Estudios HFE Herramientas

2:15pm – 3:45pm, Room 304

Presider: Ann W. Wright, Canisius College

Learning to do Research in a Research Experience for Undergraduates (REU) Program Allan Feldman, University of South Florida, [email protected]

Dilek Ozalp, University of South University

ABSTRACT: In this paper we report on a two-year study of a National Science Foundation (NSF) funded Research Experiences for Undergraduates (REU) program. The purpose of our study was to understand what undergraduates learn about doing research and how they learn it while participating in a research experience in a Research

Intensive university in the southeast US. Twenty-one students were recruited from universities and colleges throughout the US, including territories in the Caribbean. They were placed in research groups led by professors in engineering and public health. The REU program lasted for 10-weeks during the summer. We found that the students learned research skills, but not the ones needed to be independent researchers. We also found that almost all their learning occurred as part of apprenticeship activities structured and facilitated by professors within the research groups. In addition, the ways the research groups were organized and the level of involvement of the professors in the education of the undergraduates affected how much they learned about doing research. Our paper includes implications for providing teachers with the knowledge and skills needed for them to teach their students how to engage in authentic scientific research practices.

How do Summer Undergraduate Research Experiences Compare to Other Models? Omolola A. Adedokun, Purdue University, [email protected]

Ann Bessenbacher, Purdue University Loran Carleton Parker, Purdue University Amy C. Childress, Purdue University Lisa P. Kirkham, Purdue University Dorothy Teegarden, Purdue University Wilella D. Burgess, Purdue University

ABSTRACT: Undergraduate research experiences (UREs) have been shown to be effective in recruiting, retaining and graduating students, especially underrepresented minorities, in science, technology, engineering and mathematics (STEM) majors. A variety of URE program models exist across American colleges and universities. Despite the wide range of URE models, current URE research and evaluation rarely considers differences in models when examining student experiences and outcomes in research programs. The goal of the current paper is to compare the impact of URE structure on student outcomes. The study uses a nonequivalent pre-post control group design to compare program outcomes among four models of URE participation: summer term, single academic semester, two academic semesters, and full academic year. The analyses revealed no significant group differences in program outcomes between summer and single semester participants. However, compared to the summer group, students that participated for two academic semesters reported higher gains in awareness of available research career opportunities and writing research papers for publications. Similarly, participants in yearlong experiences reported higher gains than the summer participants in research skills, understanding of

research procedures, and awareness of available research career opportunities and awareness of specialized research career options. The implications and limitations of the study are discussed.

A Longitudinal Study of how Graduate Students in Field Ecology Acquire Research Expertise Mika Leon-Beck, The Hebrew University of Jerusalem, Israel, [email protected] Jeff Dodick, The Hebrew University of Jerusalem, Israel

ABSTRACT: In recent years expertise studies have focused on graduate student learning in lab-based sciences. In this paper, however, we analyze graduate student learning in the field-based science of ecology. Using a qualitative approach, we longitudinally tracked both the students' challenges and coping strategies during their initial two- year research period. Concerning challenges the M.Sc. students had difficulties with independent decision-making and were most concerned with practical application of field methods, as well as the role of environmental conditions. In contrast, Ph.D. candidates were more independent and showed more concern with theoretical issues, most notably the "variance" of the field. Regarding coping strategies, the M.Sc. students are strongly dependent on their written protocols (i.e., protocol-dominated) to guide their research. In opposition, Ph.D. students are more flexible in responding to the field and by the end of their second research year are "field- dominated". These overall differences are derived from both previous research experience and the fact that the advisor usually provides her M.Sc students with their initial protocol. This work is significant because by

understanding challenges and coping strategies in field ecology, we can improve how novice grad students acquire expertise, as well as how they are guided by their advisors.

The Impact of a Summer Research Program on Rising College Freshmens' Integration Into a Science Community of Practice

Grant E. Gardner, East Carolina University, [email protected] Jennifer H. Forrester, The University of Wyoming

Penny Shumaker Jeffrey, North Carolina State University

ABSTRACT: Opportunities for undergraduates to participate in authentic research projects in university science and engineering laboratories are becoming more commonplace. Students in Science, Technology, Engineering, and Mathematics (STEM) fields are reporting participation rates in some form of approximately 53%. Despite the prevalence of undergraduate research participationlittle is known about the efficacy of these programs in

achieving desired student learning outcomes due to evaluative research being methodologically weak or limited in scope. Typical learning objectives for these programs revolve around integrating students into a community of practice through learning science content in context, gaining science process skills, and practicing scientific habits of mind. The goal of this study was to understand the process and degree to which an undergraduate science research program for rising college freshman achieved its stated objectives to integrate participants into a community of practice and to develop students’ research identities. A mixed methods approach was utilized for grounded theory construction. The major findings demonstrated that integration into a research community of practice revolved around students redefining the responsibilities of research scientists in the laboratory and negotiating the complex relationships in research settings.

