ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Mathematics Teachers&apos; Task Modifications Utilizing Their Knowledge of Pattern Generalization
Author: Girit Yildiz, Dilek
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Teaching Methods,Case Studies,Preservice Teachers,Teacher Education Programs,Mathematical Concepts,Generalization,Pedagogical Content Knowledge,Middle School Students,Models,Questioning Techniques,Task Analysis,Foreign Countries

The purpose of the study is to evaluate how prospective mathematics teachers (PMTs) modify tasks to facilitate students' learning of pattern generalization through the use of their mathematical knowledge for teaching. Case study, which is a type of qualitative research method, was used to determine the mathematical characteristics that PMTs use when modifying a mathematical task. The knowledge from which PMTs draw to modify the task has also been outlined. Accordingly, data were collected from PMTs' task modifications and reflection reports. When PMTs worked on two or more forms of modification, as compared to just using one type of modification, they modified tasks more effectively and comprehensively. The PMTs who make condition modifications need to utilize specialized content knowledge through the use of models or tables. They aimed to help middle school students understand using these modifications, and thus they also utilized their knowledge of content and students. They also used their knowledge of content and teaching, especially while making modifications to questions and context. Task modification activities can be used to help prospective teachers notice the mathematical and pedagogical affordances and limitations offered by tasks.
The Effect of Context-Based STEM Activities on Secondary School Students&apos; Scientific Literacy and STEM Motivation
Author: Simsek, Faruk
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Learning Activities,Secondary School Students,Scientific Literacy,Student Motivation,Grade 7,Teaching Methods,Foreign Countries

The importance of this research is to determine the effect of integrating the REACT strategy, which is a practice of the context-based learning method, with STEM education on students' scientific literacy and STEM motivation. The research was conducted with 82 seventh-grade students. A quasi-experimental design with a pre-test and post-test control group was used. The study group of the research consists of three seventh-grade classrooms selected by simple random sampling method. Scientific literacy scale and STEM motivation scale were used as data collection tools in the research. Before the implementation, these scales were administered to all three groups as a pre-test. Then, context-based REACT strategy-supported STEM activities were administered to the experimental-I group, context-based REACT strategy-supported activities to the experimental-II group, and science practicing teaching program to the control group. After practicing, the scales were applied to the groups as a post-test. ANCOVA test was used in the analysis of the data. According to the data obtained from the research, it has been found that the experimental-I group, in which context-based STEM activities were implemented, showed a higher level of positive impact on scientific literacy and STEM motivation compared to the control groups, which received context-based learning activities in experiment-II and science practice curriculum.
Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity
Author: Burmeister, Alita R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Classification,Instructional Design,Equal Education,Animal Behavior,Genetics,Microbiology,Undergraduate Students,Research Training,Teaching Methods,Science Instruction,Outcomes of Education,Teacher Attitudes,Science Teachers,Environmental Education,Science Process Skills,Scientific Research,Worksheets,Faculty Development,Self Concept,College Faculty

Course-based undergraduate research experiences (CUREs) are tools used to introduce students to authentic participation in science. Several specific CUREs have been shown to benefit students' interest and retention in the biological sciences. Nevertheless, CUREs vary greatly in terms of their context, methodology, and degree of research authenticity, so different types of CUREs may differently influence student outcomes. This programmatic diversity poses a challenge to educators who want to better understand which course components and features are reliably present in a CURE curriculum. To address these issues, we identified, catalogued, and classified 112 potential features of CUREs across the biosciences. To develop the list, we interviewed instructors experienced with teaching individual and large networked CUREs across a diversity of the biological disciplines, including: Squirrel-Net (field-based animal behavior), SEA-PHAGES (wet lab microbiology and computational microbiology), Tiny Earth (environmental and wet lab microbiology), PARE (environmental microbiology), and the Genomics Education Partnership (eukaryotic computational biology). Twenty-five interviewees contributed expert content in terms of CURE features and classification of those items into an organized list. The resulting list's categories encompasses student experiences with the following: (i) the scientific process; (ii) technical aspects of science; (iii) the professional development associated with research; and (iv) building scientific identity. The most striking insight was that CUREs vary widely in terms of which features they contain, since different CUREs will by necessity have different approaches to science and student involvement. We also identified several features commonly thought to be crucial to CUREs yet have ambiguous definitions. This ambiguity can potentially confound efforts to make CUREs research-authentic and aligned with the central goals of science. We disambiguate these terms and represent their varied meanings throughout the classification. We also provide instructor-friendly supplementary worksheets along with considerations for instructors interested in expanding their CURE course design, instruction, and equity.
Developing Vaccine Literacy for Urban Health Science Students, the Future Health Workforce
Author: Carmona, Naydu
Date: 2023-00-00
Type: Journal Articles
Subjects: Health Sciences,Community College Students,Health Personnel,Immunization Programs,Knowledge Level,Multiple Literacies,Competence,Educational Strategies,Beliefs,Misconceptions,Information Literacy,Social Influences

