Science and Mathematics Education Commons^™

Preservice Elementary Teachers’ Perceptions Of The Incorporation Of An Ecojustice Framework In An Undergraduate Stem Integration Course, Rita G. Ortiz

USF Tampa Graduate Theses and Dissertations

Environmental education across the K-12 science curriculum lacks critical examination of human and ecological relationships, particularly in relation to science, technology, engineering, and mathematics (STEM) education. While the Next Generation Science Standards include environmental topics within their disciplinary core ideas and many schools offer environmental science courses, this gap can be addressed in teacher preparation programs, particularly for those teaching younger students. Ecojustice centers on socioecological topics by addressing cultural assumptions we, as humans, live by in relation to natural systems. Ecojustice education is a critical pedagogy that engages learners about social issues related to our current ecological crisis. This …

Ongoing Efforts To Develop Open Climate Change Resources: An Interview With Dr. Tamara Shapiro Ledley, James Thibeault

Open Educational Resources Publications

This article explores the significant contributions of Dr. Tamara Shapiro Ledley in developing open educational resources (OER) for climate change education. Through an interview with Dr. Ledley, the article highlights her journey from a climate science researcher to a passionate advocate for open access to scientific information. Dr. Ledley's work, funded by prominent organizations such as the National Science Foundation (NSF), NASA, and NOAA, has focused on creating and disseminating freely accessible resources to enhance public understanding of climate science. Key initiatives discussed include the Earth Exploration Toolbook (EET), EarthLabs, and the Climate Literacy and Energy Awareness Network (CLEAN). These …

Coding Connections: Exploring Relationships Between Computer Science Learning And Mathematics Achievement In Secondary Education, Bradley Hayes

USF Tampa Graduate Theses and Dissertations

This dissertation in practice explores the intersection of computer science education, specifically computational thinking and programming, with mathematics achievement among 15-year-old students in selected English-speaking countries. The research addresses a gap in understanding whether skills developed through computer science can positively influence mathematics performance by assessing the extent to which learning in computer science transfers to mathematics.

To achieve this, a quantitative methodology was employed, incorporating pilot study data from a single school and large-scale survey data from the Programme for International Student Assessment (PISA) 2022. The analysis assessed the correlation between regular participation in programming activities and mathematics attainment, …

Using Chatgpt For The Acquisition Of Computational Thinking Skills: A Case Of African Indigenous Games, Dick Ng’Ambi, Mohamed A. Mitwally, Mwewa Peter, Oluwaseun Oyekola

The African Journal of Information Systems

This paper proposes using a ChatGPT-generated algorithm for an indigenous game to mediate the acquisition of computational thinking skills. The paper seeks to answer the question: How can the ChatGPT-mediated algorithm for indigenous games foster the acquisition of computational thinking skills? Using a Participatory Action Research approach, 19 collaborators from 11 African countries gathered 185 indigenous games. The paper focuses on one of those games that is played in all 11 countries. The paper concludes that involving collaborators, who are indigenous members of their communities and have experiential knowledge of the game, led to their acquisition of computational thinking skills.

Landform Lessons: Applying Terrestrial Geography To Mars Landing Site, Lindsey Herlehy

Publications & Research

In this hands-on, STEM integrated workshop, educators will explore the fascinating parallels between Earth's landscapes and the Martian surface to enhance their understanding of planetary geography. Through a progressive series of activities, participants will compare environments and landforms on Earth and Mars, using actual data from spacecraft orbiting Mars to collect evidence and construct conclusions about these terrestrial planets. Then, applying this information, educators will construct multi-layer maps aimed at selecting the most advantageous landing site for a manned mission to the Red Planet. Finally, utilizing an online mapping application, participants will virtually explore their chosen landing site and examine …

Exploring The Journey Of Stem Faculty Into Justice-Centered Pedagogy, Desiree Forsythe, Bryan Dewsbury, Jeremy L. Hsu

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

In higher education and science, technology, engineering, and mathematics (STEM), interlocking oppressions can lead to inequitable environments for those who hold marginalized identities. Instructors can play key roles in either exacerbating or mitigating these inequities through their pedagogical approaches and choice of curricular material. However, it remains unclear how instructors who self-identify as committed to justice achieve higher levels of consciousness around areas of injustice and develop the self-efficacy to dismantle barriers for students over time. Here, we draw upon critical race theory and critical white studies to investigate what events or life experiences influence STEM instructors to understand the …

Engaging Students With Pocketlab Interactive Mobile Technology In A Science Classroom: A Mixed Methods Study, Olha Ketsman, Juan A. Colon Santana

Mid-Western Educational Researcher

This mixed methods study explored the impact of PocketLab interactive mobile sensors on science content knowledge among undergraduate students in an algebra-based physics laboratory course. The study also examined students' perspectives and experiences using PocketLab to learn class concepts. While no statistically significant differences were found between the control and treatment groups for items evaluating definitions and conceptual mastery, the control group outperformed the treatment group on problem-solving items. This difference may be due to the alignment of traditional Vernier technology experiments with the analytical problem-solving approach emphasized in lectures. Despite this, students using PocketLab reported greater flexibility and …

Examining The Use Of Embedded Generative Strategies With Graphic Organizers To Improve Science Achievement Of Students With Learning Disabilities, Gamze Karaer, Macid A. Melekoglu, Brian Hand

Journal of Science Education for Students with Disabilities

Students with learning disabilities have difficulty in science literacy because of the extensive amount of abstract concepts in comprehending science content. An adapted alternating treatments design with an extended baseline was used to compare the effectiveness and efficiency of graphic organizers (GOs) enhanced with predicting-observing-explaining (POE) (Module-I) and GOs without POE (Module-II) on science achievement of six middle school students with learning disabilities. Results indicated that both procedures were effective to improve performance on all dependent variables for all participants. However, the result of efficiency data showed that Module-I seemed to be more efficient across four students in terms of …

Scholar Perspectives On The Impact Of A Scientific Community Program For Neurodivergent Undergraduate Stem Scholars, Dylan Sullivan, Fernando Zavala, Derek Hidalgo, Jacob Stolle, Rebecca Matte, Christin B. Monroe

Journal of Science Education for Students with Disabilities

Despite the adaptive strengths and unique problem-solving skills demonstrated by neurodivergent (ND) individuals, they remain underrepresented in Science, Technology, Engineering and Mathematics (STEM) fields. High unemployment rates among individuals with disabilities emphasize the need for addressing barriers to entry and persistence in the workforce. This study introduces a program designed to enhance opportunities for neurodivergent STEM scholars with financial needs, supported by the National Science Foundation (NSF). The program involves: 1) a weekly cohort course to engage in professional development, 2) use of the Birkman Method® survey to help scholars identify and communicate strengths, fostering self-awareness and growth, and 3) …

Shevtsov: Teaching Modeling To First-Year Life Science Students: The Ucsc Experience, Martin H. Weissman

Annual Symposium on Biomathematics and Ecology Education and Research

No abstract provided.

Shevtsov: Journeying Through The Modeling Life: Tales From Teaching At Utah State University, Sindura Kularajan

Annual Symposium on Biomathematics and Ecology Education and Research

No abstract provided.

Shevtsov: Teaching Modeling And Dynamics To First-Year Life Sciences Students: The Ucla Experience, Jane Shevtsov, Alan Garfinkel, Jess Gregg, Eric J. Deeds

Annual Symposium on Biomathematics and Ecology Education and Research

No abstract provided.

From Ecology To Modeling Apps - Newts, Crayfish, And Slopes, Timothy Lucas

Annual Symposium on Biomathematics and Ecology Education and Research

No abstract provided.

Boosting The Power Performance Of Microbial Fuel Cells By Using Dual Nanomaterial-Modified Carbon Felt Electrodes, Krishna Thapa, Wenyan Liu, Yuwei Zhang, David J. Westenberg, Yishu Zhou, Risheng Wang

Chemistry Faculty Research & Creative Works

Innovative design enhancements to microbial fuel cells (MFCs) are pivotal for improving their viability as renewable energy sources. This study introduces a dual approach to electrode modification, integrating polyaniline (PANI) and gold nanoparticles (AuNPs) on carbon felt (CF) anodes coupled with a unique cathode composed of DNA origami and chitosan. The synergistic effect of PANI and AuNPs significantly increases the hydrophilicity and conductivity of the anode, leading to a considerable surge in power density. Concurrently, the biocompatible DNA origami and chitosan-functionalized cathode facilitates efficient electron transfer without relying on conventional catalysts. Together, these modifications yield a 52.42% increase in the …

Study Of Graduate Student Instructors’ Attempts To Incorporate And Reflect On Using Discourse Practices In Undergraduate Mathematics Courses, Katie Johnson Sprague

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Within the last decade, the National Council of Teachers of Mathematics (NCTM) has made a call to action, asking educators to engage in effective teaching of mathematics which includes having classrooms rich in mathematical discourse (NCTM, 2014). In this nine-week dissertation study, three mathematics graduate student instructors (GSIs) teaching undergraduate students at a large midwestern university enacted discourse practices to promote mathematical discussions as part of a participatory action research study. The participants were video tapped teaching six times and attended four whole group meetings. The whole group meetings were used to discuss the practices, planning, and enactment of the …

