed a process that focuses on building awareness, identifying campus units for building strategic partnerships, assisting faculty in locating relevant resources, and, through pilot programs, onboarding OER into courses for trial.

Apathy And Concern Over The Future Habitability Of Earth: An Introductory College Assignment Of Forecasting Co2 In The Earth’S Atmosphere, Benjamin J. Burger

Journal on Empowering Teaching Excellence

Non-science, first year regional undergraduate students from rural Utah communities participated in an online introductory geology course and were asked to forecast the rise of CO₂ in the Earth’s atmosphere. The majority of students predicted catastrophic rise to 5,000-ppm sometime over the next 3,100 years, resulting in an atmosphere nearly uninhabitable to human life. However, the level of concern the students exhibited in their answers was not directly proportional with their timing in their forecasted rise of CO₂. This study showcases the importance of presenting students with actual data and using data to develop student forecasted models. …

Investigating Statistics Teachers' Knowledge Of Probability In The Context Of Hypothesis Testing, Jason Mark Asis Dolor

Dissertations and Theses

In the last three decades, there has been a significant growth in the number of undergraduate students taking introductory statistics. As a result, there is a need by universities and community colleges to find well-qualified instructors and graduate teaching assistants to teach the growing number of statistics courses. Unfortunately, research has shown that even teachers of introductory statistics struggle with concepts they are employed to teach. The data presented in this research sheds light on the statistical knowledge of graduate teaching assistants (GTAs) and community college instructors (CCIs) in the realm of probability by analyzing their work on surveys and …

An Analysis Of The Model And Enacted Curricula For A History Of Science Course In A Nationwide Teacher Education Program, Noushin Nouri

Graduate Theses and Dissertations

The UTeach program, a national model for undergraduate teacher preparation, includes Perspectives on Science and Mathematics, a class designed to share content about the History of Science (HOS) with preservice teachers. UTeach provides a model curriculum as a sample for instructors teaching Perspectives. The purpose of this study was (a) to describe and evaluate the model science lessons provided; (b) to compare the relationship of the various versions of the Perspectives class with the model curriculum; (c) to determine the factors that led to instructors’ success or failure in implementation of the model curriculum; and (d) to highlight the instructors’ …

How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache

The Qualitative Report

This phenomenological study involves a unique, longitudinal assessment of the lived experiences of former undergraduate mentors (n=7) in light of their current experiences (i.e., career or advanced schooling). The objective of a phenomenological study is to engage in in-depth probing of a representative number of participants. Specifically, we followed up with graduates of the Nebraska STEM 4U (NE STEM 4U) intervention 3 years post-program, with the overall goal of describing the mentors’ experiences using the lens of their current experiences. This type of longitudinal perspective of mentoring is greatly lacking in the current literature. At the time of the interviews, …

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Keeta Holmes, Pamela Atkinson-Hamilton, Tiffanni Durham, Gloria Hardrict-Ewing, Deborah Heisler, Christina Hughes, Rosalinda Williams, Lane Walker, Christopher Young-El, Amy Dooley

Dissertations

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments.

The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM …

Instructional Teacher Job Resources And Student Achievement In Mathematics., Amy Stokes-Levine

Electronic Theses and Dissertations

Research shows that teachers who are supported with job resources are more engaged regardless of the level of demands (Klusmann et al., 2008). Additionally, teachers who are engaged with their work are less likely to report their intention to leave the teaching profession (Klassen et al., 2012), which is particularly important for mathematics teachers who are in high demand (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). Supporting employees with job resources is a commonly accepted practice in many professional fields (e.g., Christian, Garza, & Slaughter, 2011), yet is not a common practice in education (e.g., Bidwell, 2013; Gewertz, 2014; Layton, 2015; Rentner …

Inclusive Teaching Strategies: An Evaluation Of Course Structure And Summative Assessment In Introductory Biology, Oluwaseun O. Agboola

Electronic Theses and Dissertations

Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were …

Amplify Your Teaching Impact: Capitalizing On 1-On-1 Instruction, Abby D. Benninghoff

Journal on Empowering Teaching Excellence

The objective of this essay, which is based on a keynote presentation delivered at the 2016 Empowering Teaching Excellence Conference at Utah State University, is to address this central question: how faculty can make a positive, substantive impact on students through 1-on-1 instruction? The consensus answer derived from experiences and anecdotes offered by this author, her colleagues, and students is to be deliberate in 1-on-1 interactions with students. This simple message is expanded through discussion of 10 key concepts that can help faculty amplify their teaching impact: 1) be available, 2) help students feel comfortable, 3) be a model, 4) …

