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Descriptors:
Botany; Scientific Research; Learning Experience; Science Teachers; Science Curriculum; Investigations; Science Activities; Secondary School Science; Measurement Objectives; Measurement Techniques; Spectroscopy; Energy Education; Instructional Innovation; Laboratory Experiments; Scientific Concepts; Scientific Methodology; Teaching Methods

Abstract:
The process of photosynthesis is central to science curriculum at all levels. This article describes an inquiry-based laboratory investigation developed to explore the impact of light quality on photosynthesis and to connect this process to current research on harvesting solar energy, including bioenergy, artificial photosynthesis, and solar cells. This laboratory was used with high-school science teachers who then took this experience back to their classrooms. During this exercise, teachers used an economical spectroradiometer to measure the solar spectrum and relate this to photosynthetic light absorption by determining the quality of light beneath trees. Following this investigation, teachers learned about the plant-inspired dye-sensitized solar cells and constructed one. To connect their light quality investigation to the efficiency of photosynthesis and solar cells, teachers then collected data at locations with varying quality and intensity of light. In sum, this investigation provides a crucial connection between photosynthesis and cutting edge research on solar energy technologies. Our learning experience provides a new instructional model for understanding a little investigated aspect of photosynthesis and connects to authentic scientific research. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Teaching Methods; Biology; Scientific Methodology; Laboratory Experiments; Writing for Publication; Instructional Innovation; Science Activities; Science Instruction; Science Laboratories; Student Research

Abstract:
Laboratory experience and skills are not only essential for success in science studies, but are the most exciting and rewarding aspects of science for students. As a result, many biology teachers have become critical of the efficacy of cookbook-type laboratory activities as well as the purposes, practices, and learning outcomes of lab experiments conducted in this regimented way. In our proposed lab approach, instead of asking students to compare and contrast living cells from various kingdoms, we ask that students design and conduct lab experiments to obtain the empirical evidence to disprove both Schleiden's and Schwann's generalizations that all living things, including plants and animals, are composed of identical units called "cells." Students must then write up their findings in a paper intended for publication in a peer-reviewed scientific journal. Through this process, students learn the scientific method; concepts such as testability, falsifiability, and repeatability; and the requirements of communicating scientific findings through peer-reviewed publication. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Pedagogical Content Knowledge; Science Instruction; Biology; Heredity; Botany; Science Curriculum; Secondary School Teachers; Classroom Observation Techniques; Semi Structured Interviews; Lesson Plans; Instructional Materials; Science Teachers; Assignments; Educational Strategies; Grounded Theory; Integrated Activities; National Standards; State Standards; Data Analysis

Abstract:
This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the photosynthesis and heredity instruction of four teachers who were working at the same high school with the same curricular materials. Data sources included classroom observations, semi-structured interviews, lesson plans, instructional materials, and students' work samples. Data were analyzed through three different approaches: (a) in-depth analysis of explicit PCK, (b) enumerative approach, and (c) the constant comparative method. Data analysis indicated five salient features of the integration of the PCK components: (a) the integration of the components was idiosyncratic and topic-specific; (b) Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations were central in the integration; (c) Knowledge of Science Curriculum and Knowledge of Assessment of Science Learning had most limited connection with other components; (d) Knowledge of Assessment of Science Learning was more often connected with Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations than with the other components; and (e) Didactic Orientations toward Teaching Science directed Knowledge of Instructional Strategies and Representations inhibiting its connection with other components. This study highlights that the quality of PCK depends on the coherence among the components as well as the strength of individual components. From a methodological perspective, this study demonstrates the possibility to make PCK more visible and accessible by using a PCK Map, a pictorial representation of the interactions of the PCK components. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Video Games; Teaching Methods; Botany; Barriers; Science Instruction; Secondary School Science; Science Education; Educational Technology; Educational Games; Computer Games; Instructional Effectiveness; Curriculum Implementation; Mixed Methods Research; Interviews; Pretests Posttests; Web Browsers; Web Based Instruction

Abstract:
Simulations and games are not new artifacts to the study of science in secondary school settings (Hug, Kriajcik and Marx 2005), however teachers remain skeptical as to their value, use and appropriateness (Rice 2006). The difficulty is not only the design and development of effective play environments that produce measurable changes in knowledge and/or understanding, but also in their on-the-ground use (Jaipal and Figg 2010). This paper reports on the use of a science-focused video game in five very different secondary school settings in Ontario, Canada. A mixed-methods approach was used in the study, and included data gathered on general gameplay habits and technology use, as well as informal interviews with teachers and students who played the game. In total, 161 participants played a series of games focused on the "life of a plant", and were given both a pre and post quiz to determine if the game helped them retain and/or change what they knew about scientific processes like plant cell anatomy and photosynthesis. Participants showed statistically significant improvement on quizzes that were taken after playing the game for approximately one-hour sessions, despite difficulties in some cases both accessing and playing the game for the full hour. Our findings also reveal the ongoing challenges in making use of technology in a variety of school sessions, even when using a browser-based game, that demanded very little other than a reliable internet connection. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Heat; Laboratory Experiments; Science Activities; Inquiry; Science Experiments; Thermodynamics; Scientific Concepts; Water; Energy; Radiation; Secondary School Science

