High

Teaching Earth and Environmental Science using Model-Evidence Link Diagrams

High-quality science education is essential for students to become scientifically literate. Model-Evidence Link (MEL) diagrams and build-a-MEL (baMEL) diagrams are instructional scaffolds that create an opportunity for students to build scientific understanding through the evaluation of the connections between evidence and alternative explanations of a scientific phenomenon. The MELs and baMELs allow for a natural incorporation of three-dimensional learning that has been recommended by the Next Generation Science Standards to enhance students’ comprehension.

Author/Presenter

Erin Colfax

Ananya M. Matewos

Janelle M. Bailey

Lead Organization(s)
Year
2020
Short Description

High-quality science education is essential for students to become scientifically literate. Model-Evidence Link (MEL) diagrams and build-a-MEL (baMEL) diagrams are instructional scaffolds that create an opportunity for students to build scientific understanding through the evaluation of the connections between evidence and alternative explanations of a scientific phenomenon. The MELs and baMELs allow for a natural incorporation of three-dimensional learning that has been recommended by the Next Generation Science Standards to enhance students’ comprehension. Through this science teaching methodology, students are able to see that by diagramming and then writing about one’s thoughts about the connections between evidence and explanations, one can deepen their understanding of scientific concepts.

The Origins build-a-MEL: Introducing a Scaffold to Explore the Origins of the Universe

The origin of the Universe is something that people have pondered for thousands of years. As evidence has mounted, the Big Bang theory has become the consensus scientific model. Much of this same evidence refutes opposing theories such as the earlier Steady State model. The NGSS for high school includes the nature of and evidence for the Big Bang, providing a rich opportunity to explore—with the help of a scaffold—the connections between evidence and competing models about the origins of the Universe.

Author/Presenter

Janelle M. Bailey

Timothy G. Klavon

Archana Dobaria

Lead Organization(s)
Year
2020
Short Description

The origin of the Universe is something that people have pondered for thousands of years. As evidence has mounted, the Big Bang theory has become the consensus scientific model. Much of this same evidence refutes opposing theories such as the earlier Steady State model. The NGSS for high school includes the nature of and evidence for the Big Bang, providing a rich opportunity to explore—with the help of a scaffold—the connections between evidence and competing models about the origins of the Universe.

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.

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).