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Polymer Science Education for Middle School
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| Presenter(s):
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| Jane Beese, University of Akron, jab128@uakron.edu
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| Carin Helfer, University of Akron, chelfer@uakron.edu
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| Abstract:
The Polymer Science Education for Middle School Project provides a model of curriculum and instruction for middle school students, which addresses the need for science career awareness embedded in standards-based science education. The federally funded project spanned a three-year period from 2008-2011. This project involved a learning community of pre-service and in-service science and math teachers; middle school students from a suburban middle school district; professional scientists and engineers; university science education professors, and parents. Project activities included teacher professional development, classroom instruction of science units, Polymer Family Night, career day, and a field trip to a university research laboratory. The purpose of this project and evaluation is to inform members of the science education community interested in interventions and to increase the pool of potential scientists and engineers from the middle school population to enter the higher education pipeline and the professional science community.
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The Maps in Medicine Program: An Evaluation of the Development and Implementation of Life Sciences Curriculum
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| Presenter(s):
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| Jennifer O'Malley, Saint Louis University, jomalley@stchas.edu
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| Abstract:
It is essential for individuals to have an understanding of scientific concepts and many programs have been developed to remedy the dire situation of the lack of science proficiency in the United States. One solution has been provided by the Maps in Medicine (MiM) program at the University of Missouri Columbia, funded by the Howard Hughes Medical Institute. Newly developed MiM curricula are intended to promote positive attitude changes in those students who are currently underrepresented in Science, Technology, Engineering and Mathematics (STEM) fields, with the program also providing professional development to high school science teachers. It was important to determine if MiM's solution to the science education problem has been successful and so the program evaluation piece was integral. A mixed-methods approach was used to evaluate the MiM program. Formative evaluation results indicate a positive response from teachers regarding curriculum and professional development and have identified appropriate improvements.
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Planning and Conducting an Evaluation of an Inquiry-based Science Kit Intervention in Four Public School Districts
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| Presenter(s):
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| Sarah Brasiel, Edvance Research Inc, sbrasiel@edvanceresearch.com
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| Eric Rolfhus, Edvance Research Inc, erolfhus@edvanceresearch.com
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| Leslie Grunden, Edvance Research Inc, lgrunden@edvanceresearch.com
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| Abstract:
Evaluating program implementation and related student and teacher outcomes can be challenging. This paper presents the challenges and lessons learned from an external evaluation of a regional program designed to improve science and literacy achievement for high-needs students in grades K- 6. The program's goals were to strengthen teacher understanding of science and quality of instruction in 4 districts, through professional development and coaching that supports inquiry-based science kit instruction. Lessons learned for evaluators include the importance of communication with project researchers to understand the day-to-day implementation issues that could potentially bias analytic findings, the challenges around access to student-level data to create propensity-score matched samples when random assignment is not possible, the use of descriptive data and graphical representations to improve clarity of the findings to local stakeholders, and documenting implementation issues throughout the study to guide researchers in improving implementation in future years.
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A New Method to Measure Elementary Teachers' Pedagogical Content Knowledge in Science
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| Presenter(s):
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| Nena Bloom, Northern Arizona University, nena.bloom@nau.edu
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| Barbara Austin, Northern Arizona University, barbara.a.austin@nau.edu
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| Sandie Grinnell, Mount Elden Middle School, sgrinnell@fusd1.org
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| Jane Kirkley, Northern Arizona University, jane.kirkley@nau.edu
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| Abstract:
Pedagogical content knowledge (PCK) is one of the three frameworks identified by Shulman (1986) as essential knowledge for teaching. Since that time, numerous books, articles, and research projects have been devoted to examining and explaining PCK throughout the K-20 enterprise. PCK is considered inextricably correlated with teaching quality. Although Shulman defined and described this term, consensus as to what this construct means has never been fully reached in the education community. Consistent with the lack of definition of the term has been the lack of an instrument to adequately measure the construct itself or subconstructs of it (Fredrichsen et al., 2011), making evaluation of PCK growth in science education programs challenging. The authors of this paper will present the pilot results of a new method for measuring elementary teachers' application or operationalization of their pedagogical content knowledge in science using a lesson sequencing task.
Friedrichsen, P., Van Driel, J., & Abell, S. (in press). Taking a closer look at science teaching orientations. Science Education.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
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