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Descriptors:
Undergraduate Study; Bachelors Degrees; Educational Innovation; Sustainability; Science Education; College Science; Curriculum Development; Interdisciplinary Approach

Abstract:
We explain the process used at Kean University (New Jersey) to create an innovative undergraduate degree program in sustainability science. This interdisciplinary program provides students with the strong science background necessary to understand and address the opportunities associated with sustainability. We articulate seven steps taken during the first year of developing the major and three additional steps that explain its evolution. Sustainability is the primary focus of each course within the curriculum. By sharing our experiences, other institutions may be encouraged or assisted in developing a similar program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Abstract Reasoning; Chemistry; Figurative Language; Cognitive Processes; Scientific Concepts; Problem Solving; Intuition; Science Instruction; Teaching Methods; Graduate Students; Doctoral Programs; College Science; Thermodynamics; Concept Formation; Foreign Countries

Abstract:
A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many "conceptual metaphors" (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a "narrative" discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodied and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed. (Contains 1 table, 6 figures and 9 footnotes.) 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:
College Instruction; Undergraduate Study; College Mathematics; College Science; Mathematics Instruction; Science Instruction; Instructional Development; College Faculty; Case Studies; Observation; Interviews; Network Analysis; Course Descriptions; Teaching Methods; Educational Technology; Technology Uses in Education; Learner Engagement; Research Universities; Physics; Chemistry; Biology; Geology

Abstract:
Descriptions of faculty practice that illuminate nuances of how course planning and classroom instruction occur in specific contexts are important to inform pedagogical interventions. The study reported in this article draws on systems-of-practice theory to focus on the dynamic interplay among actors, artifacts, and tasks that constrains activities such as course planning and constitutes other activities, such as classroom instruction. This qualitative case study of faculty teaching in math and science disciplines at 3 research universities is based on interview and classroom observation data (n = 57 instructors) that are analyzed using causal network and social network analysis techniques. Results indicate that course syllabi are important organizational artifacts that are created by curriculum committees, inherited from previous instructors, and shaped by consideration of the sequential acquisition of knowledge. Faculty perceived that although course syllabi delimit the type and temporal sequencing of material for faculty, they are generally free to teach how they like. Observation data reveal discipline-specific configurations in frequently used teaching methods, cognitive engagements, and the use of instructional technology. These results also demonstrate that conceptualizing teaching solely as the use of particular methods (e.g., lecture) obscures subtle features of practice. Using the approach outlined in this article, instructional designers can obtain insights into meanings and practices that can be used to design and implement locally attuned reform initiatives. (Contains 7 tables, 7 figures, and 19 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Majors (Students); Genetics; War; Science Curriculum; Secondary School Science; College Science; Scientific Concepts; Teaching Methods; High Schools; History; Molecular Structure

Abstract:
This paper addresses the teaching of advanced high school courses or undergraduate courses for non-biology majors about genetics or history of genetics. It will probably be difficult to take the approach described here in a high school science course, although the general approach could help improve such courses. It would be ideal for a college course in history of genetics or a course designed to teach non-science majors how science works or the rudiments of the genetics in a way that will help them as citizens. The approach aims to teach the processes of discovery, correction, and validation by utilizing illustrative episodes from the history of genetics. The episodes are treated in way that should foster understanding of basic questions about genes, the sorts of techniques used to answer questions about the constitution and structure of genes, how they function, and what they determine, and some of the major biological disagreements that arose in dealing with these questions. The material covered here could be connected to social and political issues raised by genetics, but these connections are not surveyed here. As it is, to cover this much territory, the article is limited to four major episodes from Mendel's paper to the beginning of World War II. A sequel will deal with the molecularization of genetics and with molecular gene concepts through the Human Genome Project. 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; Foreign Countries; Experimental Groups; Tutors; Protocol Analysis; Misconceptions; Group Activities; Simulation; Science Education; Science Instruction; College Science; Undergraduate Students; Undergraduate Study; Higher Education; Educational Environment; Comparative Analysis; Pretests Posttests

Abstract:
This study used an interactive dynamic simulation of action potential to explore social practices of learning among first year undergraduate biology students. It aimed to create a learning environment that fosters knowledge building discourse through working with multiple concept-specific representations. Three hundred and eighty-nine students and twenty-four tutors from different tutorial classes in Queensland, Australia participated in the study. Students were randomly allocated to two experimental groups and a comparison group. In the experimental groups, pairs of students used the interactive simulation to explore action potential. Only one of the experimental groups received instruction that modelled the scientific and visual language conventions of the representations within the simulation. In the comparison group, small groups of students used a traditional paper-based activity. Students across all groups were audio recorded using a think-aloud protocol while completing the group activity. Individual learning gains in the experimental groups and the comparison group were similar. However, the experimental groups showed a significantly greater frequency of knowledge construction discourse that included explanatory answers, evaluations, interpretation, testing and synthesis compared to the comparison group, indicating a deeper understanding of action potential. Analysis of misconceptions on the post-test and tutors' reflections revealed that the experimental group receiving instruction modelling the scientific and visual language conventions around the representations had a better grasp of the terminology associated with the concepts compared with the other groups. The findings suggest that instruction focussing on the language conventions of concept-specific representations fosters the development of disciplinary discourse by transforming students' social practices of working with scientific knowledge. 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:
Grading; College Faculty; Physics; Earth Science; Chemistry; College Science; Mathematical Applications; Values; Logical Thinking; Conflict; Protocol Analysis; Interviews