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

A Universal Design For Robotics Education, Mustafa Şahin Bülbül

Journal of Science Education for Students with Disabilities

In this century technological and educational needs increase drastically. Out of local language, educators need to teach robotic language and use necessary technologies to design robots like Arduino set. This set let users to know less code/computer language and knowledge about electronics. Users may develop their own robots with this set. It also improves design and implementation skills. However, it is not a suitable design for blinds. Universal design approach suggests educators to design courses in a way to meet the needs of all participants. By this approach, learning environments are helpful and useful for participants with special needs. With …

A Model Of The Use Of Evolutionary Trees (Muet) To Inform K-14 Biology Education, Yi Kong, Ankita Thawani, Trevor R. Anderson, Nancy Pelaez

PIBERG Publications

Evolutionary trees are powerful tools used in modern biological research, and also commonly used in textbooks and classroom instruction. Studies have shown that K-14 students have difficulties interpreting evolutionary trees. To improve student learning about this topic, it is essential to teach them how to understand and use trees like professional biologists. Unfortunately, few currently used teaching frameworks for evolution instruction are designed for this purpose. In this study we developed the Model of the Use of Evolutionary Trees (MUET), a conceptual model that characterizes how evolutionary trees were used by professional biologists as represented in their research publications. The …

“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut

Journal of Science Education for Students with Disabilities

Students who are deaf and hard-of-hearing are underrepresented in science majors, yet we know little about why. Students from other underrepresented groups in science—women and people of color—tend to highly value altruistic or communal career goals, while perceiving science as uncommunal. Research suggests that holding stereotypical conceptions about scientists and perceptions of science as uncommunal may strongly hinder recruitment into science majors. This study sought to explore the science identities of students who are deaf, hard-of-hearing, and hearing signers. The study focused on non-science majors in bilingual (American Sign Language and written English) biology laboratory courses. This study is the …

Providing Annotated Examples Increases Science Learning, Elana A. Paladino

UNLV Best Teaching Practices Expo

Students consistently score low in the areas of application of scientific results, critical analysis of results, proper citation usage, and poster design

Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn

English Faculty Articles and Research

This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of "facts" and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.

Relationship Between Active Learning Methodologies And Community College Students' Stem Course Grades, Cherish Christina Lesko

Walden Dissertations and Doctoral Studies

Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use of ALM predicted STEM course grades while controlling for academic discipline, course level, and class size. The theoretical framework was Vygotsky's social constructivism. Descriptive statistics and multinomial logistic regression were performed on data collected through an anonymous survey of 74 instructors of 272 courses during the 2016 …

“I’M Not Good At Math”: Mathematical Illiteracy And Innummeracy In The United States, G. Wesley Rogers

College of Graduate Studies: Theses & Dissertations

Why do we view mathematics the way we do in the United States and how have these views created an environment where we consider mathematical illiteracy and innumeracy socially and culturally acceptable when a lack of this knowledge and ability can function to enslave, exploit, restrict, and oppress. Throughout this investigation, I have explored some of the possible reasons for why we view education, mathematics, and the learning of mathematics the way we do and the impact of these views on our motivation and desire to learn mathematics. Using my over 20 years of teaching experience and the review of …

Self-Efficacy: Understanding African American Male Students Pathways To Confidence In Mathematics, Lisa Ann Williams

Wayne State University Dissertations

This dissertation is about the stories of African American male undergraduate students who have experienced success in mathematics. Bandura’s (1997) social cognitive theory and Tillman’s (2000) culturally sensitive research approach which promotes qualitative methods, recognizes ethnicity, and positions culture as central to the research were applied. Student interviews, parent interviews, teacher interviews, and mathematical autobiographies were used to investigate African American men self-efficacy, the sources of their beliefs, and societal factors that impacted their motivation and academic achievement in mathematics.

The descriptive portraits and the interviews revealed five broad themes: (1) college experiences, (2) K-12 experiences, (3) access and equity, …

Women In Stem: The Effect Of Undergraduate Research On Persistence, Jodi Christine Wilker

Walden Dissertations and Doctoral Studies

The underrepresentation of women in science, technology, engineering, and math (STEM) careers constitutes a major issue in postsecondary science education. Perseverance of women in STEM is linked to a strong science identity. Experiential learning activities, such as undergraduate research, increase science identity and thus should help keep women in STEM. Most studies on research program development are from 4-year institutions, yet many women start at community colleges. The goal of this study was to fill this gap. Science identity and experiential learning theories provided the framework for this case study at a local institution (LECC). Semistructured interviews determined college science …

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Journal of Science Education for Students with Disabilities

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Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.

Copyright Statement

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …