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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Plants (Botany); Gardening; Community Resources; Grade 4; School Community Relationship; Science Activities; Hands on Science; Teaching Methods; Science Instruction; Elementary School Science; Outdoor Education
Abstract:
A national movement is underway to establish elementary school gardens, which can serve both academic and social purposes. These gardens can positively impact students' science achievement and provide the thematic and hands-on approach especially conducive to learning for students with disabilities. Garden-based learning (GBL) broadens the scope of school gardening to include tools and processes such as indoor seed germination and vermicomposting. Teachers at a suburban elementary school leveraged community resources and the assistance of parents to initiate GBL. They employed this strategy to provide standards-based science and cross-disciplinary instruction, as well as to facilitate inquiry and the development of related process skills. A collaborative fourth grade classroom engaged all learners in investigations about the decomposition of vegetable matter, worm populations, and the impact of fertilizer on plant growth. The experiential and interdisciplinary nature of GBL may make it one key to unlocking learning potential in students with disabilities. (Contains 1 table and 4 figures.)
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Pub Date: |
2005-12-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Science Education; Public Health; Obesity; Physical Activities; Teaching Methods; Consciousness Raising; Science Teachers; Eating Habits; Educational Technology; Measurement Equipment; Outcomes of Education; National Standards; Health Activities; Clubs; Science Activities; Enrichment Activities
Abstract:
The United States is experiencing an obesity epidemic: A science-technology-society public health issue tied to our built environment, which is characterized by heavy dependence on automobiles and reduced opportunities to walk and bicycle for transportation. This presents an informal science education opportunity within "science in personal and social perspectives" to use pedometer technology for enhancing students' understandings about human energy balance. An exploratory study was conducted with 29 teachers to investigate how pedometers could be used for providing academic enrichment to secondary students participating in after-school Health Sciences and Technology Academy clubs. Frequency analysis revealed that the pedometer activities often investigated kilocalorie expenditure and/or incorporated hypothesis testing/experimenting. Teachers' perspectives on learning outcomes most frequently conveyed that students increased their awareness of the importance of health habits relative to kilocalorie intake and expenditure. Pedometers have considerable merit for the regular science curriculum as they allow for numerous mathematics applications and inquiry learning and target concepts such as energy and equilibrium that cut across the "National Science Education Standards." Pedometers and associated resources on human energy balance are important tools that science teachers can employ in helping schools respond to the national call to prevent childhood obesity.
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Pub Date: |
2002-01-00 |
Pub Type(s): |
Collected Works - Proceedings |
Peer Reviewed: |
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Descriptors:
Attitudes; Block Scheduling; Conference Papers; Elementary Secondary Education; Environmental Education; Evaluation; Faculty Development; Inquiry; Mathematics Education; Preservice Teachers; Science Activities; Science Instruction; Scientific Principles; Self Efficacy; Teacher Education; Technology
Abstract:
This document contains the proceedings of the 2002 Annual International Conference of the Association for the Education of Teachers in Science which was held in Charlotte, North Carolina, January 10-13, 2002. Papers include: (1) "Teaching Science Methods Courses with Web-Enhanced Activities" (Alec M. Bodzin); (2) "How Is Your Lawnmower Working? Understanding Scientific Inquiry through Metaphors" (William S. Harwood, Rebecca R. Reiff, and Teddie Phillipson); (3) "Teacher Explanations for Discourse Variations in Elementary Science Methods" (William J. Newman Jr., Paula D. Hubbard, and Sandra K. Abell); (4) "Strategies Enabling Teachers to Critically Analyze Learning and Teaching" (Donna R. Sterling); (5) "A Quantitative Comparison of Instruction Format of Undergraduate Introductory Level Content Biology Courses: Traditional Lecture Approach vs. Inquiry Based for Education Majors" (Jennifer L. Willden, David T. Crowther, Alan A. Gubanich, and John R. Cannon); (6) "Examining the Influence of a Graduate Teaching Fellows Program on Teachers in Grades 7-12" (Stephen L. Thompson, Vicki Metzgar, Angelo Collins, Melvin D. Joeston, and Virginia Shepherd); (7) "Preservice Secondary Science Teacher Apprenticeship Experience with Scientists" (Sherri L. Brown, Kim Bolton, Nancy Chadwell, and Claudia T. Melear); (8) "Views of Science Teachers One-Three Years After a Pre-Service Inquiry-Based Research Course" (Leslie Suters, Claudia T. Melear, and Leslie G. Hickok); (9) "Evaluation of a Model for Supporting the Development of Elementary School Teachers' Science Content Knowledge" (Alicia C. Alonzo); (10) "Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science" (Juanita Jo Matkins, Randy Bell, Karen Irving, Rebecca McNall); (11) "An Extended Examination of Preservice Elementary Teachers' Science Teaching Self- Efficacy" (Patricia D. Morrell and James B. Carroll); (12) "Science, Creationism and Religion: Responses from the Clergy" (Alan Colburn, Laura Henriques, and Michael Clough); (13) "A Card Sorting Task To Elicit Science Teaching Orientations" (Patricia J. Friedrichsen and Thomas M. Dana); (14) "Managing Student/Teacher Co-Construction of Visualizable Models in Large Group Discussion" (John Clement); (15) "Voices in a Reservation School: A Sonata-Form Narrative from a Professor and a Dakota Pre-Service Teacher about Their Professional and Practical Knowledge Teaching Science in Culturally Responsive Ways" (Jo Anne Ollerenshaw and Delberta Lyons); (16) "Discrepant Questioning as a Tool To Build Complex Mental Models of Respiration" (Mary Anne Rea-Ramirez and Maria C. Nunez-Oviedo); (17) "The Influence of a Philosophy of Science Course on Preservice Secondary Science Teachers' View of Nature of Science" (Fouad Abd-El-Khalick); (18) "Developing an Authentic Language for a Web-Searchable, Hypermedia Teacher-Education Database" (E. Barbara Klemm); (19) "Professional Development Models: A Comparison of Duration and Effect" (David T. Crowther and John R. Cannon); and (20) "Chemistry Students' Challenges in Using MBLs in Science Laboratories" (Hakan Yavuz Atar). (MVL)
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Pub Date: |
2001-00-00 |
Pub Type(s): |
Collected Works - Proceedings |
Peer Reviewed: |
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Descriptors:
Attitudes; Block Scheduling; Conference Papers; Elementary Secondary Education; Environmental Education; Evaluation; Inquiry; Mathematics Education; Preservice Teachers; Professional Development; Science Activities; Science Instruction; Scientific Principles; Self Efficacy; Teacher Education; Technology
Abstract:
This document contains the proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science which was held in Costa Mesa, California, January 18-21, 2001. Papers include: (1) "An Elementary Preservice Teacher's Search for Solutions about the Evolution-Divine Creation Question: The Story of Tracy" (Larry D. Yore and Tracey Knopp); (2) "Stars: Evaluating the Use of Video Technology for Modelling Science Process Skills" (Kenneth P. King and Thomas E. Thompson); (3) "Site-Based Professional Development: Learning Cycle and Technology Integration" (Brian L. Gerber, Andrew J. Brovey, and Catherine B. Price); (4) "Professional Development as Inquiry: The Role of Formative Assessment in Professional Development" (Doris Ash, Karen Levitt, and Lin Tucker); (5) "A Comparative Analysis of Science Teacher Education in Global Communities" (Pamela Fraser-Abder); (6) "Infusing Technology to Enhance Science Lessons: Prospective Teachers as Action Researchers Learning to Teach for Conceptual Change" (M. Randall Spaid); (7) "Professional Development for Elementary School Teachers Working with Science Learning Outcomes" (Ken Appleton and Allan Harrison); (8) "Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners' Conceptions of Nature of Science (Fouad Abd-El-Khalick, Norm G. Lederman, Randy L. Bell, and Renee S. Schwartz); (9) "Thinking Reflectively Rather Than Reflexively: A Theoretical Framework for Portfolio Development in Teacher Education" (Christopher Andersen); (10) "Prospective Elementary Teachers' Use of an Online Communicative Tool: Implications for the Use of Technology in Science Teaching Preparation" (Lucy Avraamidou and Barbara Crawford); (11) "Inquiry-Based Research Published in 'I Wonder': The Journal for Elementary School Scientists (1999-2000)" (Michael E. Beeth and Tracy Huziak); (12) "Pre-Service Science and Mathematics Teachers as Cultural Agents: A Transformative Study" (Carolyn Butcher and Gilbert Valadez); (13) "Increased Science Achievement for Adolescent Girls" (Nancy Stubbs and Caryn Hoffman); (14) "What Do We Know about Students' Cognitive Conflict in the Science Classroom: A Theoretical Model of Cognitive Conflict Process" (Gyoungho Lee and Jaesool Kwon); (15) "Science and Language Links" (Zale A. Liu and Valarie L. Akerson); (16) "Learning Science through Reading: Fifth-Grade Students' Conceptualization of Observation and Inference" (Francis S. Broadway and Katherine Taillon); (17) "Does Being Wrong Make Kettlewell Wrong for Science Teaching?" (David Wyss Rudge); (18) "Integrating Technology into Teacher Preparation and K-12 Classrooms" (Vickie D. Harry and R. Elaine Carbone); (19) "Technology: Preservice Teachers' Preparation: Oil: Water" (Patricia D. Morrell and James B. Carroll); (20) "Using Electronic Classrooms and the World Wide Web to Support Science Teaching and Learning: Interactive Session Summary" (Paul Vellom, Marcia Fetters, and Michael Beeth); (21) "The Philosophy, Theory and Practice of Science-Technology-Society Orientations" (Chris Lawrence, Robert Yager, Scott Sowell, Elizabeth Hancock, Yalcin Yalaki, and Paul Jablon); (22) "Eighth-Grade African American Students' Sense-Making of Electricity" (Morgan C. Greene and Francis S. Broadway); (23) "Making Science Accessible: Strategies for Modifying Science Activities to Meet the Needs of a Diverse Student Population" (Marcia Fetters, Dawn Pickard, and Eric Pyle); (24) "An Environmental Education Needs Assessment of K-12 Teachers" (Yvonne Meichtry); (25) "Language Development and Science Inquiry: A Child-Initiated and Teacher-Facilitated Program" (Evelyn P. Klein, Penny L. Hammrich, Stephanie Bloom, and Anika Ragins); (26) "Examining Discourse in Elementary Science Methods: Differences between Science Content and Pedagogy" (William J. Newman, Jr., Paula D. Hubbard, and Sandra K. Abell); (27) "Science Work Experience Programs for Teachers: Refocusing Professional Development Using a Qualitative Lens" (Wendy M. Frazier); (28) "An Extension Analysis on the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers" (Jennifer M. Ritter, William J. Boone, and Peter A. Rubba); (29) "Impact of Global School/University Partnerships on Science Teacher Enhancement" (Jack Hassard and Julie Weisberg); (30) "Learning Together: A Collaboration between Researcher and Classroom Teacher Using Inquiry-Based Instruction" (James T. McDonald); (31) "What Is Necessary to Include in a Science Methods Course for Teachers on Emergency Permits?