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Archive: Science Update: Exploring Seamounts of the Atlantic and Pacific, June 23, 2022

Our ocean is filled with numerous seamounts, guyots, and other volcanic features that profoundly influence tectonics, ecosystems, and ocean currents. NOAA Ocean Exploration seeks to characterize these features and their influences on our planet’s ocean, and understand their impact on human lives and the natural world. Join us as we explore seamounts of the Atlantic and Pacific Ocean basins, share what we’ve discovered and provide education resources to guide student understanding of these amazing hotspots of biologic and geologic diversity.

Our ocean is filled with numerous seamounts, guyots, and other volcanic features that profoundly influence tectonics, ecosystems, and ocean currents. NOAA Ocean Exploration seeks to characterize these features and their influences on our planet’s ocean, and understand their impact on human lives and the natural world. Join us as we explore seamounts of the Atlantic and Pacific Ocean basins, share what we’ve discovered and provide education resources to guide student understanding of these amazing hotspots of biologic and geologic diversity.

Our ocean is filled with numerous seamounts, guyots, and other volcanic features that profoundly influence tectonics, ecosystems, and ocean currents. NOAA Ocean Exploration seeks to characterize these features and their influences on our planet’s ocean, and understand their impact on human lives and the natural world. Join us as we explore seamounts of the Atlantic and Pacific Ocean basins, share what we’ve discovered and provide education resources to guide student understanding of these amazing hotspots of biologic and geologic diversity.

Our ocean is filled with numerous seamounts, guyots, and other volcanic features that profoundly influence tectonics, ecosystems, and ocean currents. NOAA Ocean Exploration seeks to characterize these features and their influences on our planet’s ocean, and understand their impact on human lives and the natural world. Join us as we explore seamounts of the Atlantic and Pacific Ocean basins, share what we’ve discovered and provide education resources to guide student understanding of these amazing hotspots of biologic and geologic diversity.

 

From the Field: Events and Opportunities, February 8, 2022

By Debra Shapiro

From the Field: Events and Opportunities, February 8, 2022

cover
Volume 51, Number 3
This issue includes a special section on the shift to online instruction due to the COVID-19 pandemic.
cover
Volume 51, Number 3
This issue includes a special section on the shift to online instruction due to the COVID-19 pandemic.
cover
Volume 51, Number 3
This issue includes a special section on the shift to online instruction due to the COVID-19 pandemic.
 

Safety Blog

Safety Awareness and Pandemic Learning Loss

By Ken Roy

Posted on 2022-01-31

 

Freebies for Science Teachers, February 1, 2022

By Debra Shapiro

Freebies for Science Teachers, February 1, 2022

Science Notebooks in Student-Centered Classrooms

Thinking made visible: That’s what happens when elementary students record their thoughts in science notebooks. This practical guide shows how notebooks can become a tangible record of their emerging understanding of and proficiency in science. Students can use their notebooks to pose questions, write down observations, work through puzzling data, or think through new ideas. You can use them to ascertain each student’s strengths and challenges in participating in the academic work of science.

Science Notebooks in Student-Centered Classrooms offers the following:
Thinking made visible: That’s what happens when elementary students record their thoughts in science notebooks. This practical guide shows how notebooks can become a tangible record of their emerging understanding of and proficiency in science. Students can use their notebooks to pose questions, write down observations, work through puzzling data, or think through new ideas. You can use them to ascertain each student’s strengths and challenges in participating in the academic work of science.

Science Notebooks in Student-Centered Classrooms offers the following:
 

The Dutch Hunger Winter

Epigenetic Effects on Metabolic and Heart Health

By Kuei-Chiu Chen

The Dutch Hunger Winter

 

Point of view

Is a Framework of Support Enough?

Undergraduate Research for Online STEM Students

Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)

By Emily Faulconer, Brent Terwilliger, Robert Deters, and Kelly George

While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts. This point of view presents the framework of support developed for fully online students distributed globally and shares some of the challenges faced in online undergraduate research, including the issue of low recruitment (despite stated interest) that could be exacerbated by the COVID-19 pandemic.

 

While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts.
While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts.
 

Research & Teaching

An Examination of Constructivism, Active Learning, and Reflexive Journaling and Their Independent and Combined Effects on Student Acceptance of Biological Evolution

Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)

By Clinton Thomas Laidlaw, Seth M. Bybee, Steven Shumway, Thomas Heath Ogden, Steven Peck, and Jamie L. Jensen

Instruction that increases acceptance of evolution is essential to effective biology instruction, but instruction about evolution is not consistently correlated with increased levels of acceptance. Does the pedagogical approach utilized make the difference? Using a curriculum that demonstrably increases evolution acceptance, we compare multiple pedagogical styles (behaviorist vs. constructivist, active vs. less active, and journaling vs. not journaling) in a full-factorial design to test the hypotheses that pedagogy designed for constructivism, active learning, and reflexive journaling will increase the probability that students’ acceptance of evolution increases. Though we observed statistically significant acceptance gains, no treatments were statistically different from the other treatments regarding those acceptance gains. Evolution acceptance is possible despite the use of constructivist-designed or behaviorist-designed pedagogy, active learning or less active learning, or maintaining a reflexive journal or not. There is no indication that any combination of these instructional approaches has a greater effect than any other on evolution acceptance.

 

Instruction that increases acceptance of evolution is essential to effective biology instruction, but instruction about evolution is not consistently correlated with increased levels of acceptance. Does the pedagogical approach utilized make the difference? Using a curriculum that demonstrably increases evolution acceptance, we compare multiple pedagogical styles (behaviorist vs. constructivist, active vs. less active, and journaling vs.
Instruction that increases acceptance of evolution is essential to effective biology instruction, but instruction about evolution is not consistently correlated with increased levels of acceptance. Does the pedagogical approach utilized make the difference? Using a curriculum that demonstrably increases evolution acceptance, we compare multiple pedagogical styles (behaviorist vs. constructivist, active vs. less active, and journaling vs.
 

Research & Teaching

STEM Faculty Institute

An Intensive Interdisciplinary Effort to Improve STEM Faculty Adoption of Evidence-Based Instructional Practices

Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)

By Richard E. West, Jamie L. Jensen, Michael Johnson, Jennifer Nielson, Rebecca Sansom, and Geoffrey Wright

As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We sought a multifaceted approach for this challenge, with the goal of achieving lasting change among the faculty, resulting in the creation of the STEM Faculty Institute (STEMFI). Supported by multiyear funding from the National Science Foundation, STEMFI provides instruction on EBIPs through a summer workshop, along with yearlong support in redesigning curriculum through one-to-one mentoring of each faculty participant. The first cohort of STEMFI participants has been successful, with most faculty showing significant shifts toward more student-centered practices in their teaching. Feedback on the post-workshop survey indicated participants considered the material helpful and engaging, encouraging a shift in their attitudes toward supporting EBIPs in their own classrooms. This article describes factors critical to the STEMFI approach and reports on the initial effectiveness observed.

 

As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We sought a multifaceted approach for this challenge, with the goal of achieving lasting change among the faculty, resulting in the creation of the STEM Faculty Institute (STEMFI).
As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We sought a multifaceted approach for this challenge, with the goal of achieving lasting change among the faculty, resulting in the creation of the STEM Faculty Institute (STEMFI).
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