Science and Mathematics Education Commons^™

Dr. Skateboard’S Action Science: Transforming Science Education For Middle School Students, William Robertson

Departmental Papers (TE)

The main objective of this article is to describe an example of unique and creative classroom materials that are built around a real world interest of Middle School students. Dr. Skateboard’s Action Science is a curriculum supplement that integrates both skateboarding and BMX. As an example of transformative education, it is built around student interests with a direct link to specific science knowledge and skills that need to be learned. It incorporates a four part video series and twenty classroom activities for students and teachers to use in the classroom. The video and classroom materials focus on the physical science …

Skateboard: Ciencia De Acción De Doctor Skateboard: Educacion Transformativa En Física, William Robertson

Departmental Papers (TE)

This article, written in Spanish, describes a transformative process for teaching physics in the middle school science classroom through an analysis of the use of Dr. Skateboard’s Action Science. Additionally, the article attempts to bridge efforts in the US, specifically in El Paso, Texas to opportunities that exist in Spanish speaking countries, including Mexico and Chile. The provided abstracts, in Spanish and English, describe how “action science” can be used in presenting fundamental science concepts and that this approach can be expanded from Middle schools to high schools and universities. Action science is an active learning methodology for teaching physics …

The Learning Of Numeracy And Literacy In South Australian Primary Schools: An Investigation Into The Performance Of Students And Schools In Numeracy And Literacy In Rural And Regional South Australia., Carol Aldous

Shannon Research Press

Success in science and mathematics is predicted on successful literacy and numeracy learning. Yet schools and communities across the country struggle to negotiate factors that both impede and facilitate such learning - particularly factors over which they have no control. Working with data more comprehensive than that used previously and applying statistical methods only recently developed, researchers from the South Australian hub of the National Centre for Science, Information and Communication Technology and Mathematics Education for Rural and Regional Australia (SiMERR-SA) seek answers to three basic questions. What factors influence performance in literacy and numeracy? Does living in a rural …

Why Charlie Darwin Matters More Than Ever: Introducing Students To Evolution And The Nature Of Science, Brian Ellis, Anne H. Weaver

Iowa Science Teachers Journal

In celebration of Charles Darwin's 200 Birthday and the 150 anniversary of the publication of his seminal work, On the Origin of Species, this is the first in a series of articles that highlight Darwin's relevance for teachers today and provide lesson plans to bring his work into your classroom. We begin with an introduction to Charles Darwin's life and work through storytelling, a first person monologue as a way to introduce students to several key concepts including the nature of science and a basic understanding of what lead Darwin to the concept of evolution.

Investigating Solutions Through Inquiry, Dana Frits, Chris Siguenza

Iowa Science Teachers Journal

In this article we discuss how many activities have valuable ideas, but important modifications must be made to make the activity more effective and mentally engaging. This article discusses the modification of a “cookbook” solubility lab into an inquiry activity, which increases student decisions and the promotion of higher-order thinking skills. We also address the critical role of the teacher in making the lesson effective. This article promotes National Science Education Standards A, B and G and Iowa Teaching Standards 2, 3, 4, and 6.

Learning Theories: Pillars Of Teacher Decision-Making, Jerrid Kruse

Iowa Science Teachers Journal

In the last issue, I articulated the argument that learning “styles” are not the most valuable way to understand learners. Yet, if learning “styles” do not sufficiently explain learning, how can we better conceptualize learning to inform our instruction?

Stepping Stones: How Variation Leads To Natural Selection, Anne H. Weaver, Brian Ellis

Iowa Science Teachers Journal

This is the second of a series of articles in celebration of Charles Darwin's 200 birthday and the 150 anniversary of the publication of his seminal work On the Origin of Species. In the article below we discuss ways to introduce students to variation and develop their understanding of Natural Selection.

Heating Up The Classroom: Exploring Relationships Between Temperature And Thermal Energy, Shannon Mclaughlin, Mahima Bajpai

Iowa Science Teachers Journal

Thermal energy, internal energy, temperature, and heat are words that carry very specific meanings. However, common usage and the lack of consistent usage from texts and teachers can interfere with students' abilities to develop a strong conceptual foundation of thermal energy (Westphal, 2003). Stiles (2006) suggests that using experiences to investigate relationships is an integral part of moving students from simple knowledge to deep understanding. Understanding, higher-order thinking skills, the ability to work and think collaboratively, effective communication skills, and the ability to make informed decisions are all important goals teachers should support through their instruction. Smith (1996), Freedman (1997), …

Divide & Conquer, Lauren Hackman, Audrey Pohlmann

Iowa Science Teachers Journal

This article presents a modified biology lab used to teach the cell cycle. Many traditional versions of the onion root tip lab are delivered in a “cookbook” format to review what students have already learned about the phases of the cell cycle. This modified version illustrates how the onion root tip lab can be much more meaningful when turned into an inquiry-based, exploratory activity to scaffold from a concrete experience to the more abstract process of cell division. This article promotes National Science Education Standards A, C, and G and Iowa Core Curriculum Standards 1, 2, and 5.

