Science and Mathematics Education Commons^™

Comparing Time Allocation For Teaching Science As Inquiry In Two Educator Preparation Science Methods Courses, Lori A. Dira

Faculty Journal Articles

How much time an institution allocates to content can indicate its overall importance and intended value to the educator preparation program. For decades there have been calls to integrate more authentic science inquiry experiences into not only undergraduate elementary science courses, but into all elementary educator preparation courses. Many elementary educators do not receive training on effective methods for teaching science, they will not feel comfortable and will likely have low self-efficacy. This study investigated the amount of time allocated to teaching science as inquiry and the knowledge participants had prior to and after taking an elementary teaching science methods …

How Students Investigate: Understanding Students’ Use Of Scientific Schemas In Open-Ended Labs, J. Alexander Wall

Masters of Education in Teaching and Learning

Schema provides a theoretical framework for understanding the nature of science, inquiry, and open-ended labs. These topics have been emphasized in the state standards, especially in high school sciences. In this study the researcher took field notes, collected lab write ups, and conducted focus group interviews to understand students’ use of schema related to open-ended labs. These data were analyzed with the constant comparative method to generate themes. The author describes the major findings with parallel narratives, one focused on a student’s confusion and the other focused on a student’s understanding. The author concludes by advocating for science teachers to …

Spring 2023 Showcase Program, Jamey Burns

Project InTERSECT Materials

The Inquiry Showcase Programs illustrate the areas of inquiry that teachers selected and what the teachers learned about STEM instruction as they studied their STEM practice within their own classrooms.

Fall 2021 Project Intersect Showcase Program, Jamey Burns

Project InTERSECT Materials

This program highlights the inquiry presentations of our Inservice and Preservice teachers. The teachers came together to celebrate their STEM+C learning and share lessons learned from implementation. This showcase was a partnership between University of North Florida and Duval County Public Schools.

Spring 2022 Project Intersect Learning Showcase Program, Jamey Burns

Project InTERSECT Materials

The Showcase was a celebration of teacher learning as they implemented and integrated STEM+C into their classrooms. These programs highlight the teacher presentations they shared with colleagues, the district and the community.

Fall 2022 Project Intersect Learning Showcase Program, Jamey Burns

Project InTERSECT Materials

This program highlights the inquiry presentations of our Inservice and Preservice teachers. The teachers came together to celebrate their STEM+C learning and share lessons learned from implementation. This showcase was a partnership between University of North Florida and Duval County Public Schools.

Administrators' Capacity For Supporting Reform-Oriented Science Instruction: An Urban School District Case Study, Venicia Ferrell, Joanna K. Garner

Center for Educational Partnerships Publications

Secondary school administrators play a vital role as instructional leaders, but little is known about their knowledge of science practices and perceptions of strategies for supporting reform-oriented science instruction. This multiphase, mixed-methods Q-Methodology study explored administrators' perceptions of instructional leadership and, in particular, high-quality science instruction. After a concourse of 40 items was developed through a review of literature and an expert panel, n = 22 administrators from one urban school district completed a Q-sort and a post-sort questionnaire in which they commented on a lesson excerpt. Principal components analysis with varimax rotation was used to assimilate the participants into …

One-Week Inquiry About Gravity Force With A Student Who Is Blind, Mustafa Şahin Bülbül Dr.

Journal of Science Education for Students with Disabilities

This study was conducted with a student who is visually impaired and questioned the force of gravity. The different stages encountered in the process were specified as steps in the study and it was shared what kind of inquiry form was needed at each step. There are different activities such as waiting for a week and thought experiment in the inquiry activity. The basis of the activity is that three balls of different mass left on a sponge leave different traces on the sponge.

