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Descriptors:
Student Attitudes; Secondary School Students; Elective Courses; Measures (Individuals); Foreign Countries; Opinions; Musical Instruments; Constructivism (Learning); Science Curriculum; Core Curriculum; Nonmajors; Interdisciplinary Approach; Music Education; Acoustics; Instructional Development; Questionnaires; Attitude Measures; Scientific Attitudes; Pretests Posttests

Abstract:
This study is aimed to develop the interdisciplinary SoSTI (science of sound in traditional Thai musical instruments) course for Thai non-science upper secondary school students to study the students' attitudes toward science before and after studying from the course. The SoSTI course development is based on the interdisciplinary concept model and constructivist theory. The research study is divided into five phases: (1) pre-developing the course, (2) developing the course, (3) conducting the pilot study, (4) implementing and evaluating, and (5) analyzing data and writing the conclusion, respectively. The SoSTI course is an elective course corresponding to the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). This course was conducted with 35 12th-grade non-science students in the second semester of the 2010 academic year at a school in Bangkok, Thailand, for a whole semester. The research instruments were students' attitude toward science questionnaire, and students' opinions toward the SoSTI course questionnaire. The results of this study presented that, after completing the SoSTI course, the students' attitudes toward science comparing before and after studying the SoSTI course were not significantly different at the 0.05 level. However, they have positive opinions toward the course. [This work was financially supported by the Institute for Promotion of Teaching Science and Technology (IPST), Bangkok, Thailand.] (Contains 3 tables and 2 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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Scientific Literacy; Nonmajors; Scientific Enterprise; Student Projects; Visual Aids; STEM Education; Large Group Instruction; Inquiry; Learner Engagement; Data Analysis; Assignments; Cooperative Learning; Environmental Education; Teaching Methods; Sustainable Development; College Students; College Instruction; Instructional Effectiveness

Abstract:
In the past decade, systematic studies have indicated a significant regression in scientific literacy in nonscience students and students across science, technology, engineering, and mathematics disciplines in higher education. Of particular concern, evaluations of introductory lecture-based undergraduate courses have indicated deficiencies in promoting students' understanding of the role of science and how the scientific community conducts science. In an effort to introduce students to the scientific enterprise, an inquiry-based poster project was developed for a large non-majors environmental science class at a public Midwestern university. Through a term-long project, students (n = 64) worked in a collaborative means to collect and analyze data regarding sustainability topics. Students' findings were disseminated in a poster presentation during a culminating research symposium that was attended by departmental faculty and university administrators. This paper describes the development and implementation of the inquiry-based project with some preliminary data demonstrating the effectiveness of this activity in promoting student learning and engagement. 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:
Foreign Countries; Electronic Learning; Internet; Computer Assisted Instruction; Class Activities; Course Evaluation; College Instruction; Undergraduate Students; College Science; Discussion (Teaching Technique); Thinking Skills; Prediction; Probability; Critical Thinking; Weather; Meteorology; Science Instruction; Instructional Effectiveness; Nonmajors

Abstract:
For students who major in meteorology, engaging in weather forecasting can motivate learning, develop critical-thinking skills, improve their written communication, and yield better forecasts. Whether such advances apply to students who are not meteorology majors has been less demonstrated. To test this idea, a weather discussion and an eLearning weather forecasting contest were devised for a meteorology course taken by third-year undergraduate earth- and environmental-science students. The discussion consisted of using the recent, present, and future weather to amplify the topics of the week's lectures. Then, students forecasted the next day's high temperature and the probability of precipitation for Woodford, the closest official observing site to Manchester, UK. The contest ran for 10 weeks, and the students received credit for participation. The top students at the end of the contest received bonus points on their final grade. A Web-based forecast contest application was developed to register the students, receive their forecasts, and calculate weekly standings. Students who were successful in the forecast contest were not necessarily those who achieved the highest scores on the tests, demonstrating that the contest was possibly testing different skills than traditional learning. Student evaluations indicate that the weather discussion and contest were reasonably successful in engaging students to learn about the weather outside of the classroom, synthesize their knowledge from the lectures, and improve their practical understanding of the weather. Therefore, students taking a meteorology class, but not majoring in meteorology, can derive academic benefits from weather discussions and forecast contests. Nevertheless, student evaluations also indicate that better integration of the lectures, weather discussions, and the forecasting contests is necessary. 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; Undergraduate Study; College Science; Student Projects; Outdoor Education; Nonmajors; Tourism; Ecology

Abstract:
Outdoor areas within or near college campuses offer an opportunity for biology students to observe the natural world and apply concepts from class. Here, I describe an engaging and integrative project where undergraduate non-major biology students work in teams to develop and present professional "eco tours." This project takes place over multiple class sessions and is customizable on the basis of course content. This project encourages students to work collaboratively and demonstrate creativity, and empowers students with opportunities to enhance public-speaking skills and share findings with the greater campus community. 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; College Science; Science Instruction; Introductory Courses; Teacher Student Relationship; Nonmajors; Science Teachers; College Faculty; Observation; Teacher Behavior