Abstract:
A recipe is a great way to learn about the procedure and the variables (or "ingredients") involved. Cookbooks are comforting and valuable: They're easy to follow, and people know what they'll get. The problem is that cookbook labs end just when things get interesting. The excitement of science is in understanding the discovery and pursuing the questions that arise--a reasonable definition of inquiry. Lab experiments fall on a spectrum from cookbook to open inquiry with guided inquiry somewhere in the middle. Experiments that progress from scaffolded to open investigations give the teacher a range of options and the student a path leading from a structured to a more adventurous experience. The best labs clearly define the procedure, include meaningful scientific content, and ask interesting questions. This article discusses four labs--centered on the science of heat transfer--that define the procedure, include meaningful scientific content, and ask interesting questions. The simple extensions described lead to more complex issues and opportunities for inquiry. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physics; Medicine; Science Instruction; Jargon; Units of Study; Relevance (Education); Laboratory Experiments; Science Activities; Medical Education; Nursing Education; Medical Students; Nursing Students; Physiology; College Science; Secondary School Science

Abstract:
Two of the most frustrating things for me as a teacher are the way units and jargon can get in the way of understanding concepts. When I teach pre-nursing and medical students about blood pressure, they end up memorizing a lot of information that would be obvious if they had remembered some of their basic physics--particularly the ability to change units. Of course, the other solution would be to use units that make sense to the students. Some non-majors taking physics classes are thinking about careers in the medical field, but often don't see the connection between physics and their interest in medicine. However, there are a number of ways instructors can build on students' interests to help them explore real-world applications of physics "and" medicine. This laboratory exercise provides an example of one such connection, by engaging students in considering why large "g"-forces may cause individuals to "black out." We have used this activity with success in a pre-nursing physiology class and believe it could be easily adapted for teachers of high school physics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physics; Science Instruction; Graphs; Introductory Courses; Secondary School Science; Science Activities; Laboratory Experiments

Abstract:
Students entering physics courses in high school have seen graphs for years in math and science classes, but often do not have a deep understanding of the physical meaning of the graphs. This introductory activity is designed to allow students to collect data for a real world or physical situation (the height versus volume of water held in everyday drinking glasses), and interpret the meaning of the graph and how it describes the physical situation. This activity is well suited for students who don't have much physics knowledge. It uses familiar objects to start developing the skills of making and interpreting graphs and then relating them to the physical situations they analyze. These skills are used heavily all year in our physics classes, which are based on the Modeling Instruction in Physics framework developed at Arizona State University. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Chemistry; Science Instruction; Plastics; Inquiry; Active Learning; Secondary School Science; College Science; Science Activities; Laboratory Experiments; Laboratory Procedures

Abstract:
Plastics are more prevalent in our society than ever before, yet the general public has a limited understanding of why plastics have properties that are vastly different from other common materials such as glass and ceramics. This lab is designed to introduce students to several introductory principles of polymer science and their relation to the plastics industry, while providing points for discussing some of the possible environmental and health hazards associated with plastics. In this lab, students polymerize epsilon-caprolactone to polycaprolactone and then investigate the properties of the resulting polymer. The procedure is inquiry-based in that students are tasked with determining a method for mechanical testing and with pooling the class data to determine and interpret the resulting mechanical property trend. Follow-up questions are designed to help students understand this trend and how it relates to common plastics. This procedure has been successful in a college setting and an AP chemistry class in high school. (Contains 1 table, 1 figure, and 2 schemes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Animals; Brain; Gender Differences; Visual Aids; Instructional Materials; College Science; Science Instruction; Biology; Undergraduate Students; Science Activities; Laboratory Experiments; Instructional Effectiveness

Abstract:
Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome these barriers by creating digital tools, including an image library of song nuclei from zebra finch brains. Students using this library replicate and extend a published experiment examining the dose of estradiol required to masculinize the female zebra finch brain. We have used this library for several terms, and students not only obtain significant experimental results but also make gains in understanding content, experimental controls, and inferential statistics (analysis of variance and post hoc tests). We have provided free access to these digital tools at the following website: http://mdcune.psych.ucla.edu/modules/birdsong. (Contains 6 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Biology; Science Activities; Science Instruction; Scientific Concepts; High School Students; Forestry; Botany; Class Activities

Abstract:
The growth of a pine tree is examined by preparing "tree cookies" (cross-sectional disks) between whorls of branches. The use of Christmas trees allows the tree cookies to be obtained with inexpensive, commonly available tools. Students use the tree cookies to investigate the annual growth of the tree and how it corresponds to the number of whorls on the tree. Height-diameter and height-age relationships are also investigated. While aimed at high school classes, the procedure can be adapted for younger students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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