-- The Role of the Feedback Portfolio" (Hedy Moscovici); (32) "Jumping onto the Portfolio Bandwagon: What Teachers Say about the Process" (Mary Stein); (33) "The Sisters in Science Program: A Three Year Analysis" (Penny L. Hammrich, Greer Richardson, and Beverly Livingston); (34) "Team: Staff Development and Mentoring for Urban Elementary Teachers, Preservice Teachers, and Students" (Kenneth King and Thomas Thompson); (35) "Science as a Way of Knowing: Using Reader Response as a Means to Construct a Personal Understanding of Science Literature" (Robert W. Blake, Jr. and Robert W. Blake); (36) "Getting to the Fourth Year" (Patricia R. Simpson, George Davis, Teresa Shume, David Cline, and Dorrie Tonnis); (37) "Profile Changes for Two Students in a (Mathematics, Science and Technology Education) Preservice Teacher Education Program with Constructivist Views of Teaching and Learning" (Youngsun Kwak and Michael E. Beeth); (38) "Sharing Our Strategies: A Role for Science Teachers" (Pamela Fraser-Abder and Nina Leonhardt); (39) "Sisters in Science: Using Sports as a Vehicle for Science Learning" (Penny L. Hammrich, Greer M. Richardson, Tina Sloan Green, and Beverly Livingston); (40) "Strategies Enabling Collaborative Teacher Teams to Develop and Implement Assessment of Student Understanding of Science" (Donna R. Sterling); (41) "The Bridges Project: Pairing Preservice and Inservice Teachers for Professional Development in Science, Math, and Literacy Using Performance Assessment Tasks as Contexts" (Valerie L. Akerson, Amy McDuffie, and Judith A. Morrison); (42) "Elementary Science Teacher Leadership (ESTL) Program: A Professional Development Model" (Marlene Thier and Herbert Thier); (43) "Secondary Science Teacher Candidates' Beliefs and Practices" (Deborah Waggett); (44) "Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course" (Juanita Jo Matkins and Randy Bell); (45) "Changes in the Philosophies of Teaching of Four Interns during the Internship Year" (Michael J. Wavering); (46) "From Practice to Theory--Narrowing The Gap: First Year Teachers Emerging from a Constructivist Science Education Program" (Michael Dias and Jack Hassard); (47) "Reconceptualizing a General Chemistry Curriculum Using a Standards-Based Approach to Instruction" (Warren J. DiBiase and Eugene P. Wagner); (48) "Documenting Strategies for Two Local Systematic Change Projects" (Larry D. Yore, James A. Shymansky, and John O. Anderson); (49) "Constructing Investigations: Collaborative Professional Development in Technology and Science Education" (Lawrence B. Flick, Walter Gamble, and Dick O'Connor); (50) University Science Majors in Collaborative Partnerships with Elementary Teachers: Inquiry Based Teaching and Learning" (Donna L. Ross and Cheryl L. Mason); (51) "The Relationship between Attitude toward Science and Enrollment in a 4x4 Block Schedule" (James E. Spellman and J. Steve Oliver); (52) "A Revised Introductory-Level College Science Course: Steps Toward an Inclusive Pedagogy" (Tarin H. Weiss); (53) Daughters with Disabilities: A Professional Development Model to Reframe Science, Math, and Technology Education for Girls with Disabilities" (Penny L. Hammrich, Lynda Price, and Graciela Slesaransky-Poe); (54) "The Levels of Accessibility Matrix System for Determining the Appropriateness of Hands-On Science Activities for Students with Disabilities" (E. Barbara Klemm and Joseph R. Laszlo); (55) "The Effects of an After-School Science Program on Middle School Female Students' Attitudes toward Science, Mathematics and Engineering" (Maria M. Ferreira); (56) "Science and Mathematics Professional Development at a Liberal Arts University: Effects on Content Knowledge, Teacher Confidence and Strategies, and Student Achievement" (Cynthia H. Greer); (57) "Sexuality Has a Place in the Science Classroom" (Anne-Marie Scholer); (58) "Drawing on Their Understanding: Using Illustrations to Invoke Deeper Thinking about Plants" (Shannan McNair and Mary Stein); (59) "Block Scheduling Science: Does