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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.

Perspectives on Algebra I Tutoring Experiences With Students With Learning Disabilities

The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutors and the school.

Author/Presenter

Casey Hord

Anna F. DeJarnette

Lead Organization(s)
Year
2020
Short Description

The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers.

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.

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.

Empirical Research on K-16 Climate Education: A Systematic Review of the Literature

Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research associated with climate education has also increased.

Author/Presenter

Devarati Bhattacharya

Kim Carroll Steward

Cory T. Forbes

Year
2021
Short Description

Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research associated with climate education has also increased. We used an exhaustive, stepwise process to search for and identify relevant literature, systematically analyzing 178 empirical, peer-reviewed studies focused on climate literacy and education in formal K-16 settings.

Empirical Research on K-16 Climate Education: A Systematic Review of the Literature

Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research associated with climate education has also increased.

Author/Presenter

Devarati Bhattacharya

Kim Carroll Steward

Cory T. Forbes

Year
2021
Short Description

Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research associated with climate education has also increased. We used an exhaustive, stepwise process to search for and identify relevant literature, systematically analyzing 178 empirical, peer-reviewed studies focused on climate literacy and education in formal K-16 settings.

Climate Education in Secondary Science: Comparison of Model-based and Non-Model-based Investigations of Earth’s Climate

In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC). Building on past research on teaching and learning about Earth’s climate, we use an Evidence-Based Reasoning framework to assess student tasks and interviews from a 3-week, project-developed, model-based curriculum.

Author/Presenter

Devarati Bhattacharya

Kim Carroll Steward

Cory T. Forbes

Lead Organization(s)
Year
2021
Short Description

In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC).

Secondary Mathematics Teachers’ Use of Students’ Incorrect Answers in Supporting Collective Argumentation

This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation. Three ways of supporting argumentation when students contributed incorrect answers are exemplified, and the structures of these arguments are investigated. Then, by focusing on the correctness of argument components as represented by the diagrams, we developed a potential model of levels of validity in classroom-based argumentation.

Author/Presenter

Yuling Zhuang

AnnaMarie Conner

Year
2022
Short Description

This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation.

Teachers’ Pedagogical Content Knowledge in Mathematics and Science A Cross-Disciplinary Synthesis of Recent DRK-12 Projects

This review synthesized insights from 27 NSF-funded projects, totaling $62 million, that studied pedagogical content knowledge (PCK) in STEM education from prekindergarten (PreK) to Grade 12, split roughly equally across mathematics and science education. The projects primarily applied correlational/observational and longitudinal methods, often targeted teaching in the middle school grades, and used a wide variety of approaches to measure teachers’ PCK.

Author/Presenter

David Miller

Isabella Pinerua

Jonathan Margolin

Dean Gerdeman

Year
2022
Short Description

This review synthesized insights from 27 NSF-funded projects, totaling $62 million, that studied pedagogical content knowledge (PCK) in STEM education from prekindergarten (PreK) to Grade 12, split roughly equally across mathematics and science education. The projects primarily applied correlational/observational and longitudinal methods, often targeted teaching in the middle school grades, and used a wide variety of approaches to measure teachers’ PCK. The projects advanced substantive knowledge about PCK across four major lines of research, especially regarding the measurement and development of PCK.

Modeling in Science Education: A Synthesis of Recent Discovery Research PreK-12 Projects

This review synthesizes findings from 18 NSF-funded projects, totaling nearly $22 million, that studied scientific modeling in science education from prekindergarten to Grade 12. The projects typically used descriptive designs to understand digital and nondigital modeling resources that help students explore scientific phenomena. Further, the projects provide initial evidence that resources supporting student modeling, such as modeling platforms and computer simulations, can promote science learning.

Key Findings

Author/Presenter

Jonathan Margolin

Isabella Pinerua

Dean Gerdeman

Year
2022
Short Description

This review synthesizes findings from 18 NSF-funded projects, totaling nearly $22 million, that studied scientific modeling in science education from prekindergarten to Grade 12. The projects typically used descriptive designs to understand digital and nondigital modeling resources that help students explore scientific phenomena. Further, the projects provide initial evidence that resources supporting student modeling, such as modeling platforms and computer simulations, can promote science learning.