Joinfeature
Using Growth Rings on Wooden Blocks and Plywood to Enhance Students’ Spatial Reasoning Skills
Journal of College Science Teaching—May/June 2023 (Volume 52, Issue 5)
By Jeff B. Chaumba and Josphine Chaumba
Spatial reasoning is one of the most challenging skills to master in the science, technology, engineering, and mathematics (STEM) fields. This article reports the results of a teaching intervention that involved using wooden blocks to enhance the development of spatial reasoning in an undergraduate-level introductory geology course. Wooden blocks with growth rings that mimic folded rock layers and plywood that mimicked horizontal layers were used as aids to teach geologic structures in the fall 2018 and spring 2019 semesters. The teaching intervention was evaluated by comparing the exam scores of students who had taken the course before and after the use of the wooden blocks teaching tool. Comparison of students’ test scores in spring 2017 with fall 2018 and spring 2019 showed substantial improvements, a 20%–25% increase in their geologic structure questions. Results from an independent samples t-test also suggest that the new teaching tool was effective in both semesters.
Spatial reasoning is one of the most challenging skills to master in the science, technology, engineering, and mathematics (STEM) fields. This article reports the results of a teaching intervention that involved using wooden blocks to enhance the development of spatial reasoning in an undergraduate-level introductory geology course. Wooden blocks with growth rings that mimic folded rock layers and plywood that mimicked horizontal layers were used as aids to teach geologic structures in the fall 2018 and spring 2019 semesters.
Spatial reasoning is one of the most challenging skills to master in the science, technology, engineering, and mathematics (STEM) fields. This article reports the results of a teaching intervention that involved using wooden blocks to enhance the development of spatial reasoning in an undergraduate-level introductory geology course. Wooden blocks with growth rings that mimic folded rock layers and plywood that mimicked horizontal layers were used as aids to teach geologic structures in the fall 2018 and spring 2019 semesters.
Research & Teaching
Using Popular Fiction to Inspire Scientific Inquiry
Journal of College Science Teaching—May/June 2023 (Volume 52, Issue 4)
By Kristin Cook and Winn Wheeler
Many teacher educator preparation programs do not provide opportunities for preservice teachers (PSTs) to experience and examine the use of popular fiction as a connection point to science teaching. This study explores a unit designed to support PSTs in learning and applying core concepts and processes of literacy and science by leveraging a popular fiction text in their literacy and science methods courses in a concerted effort to better prepare teachers to integrate literacy and science in their own future classrooms.
Many teacher educator preparation programs do not provide opportunities for preservice teachers (PSTs) to experience and examine the use of popular fiction as a connection point to science teaching. This study explores a unit designed to support PSTs in learning and applying core concepts and processes of literacy and science by leveraging a popular fiction text in their literacy and science methods courses in a concerted effort to better prepare teachers to integrate literacy and science in their own future classrooms.
Many teacher educator preparation programs do not provide opportunities for preservice teachers (PSTs) to experience and examine the use of popular fiction as a connection point to science teaching. This study explores a unit designed to support PSTs in learning and applying core concepts and processes of literacy and science by leveraging a popular fiction text in their literacy and science methods courses in a concerted effort to better prepare teachers to integrate literacy and science in their own future classrooms.
Research & Teaching
Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program
Journal of College Science Teaching—May/June 2023 (Volume 52, Issue 5)
By Ingelise Giles, Nicole Cook, Zahra Hazari, Maria Fernandez, and Laird Kramer
In response to the demand for more STEM-certified teachers, identity has emerged as a theoretical lens for examining how candidates can be recruited into and retained in the teaching profession. This study explores the intersection between teaching identity and disciplinary identity as they relate to the development of a disciplinary teaching identity. Survey responses were collected from students in a teaching recruitment class for STEM majors, and regression models were developed to predict disciplinary teaching identity and program persistence. Findings from both models indicated that teaching identity is a strong predictor of both disciplinary teaching identity and program persistence, but disciplinary identity plays less of a role. These findings align with previous qualitative research on teacher identity development. Additionally, these findings highlight a need to engage STEM faculty in efforts to recruit students who strongly identify with STEM into the teaching profession.
In response to the demand for more STEM-certified teachers, identity has emerged as a theoretical lens for examining how candidates can be recruited into and retained in the teaching profession. This study explores the intersection between teaching identity and disciplinary identity as they relate to the development of a disciplinary teaching identity. Survey responses were collected from students in a teaching recruitment class for STEM majors, and regression models were developed to predict disciplinary teaching identity and program persistence.