The 2019 coronavirus disease pandemic underlined a shift in attitudes against vaccines and a rise in hesitancy among some members of the population, despite the overwhelming evidence that vaccinations are one of the most successful and safe health interventions. Research has shown that vaccine hesitancy is complex and can result from an intersectionality of multiple factors. Research has also shown that to tackle vaccine hesitancy in the community, health care workers play a pivotal role, as they are trusted sources who can provide reliable information and can address vaccination concerns for the public. Unfortunately, health care workers are also susceptible to vaccine hesitancy. Thus, to curb these negative attitudes and doubts against vaccinations, we propose to improve vaccine competency among health science students, who are the future health workforce. Here, we propose a comprehensive pedagogical approach that aims to improve the vaccine literacy in this student population in two urban community colleges. The approach includes the use of high-impact pedagogical interventions to achieve three main objectives: (i) to teach students the nature and process of science to have them become &quot;competent outsiders&quot;; (ii) to enhance students' knowledge of the complex science behind emerging infectious diseases and vaccine action, adopting a learner-centered and concept-focused instructional design, and (iii) to address the social, cultural, and historical aspects of vaccine development and the historical and present inequities that characterize this health intervention.
Science Communication Training Imparts Confidence and Influences Public Engagement Activity
Author: Swords, Christina M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Communication (Thought Transfer),Training,Self Esteem,Misconceptions,Misinformation,Scientific Literacy,Scientists,Program Evaluation,Program Effectiveness

The impacts of science are felt across all socio-ecological levels, ranging from the individual to societal. In order to adapt or respond to scientific discoveries, novel technologies, or biomedical or environmental challenges, a fundamental understanding of science is necessary. However, antiscientific rhetoric, mistrust in science, and the dissemination of misinformation hinder the promotion of science as a necessary and beneficial component of our world. Scientists can promote scientific literacy by establishing dialogues with nonexperts, but they may find a lack of formal training as a barrier to public engagement. To address this, the American Society for Biochemistry and Molecular Biology (ASBMB) launched the Art of Science Communication course in 2015 in order to provide scientists at all career stages with introductory science communication training. In 2020, we conducted a retrospective survey of former participants to evaluate how the course had impacted participants' science communication behaviors and their confidence engaging with nonexperts, as well as other benefits to their professional development. We found that scientists were significantly more likely to communicate with nonexpert audiences following the course compared to before (77% versus 51%; P &lt; 0.0001). In addition, quantitative and qualitative data suggested that scientists were more confident in their ability to communicate science after completing the course (median of 8, standard deviation [SD] of 0.98 versus median of 5, SD of 1.57; P &lt; 0.0001). Qualitative responses from participants supported quantitative findings. This suggested that the Art of Science Communication course is highly effective at improving the confidence of scientists to engage with the public and other nonexpert audiences regardless of career status. These data-driven perspectives provide a rationale for the implementation of broadly accessible science communication training programs that promote public engagement with science.
Here Is the Biology, Now What Is the Mechanism? Investigating Biology Undergraduates&apos; Mechanistic Reasoning within the Context of Biofilm Development
Author: Flowers, Sharleen
Date: 2023-00-00
Type: Journal Articles
Subjects: Microbiology,Science Education,Undergraduate Students,Molecular Biology,Learning Activities,Science Instruction,Thinking Skills,Systems Approach,Knowledge Level,Biology,Classification,Case Studies,Cytology,Genetics,Protocol Analysis,Student Attitudes