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

Symposium - Undergraduate Science Assessment: Current Innovations and Future Obstacles and Opportunities 2:15pm – 3:45pm, Room 309

Presider: Marcelle A. Siegel, University Of Missouri-Columbia Presenters:

Janet Coffey, Gordon & Betty Moore Foundation University of Maryland, College Park Sandra K. Enger, The University of Alabama in Huntsville

Ellen Osmundson, CRESST, The University of California-Los Angeles

Sarah B. Woodruff, Ohio's Evaluation and Assessment Center for Mathematics and Science Education Jerome M. Shaw, University of California - Santa Cruz

Dennis W. Sunal, The University of Alabama Robert E. Yager, The University of Iowa

Marcelle A. Siegel, University Of Missouri-Columbia Jennifer Clasegens, Northern Arizona University Michelle Sinapuelas, University of California-Berkley

ABSTRACT: Classroom assessment is a key obstacle on the road to improving college science courses. Even in cases when college science instruction has improved, assessment often is not aligned with new instructional approaches. Furthermore, postsecondary instructors receive less professional development than K-12 teachers, and do not have as many assessment resources available for advanced science courses. We see a need to develop expertise, resources, and models for reform. This symposium gathers experts in assessment, college science instruction, and equity to discuss major obstacles and opportunities in reforming college science assessment. We apply current research to discuss innovations at the undergraduate level, as well as innovations that have not yet been applied to the undergraduate context. Panelists present a national study on the current state of assessment, innovations at the undergraduate level, and research-proven perspectives on ways to achieve reform. This symposium will generate discussion among participants in small and large groups. We will engage participants in discussing questions, such as: 1) What supports are needed for college science faculty to improve assessment practices? 2) What strategies and frameworks can be applied from the K-12 setting to the postsecondary setting? 3) What obstacles and opportunities exist for future reform efforts?

Strand 6: Science Learning in Informal Contexts

Families Encouraging Science Learning and Participation 2:15pm – 3:45pm, Room 305

Presider: Janell Nicole Catlin, Teachers College, Columbia University

An Exploratory Study of Parent Involvement by Take-Home Science Activities in Taiwan Yi-Ting Cheng, Nation Chenghua University of Education, [email protected] Huey-Por Chang, National Changhua University of Education

ABSTRACT: Recent years, some researchers have noted the importance of parental participation in their children’s learning. If parents help out with homework, for example, improved test results and overall performance often result. The authors believe that science education ought to begin at home, reinforcing parents’ knowledge as well as helping the children to learn. To date, however, relatively little work has been done on this topic in Taiwan. To emphasize this point, this study addresses to evaluate the effectiveness and the influence in the Family

Involvement project by using “Science bags” and having families work together at home with hands-on, inquiry science activities. The results revealed science bags could improve parents’ attitudes toward science activities and interact with their children. Moreover, it is worth to carry out take-home science activities (Science bags) in Taiwan.

Family Meaning-Making and Identity Negotiation at Telescope Observing Events Matthew Wenger, University of Arizona, Tucson, [email protected]

ABSTRACT: This qualitative study is an exploratory look at family experiences at night time telescope observing events, often called star parties. Four families participated in this study which looked at their expectations, experiences and agendas as well as the roles that identity and family culture played in the negotiation of meaning. The results of this study showed that learning is constantly occurring among families, and that star parties and family culture were mediational means for making meaning. Expectations and agendas were found to affect the families’ star party experiences. These data also showed that family members are actively negotiating their individual and family identities. These families use their cultural history together to make sense of their star party experiences; however, the meaning that families were negotiating was often focused more on developing family and individual identity rather than science content. The families in this study used the star party context as a way

to connect with each other, to make sense of their prior experiences, and as raw material for making sense of future experiences.

The Association of Parental Hobbies and Male Physicists' Interest in Science Devasmita Chakraverty, University of Virginia, [email protected]

Robert H. Tai, University of Virginia

ABSTRACT: Early parent-child participation in science activities at home leads to development of greater interest in science. In this paper, we examine the influence of parental hobbies in determining science interest. We use SCCT theory to explain how parental hobbies impact career interest. We use a grounded theory approach to analyze 3 interviews of male physicists from Project Crossover, a sequential mixed methodological study broadly examining the transition experiences of physical scientists from graduate students to independent researchers. We found that early science interest is fostered at home when parents encourage or participate in hobbies. Parental hobbies influenced career aspirations of male physicists both directly (e.g., specific interest in the subject), and indirectly (e.g., teaching skills, creating interest in field work, or, developing mechanical inclination with objects). Fewer interviewees reported the role of their mother in participating in science-based hobbies. Parental hobbies lead to motivation and knowledge, generating science-interest. Thus family is an important socially interactive group for children, instrumental in developing interest. Also, parents foster science-interest in children that sometimes influences their career trajectories. Hence, it is important to study the role of parents in generating science-based interest by encouraging children to pursue participatory activities at home.

Documenting Family Interactions at Touch Tanks: Is the Talk More Important than the Touch? Shawn Rowe, Oregon State University, [email protected]

James F. Kisiel, California State University, Long Beach

ABSTRACT: Despite their popularity, few studies have examined visitor engagement at touch tank exhibits featuring live marine or aquatic animals. The value or benefit of these and other similar experiences (e.g. petting zoos, aviaries, butterfly houses) featuring living organisms is a critical question currently being debated in many zoos and aquarium. Yet before such value can be assessed, it is important to understand just what people are doing (and saying) at these exhibits—such baseline data may point to possible learning outcomes and the influence of interpretive messages. This investigation involved analysis of video and audio recordings of 41 families as they engaged with touch tank exhibits at four different aquarium sites. Qualitative analysis reveals a variety of distinct activities and discourse that span across the different touch tank settings. Basic quantitative analysis revealed both common activities (e.g. touching, pointing out, and naming), as well as those that were less frequent (e.g. talking with staff, reading labels), suggesting that engagement may be independent of interpretation efforts at the exhibit. One common routine, ‘the debrief’, seems to serve as a trigger for new discourse and activities, thereby sustaining engagement, and supporting learning beyond the basic mastery of content knowledge.

Strand 7: Pre-service Science Teacher Education