Abstract:
Grading practices can send a powerful message to students about course expectations. A study by Henderson et al. ("American Journal of Physics" 72:164-169, 2004) in physics education has identified a misalignment between what college instructors say they value and their actual scoring of quantitative student solutions. This work identified three values that guide grading decisions: (1) a desire to see students' reasoning, (2) a readiness to deduct points from solutions with obvious errors and a reluctance to deduct points from solutions that might be correct, and (3) a tendency to assume correct reasoning when solutions are ambiguous. These authors propose that when values are in conflict, the conflict is resolved by placing the burden of proof on either the instructor or the student. Here, we extend the results of the physics study to earth science (n = 7) and chemistry (n = 10) instructors in a think-aloud interview study. Our results suggest that both the previously identified three values and the misalignment between values and grading practices exist among science faculty more generally. Furthermore, we identified a fourth value not previously recognized. Although all of the faculty across both studies stated that they valued seeing student reasoning, the combined effect suggests that only 49% of faculty across the three disciplines graded work in such a way that would actually encourage students to show their reasoning, and 34% of instructors could be viewed as penalizing students for showing their work. This research may contribute toward a better alignment between values and practice in faculty development. 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:
College Science; Biology; Large Group Instruction; Undergraduate Students; Science Instruction; Teaching Models; Classroom Communication; Discourse Analysis

Abstract:
Large enrolment science courses play a significant role in educating undergraduate students. The discourse in these classes usually involves an instructor lecturing with little or no student participation, despite calls from current science education reform documents to elicit and utilize students' ideas in teaching. In this study, we used the 5E instructional model to develop and implement four lessons in a large enrolment introductory biology course with multiple opportunities for teacher-student and student-student interaction. Data consisted of video and audio recordings of whole-class and small-group discussions that took place throughout the study. We then used a science classroom discourse framework developed by Mortimer and Scott (2003) to characterize the discursive interactions in each 5E lesson phase. Analysis of the data resulted in two assertions. First, the purpose, communicative approach, patterns of discourse, and teaching interventions were unique to each 5E lesson phase. Second, the type of lesson topic influenced the content of the discourse. We discuss how the findings help characterize the discourse of each phase in a 5E college science lesson and propose a model to understand internalization through discursive interaction using this reform-based approach. We conclude with implications for facilitating discourse in college science lessons and future research. This study provides support for using the discourse framework to characterize discursive interaction in college science courses. 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:
Science Instruction; Physics; Scientific Principles; Motion; Energy; Problem Solving; Undergraduate Study; College Science; Metallurgy; Light

Abstract:
The problem of charge motion governed by image force attraction near a plane metal surface is considered and solved self-consistently. The temporal dispersion of metal dielectric permittivity makes the image forces dynamic and, hence, finite, contrary to the results of the conventional approach. Therefore, the maximal attainable velocity turns out to be also finite and comprises a small portion of light velocity so that there is no need for any relativistic generalization of the problem. The time needed for an electron to achieve the surface from the initial position is calculated. The solution of the problem presented may enable undergraduates and lecturers to perceive the limitations of conventional electrostatics when applied to the surface science of real materials. (Contains 1 table and 5 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; Science Instruction; Photography; Teaching Methods; Visualization; Scientific Concepts; Science Experiments; College Science; Undergraduate Study; Computer Uses in Education

Abstract:
The introduction of modern high-speed cameras in physics teaching provides a tool not only for easy visualization, but also for quantitative analysis of many simple though fast occurring phenomena. As an example, we present a very well-known demonstration experiment--sometimes also discussed in the context of falling chimneys--which is commonly described as "faster than gravity", "faster than g", "free fall paradox" or simply "falling stick". So far, only a few experimental investigations have utilized photography with a maximum of 41 frames s[superscript -1]. In this work, high-speed imaging with 1000 fps was used to verify theoretical predictions for the classical experiment. In addition, a modified experiment was performed to better distinguish various theoretical outcomes and also visualize the underlying physics. The topic is well suited for student projects in undergraduate courses which combine experimental laboratory work with computer modelling. (Contains 11 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; Science Instruction; Scientific Principles; Science Experiments; Motion; Science Laboratories; Energy; Computer Software; College Science; Educational Technology; Magnets; Equations (Mathematics); Undergraduate Study

Abstract:
The aim of this paper is to determine the acceleration due to gravity "g", using a simple and low-cost experimental device. The time taken for a metallic ball to travel a predetermined distance is measured and recorded by a series of optical sensors. Four pairs of sensors are placed along the external surface of a vertical methacrylate tube at regular intervals. The metallic ball is fired by a simple spring device placed at the bottom of the tube. As the metallic ball passes through the tube it interrupts the path of infrared light radiating from each sensor and its corresponding photo-diode. As a result, an electric signal is received by an input microphone, digitized and subsequently processed by computer software (Audacity). The program allows us to view a frequency graph and therefore allows us to identify the exact time between two consecutive events, which is necessary to determine the value of "g". In this paper, the Audacity measurements were exported as a .wav file. (Contains 1 table, 4 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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