JoinPractical Research
Beyond Show-and-Tell
Generating Science Teacher Learning Opportunities Through Powerful PLC Talk
Science Scope—November/December 2021 (Volume 45, Issue 2)
By Amy Ricketts, Katy Muniz, and Jerren Smith
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Using Understanding by Design to Make the Standards Come Alive
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Launching Inquiry Into Motion
Using Launch-Explore-Summarize to Explore Energy and Motion
Science Scope—November/December 2021 (Volume 45, Issue 2)
By Jesse Wilcox, Cat Lucht, Katie Murano, Erin McBroom, and Jerrid Kruse
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Culturally Relevant Partnerships in the Engineering Design Process
Science Scope—November/December 2021 (Volume 45, Issue 2)
By Meredith W. Kier, Lauren A. Grob, Kelly G. Leffel, Deena Khalil, and Turhan Carroll
From the Field: Events and Opportunities, November 2, 2021
By Debra Shapiro
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Shifting From Learning About to Figuring Out
PD Resources to Support Classroom Change
Science Scope—November/December 2021 (Volume 45, Issue 2)
By Katherine L. McNeill, Renee Affolter, and Michael Clinchot
Citizen Science
Taking the Pulse of Our Planet With Nature’s Notebook
Science Scope—November/December 2021 (Volume 45, Issue 2)
By Jill Nugent
From the Editor's Desk
The Importance of Professional Development
Science Scope—November/December 2021 (Volume 45, Issue 2)
By Patty McGinnis
Research & Teaching
Engaging Students at All Academic Levels in an Inquiry-Based Paleoecologic Learning Activity—Even When You Don’t Have the Rocks
Journal of College Science Teaching—November/December 2021 (Volume 51, Issue 2)
By René A. Shroat-Lewis and Melissa Hage
Inquiry-based learning is an educational strategy that emphasizes the student’s role in the learning process by having them propose and test hypotheses through experimentation and/or the collection of observational data. It emphasizes active participation, allowing students to take ownership of their learning. In doing so, inquiry-based learning results in the building of the critical thinking and communication skills necessary for participation in all fields of study. In this study, we provide an example of how to adapt an inquiry-based activity used in upper-level paleontology courses so that it can be used in all paleontology-related courses, as well as in lower-level historical geology courses. In paleoecology, large surfaces of substrate with encrusting organisms provide a wealth of paleoecologic information about the ancient communities and are an excellent tool for inquiry-based learning. However, a challenge in paleoecology is that large slabs of rock containing fossil communities are not easy to obtain. In this exercise, students create a simulated substrate using paper and stickers. Feedback showed that students were engaged in the process of doing science and used the skills that they had learned throughout the semester. They gained self-confidence and realized that they can, in fact, do science.
Inquiry-based learning is an educational strategy that emphasizes the student’s role in the learning process by having them propose and test hypotheses through experimentation and/or the collection of observational data. It emphasizes active participation, allowing students to take ownership of their learning. In doing so, inquiry-based learning results in the building of the critical thinking and communication skills necessary for participation in all fields of study.
Inquiry-based learning is an educational strategy that emphasizes the student’s role in the learning process by having them propose and test hypotheses through experimentation and/or the collection of observational data. It emphasizes active participation, allowing students to take ownership of their learning. In doing so, inquiry-based learning results in the building of the critical thinking and communication skills necessary for participation in all fields of study.
Research & Teaching
Student Active Learning Anxieties Differ by Preferred Seating Location in Introductory Biology Classes
Journal of College Science Teaching—November/December 2021 (Volume 51, Issue 2)
By Elisabeth E. Schussler, Brianna Reynolds, Benjamin J. England, and Jennifer R. Brigati
As undergraduates’ academic distress continues to rise, it is important to consider factors related to classroom anxiety. This study investigated how student anxiety varied by preferred seating location and whether the reasons for their preferred seating location were related to these anxiety levels. In seven introductory biology classes at a large public university, we assessed student anxiety levels about different classroom practices. Students also reported where they preferred to sit in a lecture class and explained why they preferred that location. We coded and created themes from these explanations without knowing the anxiety levels or student seating preferences. We compared anxiety levels among nine preferred seating locations via ANOVA: front-right, front-middle, front-left, middle-right, middle-middle, middle-left, back-right, back-middle, back-left. The back-left had higher group work anxiety. The middle-right had higher anxiety for volunteering, cold calling, and clicker use. The back-left and front-middle had higher test and clicker anxiety. Student explanations for seating preference indicated a balance between wanting to be engaged in the class yet wanting to avoid others and feel comfortable; these reasons did not directly align with anxiety differences, however. We suggest teachers consider how anxiety varies spatially in their classroom to inform their active learning implementation practices.