A Guided Chatbot Learning Experience In The Science Classroom, Jennifer Davis

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This dissertation describes a practitioner’s design-based development of a prototype chatbot to guide students in learning biological concepts of genetic mutations and protein synthesis. This chatbot’s architecture provides learning activities, feedback, and support throughout a series of short, connected lessons. The chatbot is designed to scaffold learners through a predict, observe, explain model of inquiry learning. It utilizes real-world phenomena to lead students through biology core ideas, science and engineering practices, and crosscutting concepts. Results of prototype testing include survey results in support of the proof of concept among both students and teachers, as well as accuracy measurements of chatbot …

The Role Of The Next Generation Science Standards In Teachers' Curricular Choices In The Life Science Classroom, Amy Tankersley

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

In 2013 a group of experts used A Framework for K-12 Science Education (NRC, 2012) to draft the Next Generation Science Standards (NGSS), which aims to increase science literacy through integrating the concepts and practices of science into comprehensive standards for science (NGSS Lead States, 2013). As students learn to explore the content and practices of scientists, ideally, they should increase their ability to think and reason in ways that will benefit their ability to participate in society. Because of the complex nature of systematic education reform, teachers need to put significant time into implementing NGSS to fulfill the goals …

Riverology: Promoting Stewardship Of Rivers Through Youth Participation In Science And Art, Robin R. Dunbar

Institute for the Humanities Theses

This project focuses on mentoring children to help reduce marine debris in their local river by implementing one of ten lessons from an inquiry-based Riverology curriculum to empower youth voice, increase geo-literacy, and spatial thinking. Eighteen participants aged seven and eight, piloted Riverology Lesson 2: What Do I Know or Imagine about the Elizabeth River? that includes six steps: inquire, visualize, draw, share, act, and reflect. The children were asked to make drawings before and after viewing an Elizabeth River Story Map presentation (Dunbar, 2021a). The drawings were then compared to see if the participants included marine debris, stewardship solutions, …

Preservice Science And Mathematics Teachers’ Acculturation Into Communities Of Practice: A Call For Undergraduate Research In Science And Mathematics Teacher Preparation, Kara Esther Baldwin, Rebekka Darner

Journal of STEM Teacher Education

Current mathematics and science standards, namely the Common Core State Standards of Mathematics (CCSSM) and the Next Generation Science Standards (NGSS), emphasize engaging students in mathematical and scientific practices. This review article is driven by the question: How can we expect science and mathematics teachers to appropriately engage students in the practices of the scientific and mathematical disciplines, when most teachers themselves lack experience practicing as scientists and mathematicians? To address this question, we review the literature on teachers’ understanding of their discipline’s practices, disciplinary practices as means to engage in inquiry, and how preservice teacher engagement in undergraduate research …

Inquiry-Based Science Education In India: Prospects And Challenges, Garima Bansal

Teacher India

Dr Garima Bansal discusses the historical development of science education in India, the emergence of inquiry-based education, the current state of science education at the school level, and the role of school leaders in making inquiry-based learning a reality.

Elementary Teachers’ Implementation Of Inquiry-Based Instruction, William P. Gray

Walden Dissertations and Doctoral Studies

A mid-Atlantic state has recently adopted the Next Generation Science Standards (NGSS) that require teachers to integrate inquiry-based instruction into the classroom. The problem at the local level is a new inquiry-based curriculum, based on the NGSS, is being mandated without identifying the instructional strategies teachers are using to implement the new standards. The purpose of this project study was to explore fourth- and fifth-grade science teachers’ inquiry-based instructional strategies, why the strategies were chosen, and teachers’ concerns about the implementation of the strategies. In this case study, the concern-based adoption model and self-efficacy were used as a conceptual framework …

Extension - A Novel Approach To Inquiry Learning With The 5e'S, Timothy C. Indahl, Megan Planchard, Madeleine E. M. Hammerlund, Chris Pierret

