Anexo 12: Solicitud de autorización DMPT y acuse de recibo:

4:15pm – 5:15pm, Griffin Exhibit Hall B28. Elementary Human Health and Biology

Ann W. Wright, Professor of Biology Canisius College, [email protected] Sue D. Tunnicliffe, Institute of Education, University of London

ABSTRACT: Eight activities have been developed to address two issues. One problem is the lack of integrated human biology curricula and the second problem is health advocacy, including first aid and health. Each activity includes first, subject knowledge, which comes from the basic science facts in the main body of the lesson, second, inquiry acquisition, asking questions, analyzing a situation or finding out what problems there are, thirdly, subject related communication, this will be communicating with others. The topics present the context in language appropriate for the student. The assessments include a diagnostic assessments which determine the students prior knowledge, formative assessments that determine what the students are learning as they work through the activity, and a summative assessment. The study has led to insights in particular practices of instruction using activities that not only teach human biology (Connolly, 1998; Onwuegbuzie & Leech, 2004) but also teach health and first aid in addition to inquiry skills, and process skills. As observed by Nastasi and Schensul (2005), qualitative research is essential for providing the initial evidence necessary for application of connection to real-life situations and for identifying core components which are related to required outcomes.

Strand 4: Science Teaching--Middle and High School (Grades 5-12): Characteristics and Strategies Poster Session B

4:15pm – 5:15pm, Griffin Exhibit Hall

B30. Beyond Classrooms: Mediating Consequential Science during Dam Removal and Habitat Restoration Timothy K. O'Mahony, University of Washington, [email protected]

ABSTRACT: Middle school science courses are often constrained by prescribed kits (e.g., FOSS) or teacher generated curricula that are formalized to meet state and high stakes testing standards. This research implemented a design-based intervention to measure the learning outcomes of teaching and organizational process in a blended environment, informal and formal. This research relates to young people’s choosing and valuing within a complex learning scenario that involved technology and collaboration. An earlier pilot study in middle school science and mathematics (O’Mahony et al., 2010) drew attention to positive effects on student performance due to differentiated mediation techniques in blended environments. In this second phase of research, learning scientists, classroom teachers, and outdoor educators collaboratively designed and

implemented a quasi-experimental study that compared two approaches to facilitating and delivering an outdoor science course that stemmed from the dam removal and habitat restoration project that is ongoing in their school hinterlands. In this research study, participants conceptualized their science work as either a traditional

PowerPoint production; or as an experimental videography production. Results show that student agency (over choice of problem and presentation method) was significant in terms of engagement and learning with understanding.

B32. Earth Science Teachers' Knowledge of the Water System and Its Reflections in Their Lesson Plans Younkyeong Nam, University of Minnesota, [email protected]

Gillian Roehrig, University of Minnesota Fred N. Finley, University of Minnesota

ABSTRACT: This study presents an analytical framework, Earth System Knowledge Framework (ESKF), to assess teachers’ conceptual understanding of water in earth systems. By utilizing the framework, this study investigates five secondary earth science teachers’ conceptual understandings of water in earth system and how the teachers’ conceptual understandings of water in earth system affects their selection and organization of the content knowledge for lesson planning. Through intensive interviews with the teachers, this study employs multiple case studies using inductive and qualitative analysis methods. The findings of this study demonstrate that the teachers’ conceptual understandings of water in earth system are highly related to their Earth System Knowledge (ESK). Furthermore, the science teachers’ conceptual understanding of water in earth system directly affects the topic choices and content knowledge used for teaching the concept of water. This study implies that the teachers not only need to possess knowledge of physical earth systems but also knowledge of earth’s biosphere and ecosystems to understand earth as a system. This study also suggests a need to reform teacher preparation in a way that the teachers could gain basic and fundamental knowledge of earth system and elaborate their skills to apply earth system knowledge for teaching.

B34. Changing NOS Views of a Preservice Teacher after being Actively Involved in a Research Study Huseyin Colak, Northeastern Illinois University, [email protected]

Evert Cuesta, Northeastern Illinois University

ABSTRACT: This case study focused on a pre-service high school teacher’s efforts to understand nature of science (NOS) concepts and his emphasis on teaching these concepts throughout a method class and while acting as a co- investigator on a research study. This study examined the change in his views of all seven concepts: tentativeness, subjectivity, creativity and imagination, empirical, observations vs. inferences, difference between theories and laws, and social and cultural embeddedness. In addition, this study also explored the participant’s willingness to teach NOS concepts. In his involvement in a research study, he collected, transcribed and sorted data, conducted interviews, and scored responses to student’s VNOS-C surveys. Data sources included three VNOS-C surveys conducted prior to and after SCED-303 Methods in Teaching Secondary Biology and following participation in a NOS research study, a semi-structured interview and notes taken during the discussion of the research study. Data were analyzed to determine the change in the participant’s views of NOS and his changing attitudes towards teaching these concepts. The study concluded that despite a short intervention period, his views shifted towards more informed views both after an explicit/reflective instructional approach and after being actively involved in a research study.

B36. Making Connections: Comparison Tasks and Analogical Mapping as a Scaffold for Argumentation Brandon Emig, North Carolina State University, [email protected]

Scott P. McDonald, Pennsylvania State University

ABSTRACT: Over a seven-week period 56 preservice elementary teachers in three classes were given analogical- mapping-based comparison tasks and provided training on analogical mapping with an eye toward scaffolding argumentation that leads to learning. The course, which was designed to help preservice elementary teachers learn content through inquiry, reflect on their learning experiences, and design similar types of learning experiences, included content on simple machines in which this research took place. In the research students were given seven comparative tasks in which they were asked whether a new concept (i.e., new simple machine) was more like one of two possible simple machines they had already studied. And, they were instructed to use analogical mapping - a process in which relationships between elements of one simple machine are sought within other simple machines. From over 48 hours of video from 16 groups of 4 students, 24 hours of transcripts were made. From these, reasoning sequences lasting from a few to several dozen utterances were found in which students made one correspondence on the heals of another. This is important because student argumentation is

able to proceed as students make further correspondences (i.e., claims) on the heals of prior ones. Argumentation on new content is thus scaffolded.

B38. Understanding the PCK and Practices of Early Career Science Teachers in Diverse Settings: A Longitudinal Multiple Case Study

Irasema B. Ortega, University of Alaska-Anchorage, [email protected] Julie A. Luft, The University of Georgia

ABSTRACT: This research project presents the longitudinal development of PCK and practices of six early career teachers who taught different percentages of English Language learners (ELLs), and who participated in a science- specific induction program during the initial two years of teaching. The data collected encompassed years 1, 3, and 5 of the participants' inservice years. Among the data collected were: interviews about practice, observations of practice, a pedagogical content knowledge interview and a general interview. Finding indicated that participants who taught high percentages of ELLs and who received curriculum maps, professional development and who worked with their mentors, implemented inquiry lessons that integrated language domains and inquiry. Contrastingly, contextual factors such as the school culture and added responsibilities played a negative role on the teachers' implementation of inquiry.

Strand 5: College Science Teaching and Learning (Grades 13-20)