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Archive: Transforming Science Learning: Teaching Students the Science of COVID-19: How Can I Protect Myself and Others?, August 26, 2020
As districts develop plans for their 2020-21 school year, science educators will play an important role in educating students about COVID-19 and the underlying science and social science of the pandemic. At the Smithsonian, we hypothesize that students are more likely to engage in protective behaviors if they understand the science of WHY they are being asked to engage in these behaviors (e.g., wearing face masks, physical distancing, contact tracing, sorting through claims and evidence, etc).
As districts develop plans for their 2020-21 school year, science educators will play an important role in educating students about COVID-19 and the underlying science and social science of the pandemic. At the Smithsonian, we hypothesize that students are more likely to engage in protective behaviors if they understand the science of WHY they are being asked to engage in these behaviors (e.g., wearing face masks, physical distancing, contact tracing, sorting through claims and evidence, etc).
As districts develop plans for their 2020-21 school year, science educators will play an important role in educating students about COVID-19 and the underlying science and social science of the pandemic. At the Smithsonian, we hypothesize that students are more likely to engage in protective behaviors if they understand the science of WHY they are being asked to engage in these behaviors (e.g., wearing face masks, physical distancing, contact tracing, sorting through claims and evidence, etc).
As districts develop plans for their 2020-21 school year, science educators will play an important role in educating students about COVID-19 and the underlying science and social science of the pandemic. At the Smithsonian, we hypothesize that students are more likely to engage in protective behaviors if they understand the science of WHY they are being asked to engage in these behaviors (e.g., wearing face masks, physical distancing, contact tracing, sorting through claims and evidence, etc).
Early Childhood Elementary Informal Education | Daily Do
How Can We Tell What Season It Is?
Freebies for Science Teachers, Week of August 7
By Debra Shapiro
Research and Teaching
Effect of Exam Wrappers on Student Achievement in Multiple, Large STEM Courses
Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)
By Linda C. Hodges, Lisa C. Beall, Eric C. Anderson, Tara S. Carpenter, Lili Cui, Elizabeth Feeser, Tiffany Gierasch, Kalman M. Nanes, H. Mark Perks, and Cynthia Wagner
Metacognition, the ability to think about and regulate one’s thinking, is an important factor in effective student learning. One intervention to promote student metacognition is the exam wrapper—a reflection students complete after an exam noting how their performance related to their preparation. Results are mixed on the effect of the exam wrapper use on student achievement in single STEM courses. In this study, we implemented exam wrappers in five large science and math courses and examined their impact on students’ course outcomes, as well as students’ self-reported behaviors on the Metacognitive Awareness Inventory (results for over 1,100 distinct individuals). Our data include a subset of students who completed exam wrappers in multiple courses simultaneously. We observed a modest but statistically significant positive relation between exam wrapper use and course grades in each course. The relation between exam wrapper use in multiple courses and cumulative grade point average was also statistically significant for male students. These results did not correlate with students’ metacognitive awareness, however. These findings have important implications for how instructors construct and implement wrappers to maximize their potential usefulness.
Metacognition, the ability to think about and regulate one’s thinking, is an important factor in effective student learning. One intervention to promote student metacognition is the exam wrapper—a reflection students complete after an exam noting how their performance related to their preparation. Results are mixed on the effect of the exam wrapper use on student achievement in single STEM courses.
Metacognition, the ability to think about and regulate one’s thinking, is an important factor in effective student learning. One intervention to promote student metacognition is the exam wrapper—a reflection students complete after an exam noting how their performance related to their preparation. Results are mixed on the effect of the exam wrapper use on student achievement in single STEM courses.
Research and Teaching
Less Text, More Learning
A Modest Instructional Strategy That Supports Language-Learning Science Students
Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)
By Benjamin Wiggins, Hannah Jordt, and Kerri Wingert
English language learners are increasingly entering classrooms using student-centered instruction that places a greater emphasis on spoken language. While active learning is beneficial for a range of student outcomes, these practices force language learners to carry a heavy cognitive load in a complex and challenging environment. This experiment varied the complexity of the learning experience across a large, multi-section active classroom by presenting different versions of an in-class worksheet to each section. This experiment was controlled for instructor, topic, content, and environment, and treatment groups varied only in lexical density and amount of the language used on a worksheet. This modest variation in instruction corresponded to significantly improved learning as demonstrated on a pre- and post test for international students who represent a conservative proxy group for language learners. These data imply that the effectiveness of active learning strategies can be enriched for English language learners by designing learning materials that are simplified in language.