In response to the demand for more STEM-certified teachers, identity has emerged as a theoretical lens for examining how candidates can be recruited into and retained in the teaching profession. This study explores the intersection between teaching identity and disciplinary identity as they relate to the development of a disciplinary teaching identity. Survey responses were collected from students in a teaching recruitment class for STEM majors, and regression models were developed to predict disciplinary teaching identity and program persistence.
special feature
Conversion of Traditional Face-to-Face MLS Hematology Courses Into Remote Delivery
Journal of College Science Teaching—May/June 2023 (Volume 52, Issue 5)
By Sanjeeda Jafar, Shruti Budhani, and Diane Wilson
The design of a hybrid Hematology I course (prepandemic) was adopted for Hematology II and facilitated our conversion of Hematology II into a fully remote course by fall 2020, after the university went into remote instruction. When the university suspended face-to-face (F2F) classes in March 2020, only the laboratory final exam was pending for Hematology I, and it was therefore administered remotely. Because students had taken another F2F practical exam before lockdown, we were able to compare the two. There was a significant difference between the practical examination grades for the online versus F2F exams: 94% vs. 77% mean scores, respectively. However, there was no difference between the written portion of the exams. In this article, we report the final lab and lecture grades for both courses. In spring 2021, our students completed their clinical practicums with our hospital affiliates and received scores of ≥ 90%. We also report the performance of students who sat for the American Society of Clinical Pathology Board of Certification (BOC) examination for medical laboratory scientists. All students who appeared in the BOC examination performed satisfactorily in the hematology subdiscipline. These external assessments are positive objective benchmarks for our courses and students.
The design of a hybrid Hematology I course (prepandemic) was adopted for Hematology II and facilitated our conversion of Hematology II into a fully remote course by fall 2020, after the university went into remote instruction. When the university suspended face-to-face (F2F) classes in March 2020, only the laboratory final exam was pending for Hematology I, and it was therefore administered remotely. Because students had taken another F2F practical exam before lockdown, we were able to compare the two.
The design of a hybrid Hematology I course (prepandemic) was adopted for Hematology II and facilitated our conversion of Hematology II into a fully remote course by fall 2020, after the university went into remote instruction. When the university suspended face-to-face (F2F) classes in March 2020, only the laboratory final exam was pending for Hematology I, and it was therefore administered remotely. Because students had taken another F2F practical exam before lockdown, we were able to compare the two.
point of view
Maximizing Learning Objectives in Undergraduate Research Journals
Journal of College Science Teaching—May/June 2023 (Volume 52, Issue 5)
By Shamel Basaria, Taylor S. Ginieczki, Shloka V. Janapaty, Rohan Nigam, and Davis H. Smith
Undergraduate research journals (URJs) introduce students to the peer review and publication processes, teaching them to write manuscripts that will be reviewed for scientific rigor. Although the merits of URJs have been debated, this article argues that URJs can achieve learning objectives for both student authors and editorial teams. We suggest several guiding principles to maximize URJs’ potential, including robust social support and official institutionalization. This process involves developing a closer relationship between graduate mentors and undergraduate editors, rigorous peer review standards, long-standing relationships with faculty, and publicity committees that give the journal visibility from the moment a student steps foot on campus. We also propose measures to enhance URJs’ accessibility, such as registration with university libraries or crawlable databases.
Undergraduate research journals (URJs) introduce students to the peer review and publication processes, teaching them to write manuscripts that will be reviewed for scientific rigor. Although the merits of URJs have been debated, this article argues that URJs can achieve learning objectives for both student authors and editorial teams. We suggest several guiding principles to maximize URJs’ potential, including robust social support and official institutionalization.
Undergraduate research journals (URJs) introduce students to the peer review and publication processes, teaching them to write manuscripts that will be reviewed for scientific rigor. Although the merits of URJs have been debated, this article argues that URJs can achieve learning objectives for both student authors and editorial teams. We suggest several guiding principles to maximize URJs’ potential, including robust social support and official institutionalization.
Legislative Update
U. S. Senate Takes On Reauthorization of the Education Sciences Reform Act
By Ralph Forsht, Manager, Advocacy & Legislative Affairs
Posted on 2023-05-03
science 101
Q: What Are Some Fun Activities Related to Thunderstorms?
Teaching Teachers
Walking the Walk and Talking the Talk
Symmetry in NGSS teacher professional learning
Science and Children—May/June 2023 (Volume 60, Issue 5)
By Alison Haas, Abigail Schwenger, Leah Master, Scott E. Grapin, and Okhee Lee
start with phenomena
Rainfall, River Height, and Local Relevance
Supporting students’ use of real-world data to explore flash floods
Science and Children—May/June 2023 (Volume 60, Issue 5)
By Lauren E. Brase, Lindsay C. Mossa, and Edward C. Robeck
engineering encounters
Fostering Community-Engaged Problem-Solvers
Utilizing engineering design process to mitigate impacts of natural disasters
Science and Children—May/June 2023 (Volume 60, Issue 5)
By Amanda Rapstad, Rebekah Hammack, and Nicholas Lux
