Join
Menu
Menu Search Join
 

Feature

Small Instructional Changes to Emphasize Data Modeling Practices

Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)

By Joshua W. Reid, Candice M. Quinn, Zhigang Jia, Ryan Jones, and Anna Grinath

Data modeling practices are often invisible to students in introductory biology courses. However, developing a well-rounded understanding of these practices is critical for scientific literacy. Furthermore, introductory undergraduate science laboratory courses are often taught by graduate students or novice instructors with little autonomy, pedagogical preparation, and support to implement changes. In this manuscript, we describe three small instructional changes that can be used to create space for student reasoning about and interaction with data modeling practices. Additionally, we describe how these small changes fostered student thinking and discussions about variation in data, sources of variability, the importance of shared procedures, and predictions of sampling variability. We argue that instructors do not have to redesign curriculum to emphasize data modeling practices. Instead, this manuscript presents small instructional changes that can be implemented within a variety of undergraduate science classrooms and laboratories.

 

Data modeling practices are often invisible to students in introductory biology courses. However, developing a well-rounded understanding of these practices is critical for scientific literacy. Furthermore, introductory undergraduate science laboratory courses are often taught by graduate students or novice instructors with little autonomy, pedagogical preparation, and support to implement changes. In this manuscript, we describe three small instructional changes that can be used to create space for student reasoning about and interaction with data modeling practices.
Data modeling practices are often invisible to students in introductory biology courses. However, developing a well-rounded understanding of these practices is critical for scientific literacy. Furthermore, introductory undergraduate science laboratory courses are often taught by graduate students or novice instructors with little autonomy, pedagogical preparation, and support to implement changes. In this manuscript, we describe three small instructional changes that can be used to create space for student reasoning about and interaction with data modeling practices.
 

Editorial

STEM Education as a Vital Preventive Response to a Pandemic

Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)

By Katherine Baker, Emily Faulconer, Oliver Grundmann, Sarah Haines, Tyra Hall-Pogar, Lisa Kenyon, Susan Meabh Kelly, Peter Lindeman, Brian Schmaefsky, Candace Timpte, and David Wojnowski

 

STEM 101 – Federal Policy Considerations for Moving STEM Forward

By Kevin Anderson, President, Council of State Science Supervisors

Posted on 2021-02-16

Transforming Science Learning: Teaching Science to Address Societally Pressing Phenomena and Challenges: The COVID-19 Pandemic and Systemic Racism, March 24, 2021

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Archive: Science Update: COVID-19 Vaccines: What are They and How Do They Work?, March 18, 2021

The intent of this web seminar is to provide the attendees with some basic background information about vaccines and how this relates to the current COVID-19 vaccines approved for use.  This web seminar will not provide medical, legal, or policy advice or opinions on the current COVID-19 pandemic.

The intent of this web seminar is to provide the attendees with some basic background information about vaccines and how this relates to the current COVID-19 vaccines approved for use.  This web seminar will not provide medical, legal, or policy advice or opinions on the current COVID-19 pandemic.

The intent of this web seminar is to provide the attendees with some basic background information about vaccines and how this relates to the current COVID-19 vaccines approved for use.  This web seminar will not provide medical, legal, or policy advice or opinions on the current COVID-19 pandemic.

The intent of this web seminar is to provide the attendees with some basic background information about vaccines and how this relates to the current COVID-19 vaccines approved for use.  This web seminar will not provide medical, legal, or policy advice or opinions on the current COVID-19 pandemic.

 

Freebies for Science Teachers, February 16, 2021

By Debra Shapiro

Freebies for Science Teachers, February 16, 2021

 

Designing for Social Justice in Science Teaching and Learning: Working Toward Rightful Presence

By Angela Calabrese Barton and Edna Tan

Posted on 2021-02-11

 

Press Release

NSTA Unveils New Resources to Support K-12 Educators in Planning Science Lessons

From The Digestive System to Newton’s Second Law, NSTA Daily Do Playlists Provide Guidance to Teachers on How Best to Navigate Students from One Lesson to the Next

 

Press Release

Erika Shugart Selected as New Executive Director of the National Science Teaching Association

Ph.D. Scientist and Long-time Leader in Informal Science Education and Science Communication Selected to Lead Nation’s Science Educators Organization

Erika Shugart Selected as New Executive Director of the National Science Teaching Association

 

From the Field: Events and Opportunities, February 9, 2021

By Debra Shapiro

From the Field: Events and Opportunities, February 9, 2021

Subscribe to
Asset 2