Pre-Service Teachers Conceptions Of Equity In Secondary Mathematics Education, Mariah Walton

Dissertations

This study investigated how pre-service mathematics teachers (PSMTs) understand equity-based pedagogies and apply equity-based pedagogical methods in their instructional planning. A central goal among educators is improving the academic achievement of racially minoritized groups, such as Black and Latinx students, who are often overlooked by traditional pedagogies. This goal has shaped the foundation of culturally relevant pedagogy and other equity-based teaching approaches. This research study focused on the intersection of equity-based pedagogical methods and secondary mathematics teaching and learning involving PSMTs in the third year of their teacher education program. Through an analysis of a discussion post assignment, a focus …

Core Concepts: Views From Physiology And Neuroscience, Jennifer E. Schaefer, Joel Michael

Biology Faculty Publications

Core concepts are “big ideas” that are central to a discipline, provide frameworks of understanding for disciplinary content, and aid student transfer of learning. Core concept lists have been developed for increasing numbers of higher education STEM disciplines. This mini-review uses physiology and neuroscience core concepts as examples to inform core concept pedagogies in these and other disciplines. The article reviews the development of physiology and neuroscience core concepts and compares the resulting concept lists. It then provides suggestions or “lessons learned” for educators and researchers who wish to utilize core concept pedagogies or who wish to develop core concepts …

The Attitudes, Perceptions, And Motivations Of Student-Athletes In Intermediate Algebra, Alexandra Green

USF Tampa Graduate Theses and Dissertations

This research delves into the attitudes, perceptions, and motivations of student-athletes enrolled in Intermediate Algebra courses. It focuses on the distinct challenges they encounter in juggling academic and athletic responsibilities at a southeastern university in the United States. Employing a mixed-methods approach, the study gathered quantitative data through surveys to assess students' attitudes, perceptions, and motivations toward learning mathematics, as well as to determine the influence of their instructors on these factors. The qualitative segment provided deeper insights into their personal experiences, shedding light on their prior encounters with mathematics, their most memorable moments during the current course, and their …

Democratic Practices As Part Of Mathematical Modeling In Schools, Lisa Steffensen, Inger Elin Lilland, Shengtian Zhou

Democracy & Education

We focus on how democratic practices occur during the modeling activity “The Candy Bag of Dreams.” With democratic practices, we refer to approaches supporting inclusivity and active participation aimed at empowering students. We investigated one group of preservice teachers implementing an optimizing modeling activity during practicum in two fifth-grade classes, where students modeled their dream candy bags. Students engaged in mathematical modeling where mathematics was embedded in their social context, and they negotiated meanings and developed perspectives. Through this, they experienced lived democracy by actively engaging in and through democratic practices.

We found democratic practices such as students inviting peers …

Preservice Teachers As Learners, Designers And Implementers Of Computational Thinking (Ldi-Ct), Line Saint-Hilaire, Daisuke Akiba

Publications and Research

Computational thinking (CT) has gained significant recognition in education in recent years. When considering young children learning CT concepts, it's essential to also assess teachers’ understanding of computational thinking. Therefore, educators in teacher preparation programs must equip candidates with these skills to meet the growing demand for developing students’ digital literacy. This project aimed to understand how to strategically incorporate CT instruction into a teacher education program in the Elementary and Early Childhood Education Department. It focuses on assessing preservice teachers' (PSTs) understanding of computational thinking and their ability to design CT-integrated science lesson plans based on their experiences with …

Exploring The Perpetuation And Disruption Of Gendered, Racial, And Working Style Stereotypes In U.S. Life Science Textbooks, Austin R. Jenkins, Gina Zaccagnini, Breanya Hogue

Department of Curriculum and Instruction Faculty Publications

Textbooks convey powerful messages to students about who can legitimately participate in science, technology, engineering, and mathematics (STEM). Using culturally relevant pedagogy as the guiding theoretical framework, this study sought to explore the extent to which secondary life science textbooks are culturally relevant in their depiction of gender, race, working style, and range of ability. Critical multicultural content analysis guided this research to explore the ways in these textbooks uphold or disrupt stereotypical notions of STEM professionals. Analysis indicated more images of females compared to males, but perpetuated notions of White, able-bodied scientists working alone. Given these findings, gendered power …

Exploring Variations In Stem Instructors’ Approaches To Office Hours, Desiree Forsythe, Rebecca M. Green, Jeremy L. Hsu

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Office hours are an integral component of science, technology, engineering, and math (STEM) courses at nearly all colleges and universities. Despite their ubiquity as a support mechanism, there has only been limited work examining how instructors approach office hours and what shapes these approaches. Here, we conduct a phenomenographic study to investigate how instructors of STEM courses experience office hours and how these experiences may impact their approaches to promoting and managing office hours. We identified variations in how instructors promoted office hours, the modality of office hours (i.e., when and where office hours were held), and how instructors facilitated …