It Help or Hinder?" (Donna L. Ross and Julie F. Westerlund); (60) "'Just in Time': An Alternative Pathway to Teaching (APT)" (Camille L. Wainwright); (61) "Issues in the Preparation of Teachers to Face the Challenge of the Black-White Achievement Gap in Science: 'I Love Your Questions, But We Have to Get Through This Stuff'" (Charles R. Ault, Jr. and Obed Norman); (62) "Stories From the Field: Challenges of Science Teaching and Learning through Interdisciplinary Approaches" (Katherine C. Wieseman, Hedy Moscovici, Turtle Moore, Jill van Tiel, and Esme McCarthy); (63) "The Genesis of Science Teaching in the Elementary School: The Influence of Student Teaching" (Lee A. Plourde); (64) "Goals 2000 and Action Research: A Viable Plan for Teachers" (David T. Crowther, Norman G. Lederman, Bob Curtis, and John R. Cannon); (65) "Three Non-Western European Student Teachers' Conceptions of Teaching Science to Adolescent English Language Learners" (J. Richard Pomeroy); (66) "Calibrated Peer Review in General Education Undergraduate Human Physiology" (Nancy J. Pelaez); (67) "The Space Exploration Team Inquiry Model: Linking NASA to Urban Education Initiatives" (Richard E. Shope III and Lloyd Chapman); (68) "Improving University Science and Engineering Instruction--A Case Study of an Environmental Engineering Lab Course" (Valarie L. Akerson, Victor F. Medina, and Nina Wang); (69) "Creating an Integrated Elementary Teacher Education Program: The Response of Nine California State University Campuses" (Laura Henriques, Amy Cox-Peterson, Bonnie Brunkhorst, Herb Brunkhorst, Barbara Burke, Alan Colburn, Teresa Crawford, Barbara Gonzalez, Barbara Hawkins, Cheryl L. Mason, John McGowan, Hedy Moscovici, Kathy Norman, Nancy Pelaez, Donna L. Ross, Gerry Simila, Ed Walton, and Robert Yamashita); (70) "Technology: A Link to the Mountains and Beyond, Discourse Practices in a Web Course for Elementary Science Teachers" (Kathleen S. Davis); and (71) "The Impact of Constructivist Instructional Methods on Preservice Teachers' Attitudes toward Teaching and Learning Science (Helen L. Gibson, James Bernhard, Aaron Kropf, and Georgena A. Van Strat). (YDS)
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Pub Date: |
2000-01-00 |
Pub Type(s): |
Collected Works - Proceedings |
Peer Reviewed: |
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Descriptors:
Elementary Secondary Education; Higher Education; Preservice Teacher Education; Science Curriculum; Science Education; Science Teachers
Abstract:
Papers from the proceedings of the 2000 Annual Meeting of the Association for the Education of Teachers in Science (AETS) include: (1) "A Quantitative Examination of Teacher Self Efficacy and Knowledge of the Anture of Science" (Chun, Sajin and Oliver, J. Steve); (2) "Investigating Preservice Elementary Teachers' Self-Efficacy Relative to Self Image as a Science Teacher" (Finson, Kevin D.); (3) "Development of a Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers" (Ritter, Jennifer M. and Rubba, Peter A.); (4) "Math Connections: Science and Engineering Applications in an Elementary Classroom" (Kelso, Robyn and Akerson, Valarie L.); (5) "Service Learning at Inventure Place: A Creative Model" (Broadway, Francis, S. and Clark-Thomas, Beth A.); (6) "Preparing Teachers as Reformers" (Trumbull, Deborah J.); (7) "A Theoretical Framework for Examining Peer Collaboration in Preservice Teacher Education" (Anderson, Christopher); (8) "Professional Development: What is Working in the State of Nevada" (Crowther, David T. and Cannon, John R.); (9) "Young Children's Interpretations of Aerial Views as it Relates to Their Ability to Understand the Earth as Spherical" (Hawkins, Barbara); (10) "Gleanings from Identical Twins Studying Science" (Mascazine, John R.); (11) "A Collaborative Effort between Education and Science Faculty to Improve the Education of Prospective Public School Teachers" (De Caprariis, Pascal; Barman, Charles R.; and Magee, Paula A.); (12) "How Middle Childhood