Nuts About Inquiry: Peanut Variation And Natural Selection, Lindsay M. C. Kasuga, Christine Evans

Iowa Science Teachers Journal

Despite the numerous advantages of using inquiry, many teachers do not use this method because of issues such as time constraints and increased workload. In addition, content such as evolution is particularly problematic to teach because of the perceived lack of hands-on activities and societal pressures. This inquiry activity is designed to help students understand an important component of evolution by natural selection. Through this activity students better understand natural variation within populations using peanuts. Students are encouraged to make links between population data, population diversity and evolution by using collected data to construct and interpret graphs. This article promotes …

Cover

Journal of the Iowa Academy of Science: JIAS

No abstract provided.

Editorial Board & Iowa Academy Of Science Officers And Directors

Journal of the Iowa Academy of Science: JIAS

No abstract provided.

The Freshwater Mussels (Mollusca: Bivalvia: Unionidae) Of The Channelized Missouri River, Ellet Hoke

Journal of the Iowa Academy of Science: JIAS

The lower Missouri River has historically been viewed as a fauna! barrier for unionids due to high sediment load. However this survey of the lower (channelized) Missouri River documented the presence of 14 unionid species and the exotic Corbicula fluminea (Muller, 1774). Unionids are present in stable substrates sheltered from the effects of the river's strong currents. Analysis of early literature on the Missouri River suggests reports of an absence of unionids were not based upon thorough fieldwork, and the most commonly cited rationale for their reported absence, the high sediment load in the river, is not convincing. Pre-1938 unionid …

Dr. Lois Hattery Tiffany (1924-2009): In Memoriam, Deborah Q. Lewis

Journal of the Iowa Academy of Science: JIAS

Dr. Lois Hartery Tiffany, Distinguished Professor Emerita, Department of Ecology, Evolution and Organismal Biology, Iowa State University, Ames, Iowa, died on 6 September 2009. Dr. Tiffany was an outstanding mycologist and teacher. Held in high regard by the public as "Iowa's Mushroom Lady" and known by many students, colleagues and friends as "Dr. T.," she was the matriarch of the Botany Department (now the Department of Ecology, Evolution and Organismal Biology) at Iowa State.

Table Of Contents (Back Cover)

Journal of the Iowa Academy of Science: JIAS

No abstract provided.

Som Loss And Soil Quality In The Clear Creek, Ia, A. N. Thanos Papanicolaou, Christopher G. Wilson, Ozan Abaci, Mohamed Elhakeem, Mary Skopec

Journal of the Iowa Academy of Science: JIAS

The Clear Creek, IA Experimental Watershed (CCEW), which drains to the Iowa River, experiences severe surface erosion due to a combination of high slopes, erodible soils, and extensive agriculture. Concurrent with soil loss is the removal of Soil Organic Matter (SOM). High values of SOM have been related to soil quality; therefore, excessive SOM loss corresponds to degrading soil health. Soil quality assessments are important tools for evaluating management practices in agricultural systems; however, it is difficult to measure soil quality directly at the watershed scale because it varies with a number of site-specific soil characteristics. The coupling of soil …

Aryl Ethers From Arenediazonium Tetrafluoroborate Salts: From Neat Reactions To Solvent-Mediated Effects, James A. Shriver, Daniel P. Flaherty, Cameron C. Herr

Journal of the Iowa Academy of Science: JIAS

A general procedure for the synthesis of various aryl ethers via the thermal decomposition of benzenediazonium tetrafluoroborate salts is described. Studies performed in neat alcohol at 60°C gave aryl ethers in yields ranging from 0-73%. Upon completion of a series of reactions, the effect of solvent was explored to expand the scope and relevance of this procedure. It was found that even solvents that are traditionally non-nucleophilic gave rise to products including bi-aryls and N-aryl acetamides. The utilization of an ionic liquid, l-butyl-4-methylpyridinium tetrafluoroborate, resulted in yields comparable to reactions performed in neat alcoholic solvents.

Iowa Academy Of Science 121st Annual Meeting [2009]: Advance Program, Iowa Academy Of Science

Iowa Academy of Science Documents

Contains information about the schedule and presentations for the 2009 annual meeting of the Iowa Academy of Science.

Proceedings Of The 121st Annual Meeting Of The Iowa Academy Of Science [Program, 2009], Iowa Academy Of Science

Iowa Academy of Science Documents

Contents:

Welcome from our Campus Host --- 3
Program Summary/Timeline --- 4
General Session Presentations --- 6
Symposia Presentations --- 9
Special Events --- 12
Awards Luncheon --- 13
President's Banquet --- 13
ESTA Awards Banquet --- 13
IAS Annual Business Meeting --- 14
Iowa Junior Academy of Science --- 16
Field Trips --- 17
Senior Poster Program --- 19
Section Meeting Programs and Oral Presentations (Alphabetical by Section) --- 24
Abstracts (by Section) --- 31
Author Index --- 65

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Formulating A State Approach To Professional Development, R. E. Howard, S. Sarani, J. Woods