Understanding molecular processes and coordinating the various activities across levels of organization in biological systems is a complicated task, yet many curricular guidelines indicate that undergraduate students should master it. Employing mechanistic reasoning can facilitate describing and investigating biological phenomena. Biofilms are an important system in microbiology and biology education. However, few empirical studies have been conducted on student learning of biofilms or how students utilize mechanistic reasoning related to systems thinking to explain biofilm formation. Using mechanistic reasoning and the theory of knowledge integration as conceptual and analytical frameworks, we examined the features of 9 undergraduate biology students' mechanistic models of a specific transition point in biofilm development. From these data, we constructed a model of knowledge integration in the context of biofilms, which categorizes students' knowledge based on features of their descriptions (e.g., entities, correct connections, and the nature of connections). We found that 4 of 9 students produced a fragmented model, 4 of 9 students produced a transitional model, and 1 student produced a connected model. Overall, students often did not discuss cell-cell communication mechanics in their mechanistic models and rarely included the role of gene regulation. Most connections were considered nonnormative and lacked important entities, leading to an abundance of unspecified causal connections. We recommend increasing instructional support of mechanistic reasoning within systems (e.g., identifying entities across levels of organization and their relevant activities) and creating opportunities for students to grapple with their understanding of various biological concepts and to explore how processes interact and connect in a complex system.
Using an Observation Protocol to Evaluate Student Argumentation Skills in Introductory Biology Laboratories
Author: Clevenger, Lindsey
Date: 2023-00-00
Type: Journal Articles
Subjects: Introductory Courses,Science Instruction,Biology,Persuasive Discourse,Classroom Observation Techniques,Video Technology,Inquiry,Active Learning,Cognitive Processes,Epistemology,Student Attitudes,Laboratory Experiments,Undergraduate Students,Group Dynamics,Skill Development

Argumentation is vital in the development of scientific knowledge, and students who can argue from evidence and support their claims develop a deeper understanding of science. In this study, the Argument-Driven Inquiry instruction model was implemented in a two-semester sequence of introductory biology laboratories. Student's scientific argumentation sessions were video recorded and analyzed using the Assessment of Scientific Argumentation in the Classroom observation protocol. This protocol separates argumentation into three subcategories: cognitive (how the group develops understanding), epistemic (how consistent the group's process is with the culture of science), and social (how the group members interact with each other). We asked whether students are equally skilled in all subcategories of argumentation and how students' argumentation skills differ based on lab exercise and course. Students scored significantly higher on the social than the cognitive and epistemic subcategories of argumentation. Total argumentation scores were significantly different between the two focal investigations in Biology Laboratory I but not between the two focal investigations in Biology Laboratory II. Therefore, student argumentation skills were not consistent across content; the design of the lab exercises and their implementation impacted the level of argumentation that occurred. These results will ultimately aid in the development and expansion of Argument-Driven Inquiry instructional models, with the goal of further enhancing students' scientific argumentation skills and understanding of science.
Talk To A Scientist: A Framework for a Webinar-Based Outreach Program for Scientists to Engage with K-12 Students
Author: Mhade, Shreeya
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientists,Science Education,Kindergarten,Elementary Secondary Education,Outreach Programs,Student Attitudes,Program Descriptions,Program Implementation,Foreign Countries,Informal Education,Computer Mediated Communication,Seminars,Learning Management Systems

Science outreach programs that enable real-time interactions between scientists and school-aged children are known to positively impact learning gains and students' perceptions of scientists. To expand K-12 outreach by scientists, it is important to build structured outreach programs which offer scientists well-defined opportunities, while providing school students regular and diverse interactions. We describe Talk To A Scientist, a science outreach platform in India, where scientists use a webinar-based approach to share their research with K-12 students (6 to 16 years). Running weekly for nearly 3 years, Talk To A Scientist has hosted over 100 live interactions, with a wide reach to participants across the country. Here, we outline the framework used to build Talk To A Scientist and discuss key gains, considerations, and challenges in the development of the program. We also suggest potential adaptations with which this framework can serve as a guideline for the implementation of similar K-12 outreach programs across diverse country- and context-specific settings.
Preprint Peer Review Enhances Undergraduate Biology Students&apos; Disciplinary Literacy and Sense of Belonging in STEM
Author: Otto, Josie L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Journal Articles,Peer Evaluation,Undergraduate Students,Biology,Sense of Community,STEM Education,Scientific Literacy,Constructivism (Learning),Service Learning,Student Attitudes,Self Concept,Communities of Practice,Electronic Journals