Essays in Education

The present article describes the employment of a unique element to inquiry-based science learning in k-12 classrooms, and in particular the 5E model. Extension is a process that emerged from the elaboration phase of the 5E model that is fundamentally composed of two elements: novel scientific research and scientific partnership. Extension is a phase that allows students to extend learning from an inquiry-based science curricular unit into novelty, which is essentially a research question for which there is currently no scientific answer. This process is supported through partnership with a practicing scientist from the local community, if at all possible. …

Science In The Early Years. Paper 2: Science Inquiry Skills, Gayl O'Connor, Christine Rosicka

Early Childhood Education

This is the second paper in the Science in the early years series that reviews current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science monitoring; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia …

Science In The Early Years. Paper 3: Monitoring Children's Learning, Christine Rosicka, Gayl O'Connor

Early Childhood Education

This third paper in the Science in the Early Years series continues to review current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about monitoring early years science learning; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia …

Science In The Early Years. Paper 4: Educator Facilitation, Gayl O'Connor, Christine Rosicka

Early Childhood Education

This fourth paper in the Science in the Early Years series concludes the review of current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia generally …

Science In The Early Years: Monitoring Science Understandings: Checklists For Ac Foundation – Year 2, Australian Council For Educational Research

Early Childhood Education

This resource consists of templates of checklists for teachers of Years F to 2. They are tailored to the Australian Curriculum (AC) F–2 learning outcomes and they are to help record evidence of children’s science learning and to monitor this across time. The checklists have been populated with the AC strands (Science Understanding, Science Inquiry Skills, and Science as a Human Endeavour) and outcomes identified for the four teacher resources accompanying Paper 1: Early years science and integration: Plant treasure hunt, Floating and sinking; Paper 2: Science inquiry skills: Light and shadows, Exploring mixtures.

Science In The Early Years: Monitoring Science Understandings. Checklists For Eylf Outcomes, Australian Council For Educational Research

Early Childhood Education

This resource consists of templates of checklists for early years educators, tailored to Early Years Learning Framework (EYLF) learning outcomes. They are to help record evidence of children’s science learning and to monitor this across time. The checklists have been populated with the EYLF outcomes identified for the four educator resources accompanying Paper 1: Early years science and integration: Plant treasure hunt; Floating and sinking; and Paper 2: Science inquiry skills: Light and shadows, Exploring mixtures.

Science In The Early Years: Plant Treasure Hunt. Educator Resource, Australian Council For Educational Research

Early Childhood Education

This educator resource describes an activity which encourages children to explore ideas about plants in an outdoor environment. They build on their understanding of what a plant is by drawing one and then go outdoors to find examples of plants (a ‘treasure hunt’). This activity allows children to learn about different examples of plants other than flowers, or plants that are grown in a pot. Children often discount other examples of plants such as trees, grass and vegetables. The activity is linked to the Australian Curriculum (Foundation to Year 2) and provides teacher notes about the scientific classification of plants.

Science In The Early Years: Light And Shadows. Educator Resource, Australian Council For Educational Research

Early Childhood Education

This educational resource for early years teachers describes an activity best suited to children in Foundation to Year 2 (F–2) as it addresses the Year 1 Science Understandings outcome as well as addressing Science Inquiry Skills outcomes for F–2. It is also suitable for preschoolers to help overcome common misconceptions about shadow formation. F–2 students should be encouraged to explain why shadows are formed as well as describe them. Preschoolers should be given the opportunity to describe and explain shadows too. This resource provides an explanation of how shadows are formed and guidelines about how to teach these scientific concepts.

Science In The Early Years: Floating And Sinking. Educator Resource, Australian Council For Educational Research

Early Childhood Education

This teaching resource for early years educators explores the scientific concepts behind floating and sinking. It describes an activity for small groups of children and explains how it links to the Early Years Learning Framework (EYLF) and the Australian Curriculum (Foundation to Year 2).

