Science

The Curious Construct of Active Learning

The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER).

Author/Presenter
Doug Lombardi

Thomas F. Shipley

Astronomy Team

Biology Team

Chemistry Team

Engineering Team

Geography Team

Geoscience Team

Physics Team

Lead Organization(s)
Year
2021
Short Description

The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture.

Beyond Assessing Knowledge about Models and Modeling: Moving toward Expansive, Meaningful, and Equitable Modeling Practice

Schwarz, C., Ki, L., Salgado, M., & Manz, E. (2022). Beyond assessing knowledge about models and modeling: Moving towards expansive, meaningful and equitable modeling practice. Journal of Research in Science Teaching, 1-11.

Author/Presenter

Christina V. Schwarz

Li Ke

Michelle Salgado

Eve Manz

Year
2022
Short Description

This article focused on expansive, meaningful, and equitable modeling practice.

Interlocking Models as Sites of Modeling Practice and Conceptual Innovation

A central goal of both professional and classroom-based scientific communities is building and testing explanatory models of the natural world. The process of modeling a complex phenomenon often requires working across representational systems of differing scales, modalities, and purposes.

Author/Presenter

Chris Georgen

Eve Manz

Lead Organization(s)
Year
2021
Short Description

The process of modeling a complex phenomenon often requires working across representational systems of differing scales, modalities, and purposes. When put into contact, entities across multiple representational systems can become related or “interlock.” This paper describes how students drew from multiple representational systems to construct “interlocking models” and how reasoning with interlocking models supported meaningful practice and conceptual innovation.

No Science Fair? No Problem. Engaging Students in Science Communication through Peer Review and Publication in a Remote World

Since March 2020, in-person science competitions have been cancelled or moved to a virtual space. This reality has encouraged teachers and students to find alternative ways to disseminate student research and participate in a scientific community. Participating in the peer review and publication of one’s research offers one such alternative. The Journal of Emerging Investigators (JEI) is a free, online, peer-reviewed science journal specifically for middle school and high school students.

Author/Presenter

Eddie Rodriguez

Michael Mazzola

Sarah C. Fankhauser

Lead Organization(s)
Year
2022
Short Description

This article describes resources that are freely available to help teachers navigate the peer review and publication processes and guide their students through the successful completion of submission and publication of their research papers.

Participating in the Scientific Publication Process: Exploring How Pre-college Students Perceive Publication within the Scientific Enterprise

Scientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the development of scientific inquiry skills in the pre-college science classroom, thus undermining a true understanding of what it means to do science. In this study, we examined middle and high school student perceptions of scientific inquiry and the role of disciplinary literacy practices after engaging in scientific review and publication of their research papers.

Author/Presenter

Gwendolynne Reid

Gwendolyn Mirzoyan

Clara Meaders

Olivia Ho-Shing

Lead Organization(s)
Year
2021
Short Description

Scientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the development of scientific inquiry skills in the pre-college science classroom, thus undermining a true understanding of what it means to do science. In this study, we examined middle and high school student perceptions of scientific inquiry and the role of disciplinary literacy practices after engaging in scientific review and publication of their research papers.

Elementary Preservice Teachers’ Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter

Developing knowledge about science instruction is critical for preservice teachers. This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its interactions—a foundational topic for teaching physical science.

Author/Presenter

Allison K. Bookbinder

Jamie N. Mikeska

Heena R. Lakhani

Lead Organization(s)
Year
2022
Short Description

This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its interactions—a foundational topic for teaching physical science.

Rethinking Online Science Learning: Creating Virtual Research Experiences using Digitized Museum Specimens

Butcher, K. R., Larson, M., Lane, M., & Power, M. (2022). Rethinking Online Science Learning: Creating Virtual Research Experiences using Digitized Museum Specimens. Connected Science Learning, 4(2).

Author/Presenter

Kirsten R. Butcher

Madlyn Larson

McKenna Lane

Mitchell J. Power

Lead Organization(s)
Year
2022
Short Description

This article focused on creating virtual research experiences using digitized museum specimens.

Informal Learning with Extended Reality Environments: Current Trends in Museums, Heritage, and Tourism

This chapter discusses the capabilities of extended reality technology in informal learning environments, such as museums and cultural heritage sites. Recent developments in extended reality technologies have led to increased integration into these informal learning spaces and have heightened the need for a systematic investigation into the affordances of modern multimedia representations spanning tangible to virtual mediums.

Author/Presenter

Eric Poitras

Kirsten R. Butcher 

Lead Organization(s)
Year
2021
Short Description

This chapter discusses the capabilities of extended reality technology in informal learning environments, such as museums and cultural heritage sites. The chapter critically appraises several affordances of extended reality technologies while expanding on these notions by outlining the cognitive theory of multimedia learning to inform practical instructional design principles.

Museum Leadership for Engaging, Equitable Education: The Transformative Potential of Digitized Collections for Authentic Learning Experiences

Museums are local-to-global organizations operating in a digitized, distributed, and diverse 21st century world. Museums leaders face significant challenges in achieving broader relevance, meaningful engagement, and equitable outreach. This article examines the transformative potential of digitized collections to increase public engagement and enhance authentic educational efforts of museums, with specific emphasis on visual media as a key resource to achieve these outcomes.

Author/Presenter

Kirsten R. Butcher

Mitchell J. Power

Madlyn Larson

Matthew P. Orr

Susana Velásquez-Franco

Michelle A. Hudson

Vanessa J. Bailey

Lead Organization(s)
Year
2021
Short Description

Museums are local-to-global organizations operating in a digitized, distributed, and diverse 21st century world. Museums leaders face significant challenges in achieving broader relevance, meaningful engagement, and equitable outreach. This article examines the transformative potential of digitized collections to increase public engagement and enhance authentic educational efforts of museums, with specific emphasis on visual media as a key resource to achieve these outcomes.

Using Climate Models to Learn About Global Climate Change

Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Using climate models to learn about global climate change. The Science Teacher, 88(1), 58-66.

Author/Presenter

Devarati Bhattacharya

Kimberly Carroll Steward

Mark Chandler

Cory Forbes

Year
2020
Short Description

This article focuses on investigating the phenomenon of increasing surface air temperatures using a global climate modeling approach.