In-service Teachers View the"Scientific Method"" (Weinburgh, Molly); (13) "Intracampus and Intercampus Collaborations: Lessons Learned" (Henriques, Laura and Hawkins, Barbara); (14) "M.A.T. Interns' Views of Scientists" (Carnes, G. Nathan); (15) "The Culture of Traditional Preservice Elementary Science Methods Students Compared to the Culture of Science: A Dilemma for Teacher Educators" (Spector, Barbara S. and Strong, Paschal N.); (16) "The National Science Teaching Standards as the Basis for Portfolio Assessment" (Moseley, Christine); (17) "Using Web-Based Portfolios to Support Elementary Science Teacher Learning" (Zembal-Saul, Carla; Boardman, Leigh Ann; and Dana, Tom); (18) "Assessing Elementary Science Teaching in a Performance Setting" (Guy, Mark D. and Wilcox, Jackie); (19) "Improving Preservice Elementary Teachers' Conceptions of the Nature of Science Using a Conceptual Change Teaching Approach" (Akerson, Valarie L. and Abd-El-Khalick, Fouad); (20) "Improving Elementary Teachers' Conceptions of Nature of Science in the Context of a Science Content Course" (Abd-El-Khalick, Fouad); (21) "Project T.E.A.M.S. (Teacher Education at Akron for Mathematics and Science)" (Owens, Katharine D.; Broadway, Francis S.; and Griffin, C. Frank); (22) "Science Teacher Beliefs: Toward an Understanding of State Science Exams and Their Influence on Teacher Beliefs" (Veronesi, Peter and Van Voorst, Conrad); (23) "A Collaboration between Scientists and a Science Educator Developing Web-Based Curricular Activities" (Bodzin, Alec M.; Wilson, Ellen; and Hug, Barbara); (24) "Inter-Institutional Efforts to Develop a Web Based STS Course" (Spector, Barbara S.; Burkett, Ruth; Barnes, Marianne; and Johnson, Judith); (25) "What We Know about Our Future Math and Science Teachers" (Morrell, Patricia D.); (26) "Consideration of an Alternative Dissertation Format" (Gerber, Brian L.); (27) "The Nature of Science in Decision-Making: Lead Role, Supporting Character, or Out of the Picture?" (Bell, Randy L. and Lederman, Norman G.); (28) "Designing Video-Based Science Content Instruction for Elementary Teachers" (Abell, Sandra; Finkelstein, Nancy; Flick, Larry; Greenwood, Anita; and Wainwright, Camille); (29) "Science Education in an Urban Elementary School: Case Studies of Teacher Beliefs, Classroom Practices, and Staff Development" (King, Kenneth; Shumow, Lee; and Lietz, Stephanie); (30) "Shifting toward Inquiry Science Teaching: The Story of Secondary Science Teachers Working on Emergency Permits" (Moscovici, Hedy); (31) "Technology Advancing a Continuous Community of Learners (TACCOL)" Harry, Vicki D. and Carbone, R. Elaine); (32) "Globe Citizen Scientists with a Satellite Connection" (Bombaugh, Ruth); (33) "Enhancing Science Education Preservice and Inservice Teacher Professional Development Using Globe Environmental Science Curricula" (Ramey, Linda K. and Tomlin, James); (34) "Pre-service Secondary Science Teachers' Concerns Regarding Use of Calculator-Based Laboratory Scientific Probeware" (Wetzel, David R. and Varrella, Gary F.); (35) "Preservice Science Teachers and Internet Telecommunications Tools: Issues to Consider" (Bodzin, Alec M.); (36) "The 10th Anniversary of a Successful Elementary Science Teacher Preparation Program" (Lee, Cherin A.; Krapfl, Lisa; and Steffen, Angela); (37) "Electronic Concept Mapping as a Professional Development Focus for Health Sciences and Technology Academy (HSTA) Teacher-Participants" (Rye, James A.); (38) "Modeling Behaviors for Young Scientists: Video Technology as a Tool for Modeling Inquiry Skills" (King, Kenneth P. and Thompson, Thomas E.); (39) "Connecting Science, Social Studies, and Language Arts: An Interdisciplinary Approach" (Akins, Amy and Akerson, Valarie); (40) "Distance Education for Newbies" (Lennex, Lesia C.); and (41) "Preparing to Teach: Building an Epistemology Based on Practice and Theory" (Varrella, Gary F. and Veronesi, Peter). (YDS/NB)
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