CONTRATO DE CESIÓN DE DERECHOS DE IMAGEN

4:15pm – 5:15pm, Griffin Exhibit Hall

B16. Using Second Life in a Formal STEM Classroom to Learn how to Represent Annotated Genomes and Develop a Sense of Community

Kari L. Clase, Purdue University, [email protected] Kristy L. Halverson, University of Southern Mississippi Sandra Bohn, University of Southern Mississippi Robin Heyden, Educational Consultant

ABSTRACT: Effective student learning in science, technology, and mathematics requires immersion in content so that it is interesting and accessible to the learner. Our project used an interdisciplinary approach integrating computer science and biology to explore the use of emerging technology in the classroom. Specifically, virtual reality technology, such as Second Life, presents alternative ways to represent science concepts. We designed our study to assess the impact of a Second Life educational intervention on college student learning and engagement. We found that by interacting in Second Life, students learned how to represent annotated genome accurately. Additionally, students were able to interact with scientists from across the globe with ease. This platform helped develop a sense of community and engaged students in science content.

B18. Comparing Epistemic Features of Student and Teacher Talk during Argument-based Instruction Andri Christodoulou, King's College London, [email protected]

Jonathan F. Osborne, School of Education, Stanford University

ABSTRACT: Science education reform efforts in the United States and Europe acknowledge the need of teaching the content and methods of science, as well as promoting an understanding of the nature of scientific practices and knowledge. Thus, science educators also need to address the epistemic practices of science. A way to present to students the epistemic practices of science is through the teaching of science as argument. During

argumentation-based instruction, students use evidence to support their claims and evaluate other individuals’ claims and in this way they engage in ‘epistemic discourse’, which is argued as essential for the development of students’ understanding of the nature of scientific practices and knowledge. This study, through a qualitative case study design, compared the discursive practices of a science teacher and a group of Grade 8 students, observed over 6 argument-based lessons. The classroom talk was analyzed based on a framework of ‘epistemic operations’. The results indicate that the student talk modelled the teacher talk for the epistemic aspects of justification and evaluation of knowledge claims. Implications for specific discursive actions science teachers should focus on, and attempt to promote in their classrooms, as well as the context these discursive actions are presented in, are discussed.

B20. The Language of Science Teaching in High School Students' Internship Pei-Ling Hsu, University of Texas at El Paso, [email protected]

ABSTRACT: It is often assumed that teachers draw on scientific language in its pure state to teach students, who arrive in classes with their vernacular language. However, how can students understand and learn in a new language that they do not already know? This study investigates how science was taught in a high school students’ internship situated in a university laboratory. The analysis identifies three important language mechanisms that allow teaching and learning to occur during the internship—deictic reference, vernacular translation, and situated derivation. The findings suggest that science teaching and learning are heterogeneous processes that not only draw on science but also non-science language.

B22. Relations between Epistemological Beliefs and Science Learning Abilities in Korean Sixth Grade Elementary School Students

Jeong Ae Won, Daejon Sunam Elementary School, [email protected] Seounghye Paik, Korea National University of Education

ABSTRACT: Research on epistemological beliefs is a growing and interesting area for psychologists and educators. The aim of this study is to investigate the characteristics of epistemological beliefs in science held by Korean 6th grade students and identify the relations between the students’ epistemological beliefs and their science learning abilities, especially academic achievement and science process skills. The participants were 265 sixth grade students. And data were collected from the following three sources: (1) a written questionnaire to assess epistemological beliefs, (2) all students’ science subject achievement scores, and (3) the ‘Test of science process skills (TSPS)’ to investigate students’ science inquiry abilities. The results of this study revealed that students hold beliefs that are closer to modern and sophisticated epistemological beliefs with regard to the ‘nature of science knowledge’. And students with more modern epistemological beliefs in science showed higher achievement in science subject achievement and science process skills. It is suggested that the elementary students’

epistemological beliefs in science should be studied as a significant construct that influences science learning and future studies with a larger scope regarding science learning need to be undertaken.

B24. Characteristics of Real Life Contexts and their Influence on Student Interest in Learning Chemistry Helena Van Vorst,[email protected]

Sabine Fechner Elke Sumfleth

ABSTRACT: Over the last thirty years, an increasing number of approaches for the development and

implementation of context-based curricula has arisen all over the world. Their aim is to raise student interest in science by pointing out their relevance and application outside school. Although different studies have shown a positive effect on student interest and motivation if real life contexts are integrated, a more differentiated look at results shows that they vary significantly depending on the chosen context. Based on this background, the presented study analyzes the influence of context characteristics on student interest in learning chemistry. After the characteristics have been elaborated, defined and substantiated by a rating and a student inquiry, student interest in contexts with specific characteristics will be identified. First results of the rating serve as a basis for the construction of a questionnaire to validate the constructed contexts and to select contexts for the interest investigation.

B26. Review of Research on Inquiry-Based Laboratory Activities in Science Education in the Last Decade Sevgi Aydin, Yuzuncu Yil University, [email protected]

ABSTRACT: The era we live in demands more scientific knowledge and skills to make sensible decisions so science teaching and learning are much more critical than ever. Therefore, the ultimate goal of science education is to raise a scientifically literate society in all over the world. To achieve it, reforms have been established in science education. Inquiry-based laboratory is suggested to be implemented in science teaching by reform documents. Because research on it has been so popular especially in the last decade, we need to learn details regarding course of research on teaching science through it. Therefore, the purpose of the study was to examine recent research

published in the last decade, regarding participants, types of the study, subject area and constructs studied, and what they have told us about inquiry-based laboratory teaching. To get related research on inquiry-based laboratory activities in science education, ERIC database was searched by the use of ‘science laboratories’ and ‘inquiry’ key words. Research showed that inquiry-based laboratory activities motivate students, increase their self-efficacy in laboratory, help them learn science content, develop better understanding of NOS and

metacognitive skills, ask more questions, and actively engage to activities. Suggestions for further research and implications were offered.

Strand 3: Science Teaching--Primary School (Grades preK-6): Characteristics and Strategies