Exploring Teacher Perspectives Of Stem Outreach Sessions, Jennifer M. Jakobi, Rebecca Mccullough, Sabre Cherkowski, Haizley Trevor-Smith

Northwest Journal of Teacher Education

Teachers have a responsibility to create and foster engaging learning environments which encourage underrepresented persons in Science, Technology, Engineering, and Mathematics (STEM). Outreach programs have been shown to increase STEM engagement of students. We use a positive psychology lens to investigate STEM outreach and teacher wellbeing. This exploratory study uses a survey and focus group to assess how a STEM outreach program can create teacher feelings of support, confidence, and enjoyment. Results demonstrate that most teachers felt more confident in teaching STEM following the STEM-mentor facilitated outreach sessions. The positive benefits to teacher wellbeing from outreach program mentorship, is discussed.

Unh Ocean Discovery Lego Model Instructions - C2402 R/V Gulf Surveyor - Unh Ccom/Jhc, William F. Fessenden, Colleen Mitchell

Center for Coastal and Ocean Mapping

Commissioned in 2016, R/V Gulf Surveyor, or “RVGS" for short, is 48-foot research vessel operated by the UNH Center for Coastal and Ocean Mapping / NOAA-UNH Joint Hydrographic Center (CCOM/JHC). A vital tool for the Center’s research and academic programs, her twin screw propulsion and catamaran-style hull, combined with a state-of-the-art hull design, provide for excellent maneuverability and stability, and is an optimal launch for nearshore ocean mapping. In addition to its multibeam sonar mapping systems, the RVGS can also be equipped with sidescan sonar, seismic systems, and thanks to its A-frame and portside crane, is an effective platform for …

Exploring Preservice Elementary Teachers' Reflections Following Facilitation Of Mathematics Discussions In Mixed-Reality Simulations, Liza Bondurant

CoE Publications

This article investigates preservice elementary teachers' (PSTs') reflections after facilitating mathematics discussions within a mixed-reality simulation (MRS) environment. The study aims to explore the immediate and delayed reflections of PSTs. The findings provide insights into the affordances and constraints of MRSs. PSTs' immediate reflections focused on the themes of preparation, questioning skills, and understanding the content, with delayed reflections indicating positive experiences, including improved content knowledge, and discussion facilitation skills. Findings suggest that with enhanced preparation and additional practice opportunities, integrating MRSs into teacher preparation programs has the potential to improve the mathematical discussion facilitation skills of PSTs.

Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 57 Fall 2024), Elizabeth Joyce Editor

Gifted Studies Publications

Magazine created by and about the WKU Center for Gifted Studies.

Reimagining Science As A Natural Tool For Connection: A Restorative Approach, Zachary C. Schafer, Lawrence C. Scharmann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This paper explores a restorative-type intervention with a high school student who is suspended from school for repeated threats to other students. Throughout the paper, we explore the use of restorative practices in the context of science teaching. Science in process and content is used in tandem with various restorative practices to provide the student a lens through which to better understand what led to her suspension, learn science content, and find perspective change in the process as it pertains to her developing sense of self. The methods and tools are then transformed into practical use through a modified version …

Using Genai To Teach Information Literacy In Engineering Technical Writing, Lauren Todd, Eliot Boden, Sam Lindgren

Generative AI Teaching Activities

Students will use GenAI to generate keywords to research their possible final project topics. Then students will use the library's quicksearch to find possible books, articles. Students will reflect on their research process throughout the class.

Field-Based Courses Still Matter, But Not Like They Used To, Christopher T. Martine

Faculty Journal Articles

Increasingly, field-based courses are providing the first real opportunities for students to experience nature in meaningful ways. As a baseline, even before the content delivery and the graded assessments, this is already enough to change the way a person feels in the world and to spark an appreciation for the life around them.

(Part of a special feature on education in which recent winners of the Botanical Society of America's Charles E. Bessey Award share teaching philosophies and strategies.)

Undergraduate Students’ Perceptions Of How Developmental Mathematics Courses Prepare Students For Degree-Required Mathematics Courses, Felicia N. Brooks

Doctor of Education (Ed.D)

Students at most open-enrollment colleges must take a placement exam to determine what courses they will need to enroll in as their first math course. Students who score below a certain threshold are placed in a developmental math course. Students must complete the developmental math sequence before enrolling in degree-required math courses. Students’ perceptions of being enrolled in developmental math courses were investigated for this study. The purpose of this quantitative study was to highlight students’ perspectives on being required to take developmental math and whether such courses adequately prepared them for the mathematics class required for the students’ majors. …