English language learners are increasingly entering classrooms using student-centered instruction that places a greater emphasis on spoken language. While active learning is beneficial for a range of student outcomes, these practices force language learners to carry a heavy cognitive load in a complex and challenging environment. This experiment varied the complexity of the learning experience across a large, multi-section active classroom by presenting different versions of an in-class worksheet to each section.
English language learners are increasingly entering classrooms using student-centered instruction that places a greater emphasis on spoken language. While active learning is beneficial for a range of student outcomes, these practices force language learners to carry a heavy cognitive load in a complex and challenging environment. This experiment varied the complexity of the learning experience across a large, multi-section active classroom by presenting different versions of an in-class worksheet to each section.
Research and Teaching
Learning Science With Mobile Technologies
Opportunities for Enhancing Preservice Elementary Teachers’ Science Conceptual Understanding
Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)
By Deepika Menon, Zarah Salas, Allison Mellendick, Meera Chandrasekhar, and Dorina Kosztin
The use of technology is increasing rapidly in our society, and classroom teachers must recognize the impact and importance of technology in the lives of their students. It is crucial that college faculty involved in teacher training design courses that integrate mobile technologies to prepare the next generation of teachers. In this study, we investigate the effectiveness of an iPad-based curriculum app, Exploring Physics, to enhance preservice elementary teachers’ physics conceptual understanding in a physical science content course. Data were collected using a pre-and postPhysics Conceptual Understanding (PCU) survey and open-ended questionnaires. We found significant statistical gains in participants’ (N = 73) physics conceptual understanding at the end of the course. Qualitative findings suggest that the learning experience allowed participants to experience the pedagogical affordances of mobile technologies as learners and future teachers and found themselves to be more comfortable with the idea of integrating technology into their future classrooms. The results of this study provide insights into the importance of providing preservice teachers with opportunities to experience the use of mobile technologies in their teacher preparation programs.
The use of technology is increasing rapidly in our society, and classroom teachers must recognize the impact and importance of technology in the lives of their students. It is crucial that college faculty involved in teacher training design courses that integrate mobile technologies to prepare the next generation of teachers. In this study, we investigate the effectiveness of an iPad-based curriculum app, Exploring Physics, to enhance preservice elementary teachers’ physics conceptual understanding in a physical science content course.
The use of technology is increasing rapidly in our society, and classroom teachers must recognize the impact and importance of technology in the lives of their students. It is crucial that college faculty involved in teacher training design courses that integrate mobile technologies to prepare the next generation of teachers. In this study, we investigate the effectiveness of an iPad-based curriculum app, Exploring Physics, to enhance preservice elementary teachers’ physics conceptual understanding in a physical science content course.
Research and Teaching
A Journey to Acceptance
A Study of Biology Majors’ Attitudes Toward Evolution Throughout Their University Coursework
Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)
By Chad Talbot, Zeegan George, and T. Heath Ogden
The main objective of this study was to characterize the acceptance of evolution among biology majors. Semi-structured interviews were carried out to track the opinions of students in relation to two aspects of evolution: (1) attitudes toward evolution in general and (2) attitudes toward human evolution. The participants characterized their acceptance of evolution for three distinct times during their university coursework; (1) at the beginning of their degree (before attending the university), (2) at the beginning of the capstone evolution course, and (3) at the end of the evolution course. Their acceptance of evolution in general changed from 31% to 79% to 98%, respectively, and their acceptance of human evolution changed from 26% to 55% to 95.2% respectively. This study investigated some of the factors that influence acceptance, such as an increased knowledge of the evidences, a religious scientist role model, and a reconciliation of scientific and religious worldviews. The results indicate that for biology majors in this study, the accumulated knowledge of the evidences of evolution over the duration of their degrees was the most influential factor.
The main objective of this study was to characterize the acceptance of evolution among biology majors. Semi-structured interviews were carried out to track the opinions of students in relation to two aspects of evolution: (1) attitudes toward evolution in general and (2) attitudes toward human evolution.
The main objective of this study was to characterize the acceptance of evolution among biology majors. Semi-structured interviews were carried out to track the opinions of students in relation to two aspects of evolution: (1) attitudes toward evolution in general and (2) attitudes toward human evolution.
High School | Daily Do
How Did The Moth Population Change?