Education about scientific publishing and manuscript peer review is not universally provided in undergraduate science courses. Since peer review is integral to the scientific process and central to the identity of a scientist, we envision a paradigm shift where teaching peer review becomes integral to undergraduate science education. We hypothesize that teaching undergraduates how to peer review scientific manuscripts may facilitate their development of scientific literacy and identity formation. To this end, we developed a constructivist, service-learning curriculum for biology undergraduates to learn about the mechanisms of peer review using preprints and then to write and publish their own peer reviews of preprints as a way to authentically join the scientific community of practice. The curriculum was implemented as a semester-long intervention in one class and, in another class, as an embedded module intervention. Students' scientific literacy and peer review ability were assessed using quantitative methods. Student's perceptions of their scientific literacy and identity were assessed using thematic analysis of students' reflective writing. Here, we present data on the improvement in the peer review ability of undergraduates in both classes and data on the curriculum's interrelated impact on students' development of scientific literacy, identity, and belonging in peer and professional discourse spaces. These data suggest that undergraduates can and should be trained in peer review to foster the interrelated development of their scientific literacy, scientific identity, and sense of belonging in science.
Specifications Grading Is an Effective Approach to Teaching Biochemistry
Author: Donato, Justin J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Biochemistry,Science Instruction,Mastery Learning,Private Colleges,Undergraduate Students,Grading,Liberal Arts,Majors (Students),Biology,Chemistry,Science Tests,Laboratory Experiments,Student Attitudes

Specifications grading is a relatively recent approach to assessing student learning. In this approach, students make progress toward completion of a course by demonstrating mastery of specific skills or material. The assessment tools are short, frequent exercises that can be attempted multiple times until mastered. This contrasts with the traditional, exam-based assessment of student learning. There are multiple benefits to the specifications grading-based strategy, including reduced test anxiety, better knowledge retention, and increased flexibility. In this study, specifications grading was implemented into an upper-level biochemistry course at a private, liberal arts university. The student cohort consisted almost exclusively of junior and senior biochemistry, biology, and chemistry majors. Students earned points for demonstrating mastery on each of 12 short quizzes in addition to points earned from laboratory exercises and on the cumulative final exam. Student attitudes were assessed using three surveys that were administered at the beginning, middle, and end of the course. The survey results indicated that the students had overall favorable opinions of the specifications grading approach and its use in this course. A comparison of student performance on the quizzes to their performance on the final exam showed that the students learned and retained the course material. Combining the survey and performance data, we demonstrated that the students' perceptions of their learning correlated well with their performances on the specifications grading tools. Together, these results indicated that specifications grading is an effective approach to assessing student learning and to maintaining student enthusiasm in an upper-level biochemistry course.
Students Need More than Content Knowledge to Counter Vaccine Hesitancy
Author: Lee, Star W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Immunization Programs,Decision Making,Science Education,Prior Learning,Course Content,Biology,Diseases,Persuasive Discourse,Student Attitudes,Scientific Literacy

To better prepare undergraduate students as informed citizens, they need skills to evaluate and interpret scientific data that are relevant to real world scenarios. Socioscientific issues are typically complicated or debatable issues that require individuals to evaluate their background knowledge and make decisions with respect to social and cultural contexts. Incorporation of socioscientific issues into a course allows students opportunities to demonstrate their argumentation skills. In this study, we investigated the relationship between students' biological content knowledge and their argumentation skills. We evaluated students' content knowledge of primary research articles on mRNA vaccine development and clinical trials. There was no correlation of content knowledge and students' argumentation skills to counter vaccine hesitancy. While most students demonstrated understanding of the primary research articles, almost half the students did not include specific biological knowledge in their arguments, indicating they had difficulty in applying their knowledge to the real world. These results suggest there is a need to provide students with additional opportunities to practice and develop their argumentation skills with respect to socioscientific issues.