Journal of Mathematics and Science: Collaborative Explorations

When viewed from the perspective of an entire state's needs, the challenges of designing professional development to meet the requirements of the federal No Child Left Behind legislation of 2001 are daunting. In Oklahoma, the concerns about delivering to rural and urban populations which contain a variety of underserved populations are further complicated by the differences in the way science and mathematics are structured as disciplines. We describe two model programs, one in science and one in mathematics, which take much different approaches. However, the programs have three common elements that make them highly successful. Each program engages teachers strongly, …

Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith

Journal of Mathematics and Science: Collaborative Explorations

This article describes professional development for middle-level mathematics teachers offered through the Math in the Middle Institute Partnership, a National Science Foundation-funded project to build teachers’ capacities to improve mathematics learning for all students. An overview of the project, including descriptions of its goals and curriculum are provided. Detailed descriptions of two mathematics courses and one pedagogy course are offered. The mathematics courses included here are the introductory course to the Math in the Middle Institute, as well as one of the final math courses of the Institute in which participants apply mathematical knowledge and processes to real-world problems. The …

The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle

Journal of Mathematics and Science: Collaborative Explorations

The University of Pennsylvania’s Master of Chemistry Education (MCE) program graduated five cohorts of approximately twenty teachers between 2002 and 2006. One year after the teachers in the last cohort earned their degrees, the Penn Science Teacher Institute (Penn STI) initiated a follow-up study to ascertain if the goals of the MCE program had been sustained. For example, were the teachers incorporating updated content knowledge into their lessons and were their students learning more chemistry? A total of seventy-four of the eighty-two graduates participated in some aspect of this study. Because baseline data were not available for the MCE teachers …

Let's Observe!, S. W. Brown

Journal of Mathematics and Science: Collaborative Explorations

Teaching the non-science major how to teach science is a challenge! No matter what science course is being taught, professors must model good teaching strategies that promote an inquiry approach that incorporates prior knowledge, connections, a social environment, relevance, and time to actively construct new understandings of scientific concepts.

The Effects Of Block Scheduling On Ap Calculus Ab Student Achievement, Larry A. Lightner

Mathematics Graduate Theses

Student achievement on the AP Calculus AB Exam is always a concern for teachers and school districts that offer the exam. A factor of concern that also arises is a school’s schedule. A school’s schedule may have an affect on achievement. This study examines the comparison in achievement of students who take the AP Calculus AB Exam under a block schedule and a traditional schedule system. Block Scheduling is defined as a class period of 80-90 minutes with 4 periods each day, allowing a full year’s curriculum to be offered in one semester. Traditional scheduling is defined as a class …

Cooperative Learning In The Mathematics Classroom, Janine Regnier

Mathematics Graduate Theses

Student interactions are important which provokes the idea that cooperative learning should be incorporated into classrooms. Research states many benefits for incorporating cooperative learning and are included in the literature review. Cooperative groups were introduced and studied by the author, who ultimately concluded that cooperative learning does have a place in Mathematics classrooms and should be used when the lesson lends itself to a cooperative environment. The study results can be found in this paper following the literature review.

To What Degree Will Differentiated Instruction Impact Student Grades In A Middle School Classroom?, Maureen K. Wilke

Mathematics Graduate Theses

The middle school student population encompasses one of the widest ranges of diversity in the educational system. Besides cultural, religious, educational, economical diversity, the middle school student copes with physical and psychological changes as well. It is important to understand that reaching students successfully is not teaching one way, but providing a learning experience based on students’ needs. The five key differentiated strategies in the classroom are: knowing the student, the environment, meaningful lessons, tiered assignments, and assessment. Gather as much information on the students, such as data from past standardize tests, conversation with students, student journals about success and …

Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal

Journal of Mathematics and Science: Collaborative Explorations

This report is a descriptive study of the role that on-line courses might have on the development of Professional Learning Communities (PLC’s) that support national leadership initiatives of participating high school biology teachers. The one hundred teachers involved in the Life Sciences for a Global Community (LSGC) Institute are expected not only to deepen their content knowledge, but also impact their district and state biology curricula. Additionally, the dispersion of Institute participants across the country presents a unique opportunity to develop, communicate. and implement a national coherent reform agenda. However, the geographic distance presents a barrier to collaborative design of …

The Impact Of The Lead Teacher Professional Learning Community Within The Rice University Mathematics Leadership Institute, J. Sack, N. Kamau

Journal of Mathematics and Science: Collaborative Explorations

Now in its fourth year, Rice University’s Mathematics Leadership Institute (MLI) has developed over sixty high school mathematics Lead Teachers. We focus on how membership in MLI has impacted participant teachers’ professional lives. The Lead Teacher community that emerged during MLl’s first Summer Leadership Institute embodies the characteristics of a sustaining and coherent knowledge community where teachers are able to share their secret “stories of practice in safe places . . . in order to make their personal practical knowledge explicit to themselves and to others” [1]. This article includes stories of individual teachers who refused to sacrifice hours of …