Abstract:
The physics instruction at UC Davis for life science majors takes place in a long-standing reformed large-enrollment physics course in which the discussion or laboratory instructors (primarily graduate student teaching assistants) implement the interactive-engagement (IE) elements of the course. Because so many different instructors participate in disseminating the IE course elements, we find it essential to the instructors' professional development to observe and document the student-instructor interactions within the classroom. Out of this effort, we have developed a computerized real-time instructor observation tool (RIOT) to take data of student-instructor interactions. We use the RIOT to observe 29 different instructors for 5 hours each over the course of one quarter, for a total of about 150 hours of class time, finding that the range of instructor behaviors is more extreme than previously assumed. In this paper, we introduce RIOT and describe how the variation present across 29 different instructors can provide students in the same course with significantly different course experiences. (Contains 2 tables and 8 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:
Multimedia Materials; Comparative Analysis; Equations (Mathematics); Technological Literacy; Undergraduate Students; Problem Solving; Transfer of Training; Recall (Psychology); Units of Study; Instructional Materials; Short Term Memory; Educational Technology; Multimedia Instruction; Computer Software Evaluation; Computer Assisted Instruction; Instructional Design; Engineering Education; Teaching Methods; Instructional Effectiveness; College Instruction; Pretests Posttests; Questionnaires; Statistical Analysis; Electronics; Nonmajors; Visual Aids

Abstract:
Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of this experimental study was to investigate the effects of the integration of equations into circuit diagrams on the learning of non-engineering undergraduate students. This experimental study compared three integration designs. In the cumulative integrated design, as each practice problem solution progressed, the equations were cumulatively integrated into the circuit diagram. In the stepwise integrated design, only those equations relevant to the present step of the problem were integrated into the circuit diagram; previously displayed equations were moved to an adjacent frame and recorded there. The nonintegrated design recorded all equations in the adjacent frame throughout each of the problems. Student learning was measured with a problem-solving near-transfer and far-transfer post-test. Students rated the helpfulness of the diagrams and difficulty of the instructional program. Results indicated that participants in the cumulative integrated condition scored significantly higher on the near-transfer post-test and marginally significantly higher on the far-transfer post-test compared to the stepwise and nonintegrated conditions. Findings indicate that circuit analysis instruction for non-engineering students should integrate equations into circuit diagrams in a cumulative fashion so as to avoid the split-attention effect for both the previously displayed equations as well as the equations for the present problem step. (Contains 1 figure, 1 table and 1 footnote.) 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:
Majors (Students); Learning Strategies; Educational Change; Science Curriculum; Nonmajors; Higher Education; Comparative Analysis; Surveys; Evaluation; Science Instruction; Science Education; Learner Engagement; Educational Improvement; Academic Achievement; Active Learning; Student Attitudes; Grade 8

Abstract:
Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. Registrar data showed that nonscience majors were far more likely to choose this course compared with other, discipline-based science courses. In an investigation of course catalogs of 60 randomly selected institutions of higher learning, only 5% offered a similar course. In this paper, we describe the course's unique structure and successful administration. In addition, pre- and postcourse surveys were administered to over 200 students in 10 different sections over the course of one academic year. These data showed that students demonstrated modest increases in science competency, but perceptions of science were unchanged. (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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Descriptors:
Majors (Students); Student Attitudes; Visual Learning; Video Technology; Cues; Science Curriculum; Lecture Method; Nonmajors; Science Interests; Science Education; Electronic Publishing; Web Sites; Science Instruction; Scientific Concepts; Learner Engagement; Higher Education; Academic Achievement

Abstract:
The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey responses from students supported assertions that the videos helped to keep students' attention, generated interest in science, and clarified understanding. Students cited the benefit of visual learning along with the lecture in helping them understand scientific processes and principles. Video provided students with memory cues and connections that also helped them remember conceptual ideas. Students preferred shorter video segments of higher quality that were specifically content related. (Contains 3 tables.) 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; Majors (Students); Chemistry; Student Attitudes; Focus Groups; Tutorial Programs; Introductory Courses; Science Instruction; Science Education; Educational Change; Nonmajors; Foreign Countries; Cooperative Learning; Gender Differences; Enrollment; Teaching Assistants; Biological Sciences

Abstract:
Many students enrolled in university physics have little interest in the subject matter, a trend more pronounced in females. This study assesses students' conceptual understanding and interest during the electrochemistry unit of a physics course for nonphysics majors that was revised in light of consistently low ratings from its students. The intervention, designed to improve the tutorials in a large lecture-based physics course, improved interest in the topic for which the new tutorials were implemented. However, no effect was seen for conceptual understanding, and the gender gaps persisted. (Contains 2 tables.) 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:
Evidence; Achievement Gains; Alternative Teacher Certification; Mathematics Teachers; Teacher Recruitment; Teacher Effectiveness; Mathematics Instruction; Teacher Qualifications; Nonmajors; Mathematics Achievement; Teacher Persistence; Comparative Analysis; Teacher Education Programs

Abstract:
For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. In response to the need for qualified math teachers and the difficulty of directly recruiting individuals who have already completed the math content required for qualification, some districts, including Baltimore, Philadelphia, Washington, D.C., and New York City, have developed alternative certification programs with a math immersion component to recruit otherwise well-qualified candidates who do not have undergraduate majors in math. This article examines the qualifications, student achievement gains, and retention of Math Immersion teachers in New York City compared to New York City mathematics teachers who began their careers through other pathways. (Contains 3 figures, 13 tables and 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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