Science In The Early Years: Exploring Mixtures. Educator Resource, Australian Council For Educational Research

Early Childhood Education

This activity is suitable for preschoolers to investigate the behaviour of two common household products (oil and water). The emphasis is on supporting children to develop their inquiry skills to describe what they observe when trying to mix these liquids. Preschoolers should be given the opportunity to communicate (describe and explain) their observations. The activity can be extended to Foundation, Year 1 and Year 2 students who should be encouraged to predict what will happen, communicate (explain) why some of the liquids used do not mix, as well as to describe the changes they observe when mixing materials. All children …

Peningkatan Kemampuan Pemecahan Masalah Matematis Dengan Metode Make A Match Dalam Inkuiri Ditinjau Dari Perbedaan Gender, Anggela Soraya, Wardani Rahayu, Lukita Ambarwati

PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika

Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan pemecahan masalah matematis menggunakan metode make a match dalam strategi pembelajaran inkuiri ditinjau dari perbedaan gender. Penelitian ini dilakukan di SMP Jakarta Islamic School dan SMPIT Thariq Bin Ziyad, DKI Jakarta. Di SMP Jakarta Islamic School diterapkan strategi pembelajaran inkuiri, sementara di SMPIT Thariq Bin Ziyad diterapkan strategi pembelajaran inkuiri yang dipadukan dengan metode pembelajaran make a match. Populasi penelitian melibatkan peserta didik kelas VII, dimana kelas tersebut terpisah antara peserta didik laki-laki dan perempuan. Data yang diperoleh yaitu berasal dari data pre test dan post test yang berisi soal-soal pemecahan masalah …

Experiences Using Inquiry-Oriented Instruction In Differential Equations, Keith Nabb

CODEE Journal

Student-centered instruction can be a challenging endeavor for teachers and students. This article reports on the use of the Inquiry-Oriented Differential Equations (IO-DE) curriculum (Rasmussen, 2002) in an undergraduate differential equations course. Examples of student work are shared with specific reference to research in mathematics education.

Teaching Science Through Inquiry Based Field Experiences Using Orientation And Mobility, Danene K. Fast, Tiffany A. Wild

Journal of Science Education for Students with Disabilities

Instruction in science can be difficult for students with visual impairments due to the use of visual instruction that is often used for conceptual understanding. Pedagogical approaches to teaching science continue to evolve, with inquiry-based science instruction as a primary instructional method used in current classrooms.

In teaching students with visual impairments, inquiry is a strategy that has been traditionally been used in orientation and mobility (O&M) instruction, in an effort to teach students with vision loss to explore and make conclusions about their environments through the use of all senses.

The purpose of this review is to outline how …

Defining Technology For Learning: Cognitive And Physical Tools Of Inquiry, Connor K. Warner, Clare V. Bell, Arthur Louis Odom

Middle Grades Review

This essay explores definitions of technology and educational technology. The authors argue the following points: 1. Educational stakeholders, and the public at large, use the term technology as though it has a universally agreed upon definition. It does not, and how technology is defined matters. 2. For technology in schools to support student learning, it must to be defined in a way that describes technology as a tool for problem-solving. 3. Integration of technology, particularly when paired with teacher-centered practices, has the potential of reinforcing and heightening the negative consequences of a conception of learning that positions students as recipients …

Science Instruction In A Culture Of High-Stakes Assessment: A Transcendental Phenomenological Study Into The Experiences Of Missouri Elementary School Teachers In A Non-Assessed Grade Level, April Williams

Doctoral Dissertations and Projects

The purpose of the transcendental qualitative phenomenological research is to describe the characteristics and strategies of teachers who share the same experiences in teaching science, a non-assessed content, in a high-stakes assessment environment at the third and fourth grade levels. Teacher curriculum choices are dictated by the need to prepare students to take content area standardized assessments in the grade level taught. Science instruction that focuses on scientific reasoning may lead to Science, Technology, Engineering, and Math (STEM) careers for students. Teachers who elect to teach science at the elementary level in a manner that develops scientific reasoning are an …

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 …