Lower-division Science Research Articles

Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers

The main purpose of the study is to gain insight on to what extent taking a science methods course correlated with the science teaching pedagogical preferences of pre-service science teachers. The study recruited twenty K-8 teacher education students enrolled in lower division science courses at a large American public university, some of whom had completed a science methods course and some not. A sequential exploratory mixed-methods design involving both quantitative and qualitative parts was used. The quantitative data were collected using the POSTT assessment instrument to identify pedagogical orientations profiles of the participants. A subset of students was subsequently interviewed so that they could explain their responses to the POSTT items. The data points out that many participants whether they had taken a methods course or note tended toward an inquiry science teaching orientation. When participants chose similar instructional preferences, however, their reasons often varied. The data indicated that students having taken a methods course think more broadly about factors that should influence choices of instructional practice (e.g., grade level, prior knowledge, interest areas). The findings suggest that a science methods course can have a positive influence on pre-service teachers with respect to the development of an inquiry science teaching orientation. The POSTT items have potential use within science methods courses for the formative assessment of pre-service teachers’ orientations toward science instruction.

Role playing a city's response to climate change: Engaging undergraduate geoscience students

ABSTRACTA clear understanding of climate change and its impacts on society is an integral component of scientific literacy today. However, college students in introductory and lower division science courses often struggle to connect with this material in a meaningful way when they do not see how it is relevant to their daily lives. To address this challenge, we have developed a role-playing game in which students act out a fictitious meeting of the Seattle City Council in which they select an action plan in response to impending sea-level rise. They are given roles and form factions to develop proposals, lobbying for either climate change prevention, mitigation, or adaptation. Students focus on using scientific literature and evidence to support their arguments and work as teams to get their action plans approved by the city council. The game takes approximately two class periods, during which the teams research and prepare action plans, the council hears proposals and questions the lobbying citizens, and an action plan is selected. Quantitative and qualitative data from introductory Earth and atmospheric science courses demonstrate improved learning outcomes for game-relevant course content and student perceptions of increased learning.

Organic Chemistry YouTube Writing Assignment for Large Lecture Classes

This work describes efforts to incorporate and evaluate the use of a YouTube writing assignment in large lecture classes to personalize learning and improve conceptual understanding of chemistry through peer- and self-explanation strategies. Although writing assignments can be a method to incorporate peer- and self-explanation strategies, this method is not often incorporated in large lecture classes and lower-division science courses. This work primarily focuses on a YouTube script writing assignment where a student selects an organic chemistry concept and describes how they would teach or creatively explain the concept to their fellow classmates using real-world examples in a popular YouTube video format. In a more elaborate version of the assignment, students then proceed to make a YouTube video based on this written assignment. Subsequent details and feedback about the assignment are also presented.

Geology, Resources and Environment of Latin America: Incorporating Earth Systems Science Education in an Undergraduate Science Service Course Intended for Hispanic Students

With NSF funding, we have developed, taught, and evaluated a new lower-division science course for non-science majors, entitled “Geology, Resources, and Environment of Latin America” (GRELA). GRELA is intended to attract Hispanic undergraduates to science and to increase awareness among non-Hispanic students about challenges facing our neighbors to the south. GRELA is an interdisciplinary exploration of how the physical and biological environments of Mexico, Central America, and South America have influenced the people who live there. The course consists of 22 lectures in four modules (Background; Minerals; Energy and Natural Hazards, and Water and the Environment). Presentation of ESS topics dominates the last part of the class and includes lectures on El Niño, glaciers, the Amazon, rain forests, and coral reefs; a final set of lectures focuses on challenges facing the US and Mexico over shared water resources. Grades are based on two mid-term exams, a final exam and a report developed in partnership with correspondents in Latin American universities. Evaluations indicate this course positively impacts student interest in science, although some of the favorable comments may result from small class size. We encourage adaptation of our course materials at other community colleges and universities and will share these with other instructors on request.

Relation of Study Behaviors and Employment to Academic Performance

Questionnaire data regarding study time, work time, and study habits, as well as transcript data, were gathered for 190 lower division science and engineering majors. A multiple regression analysis showed that the best predictor of grade point average was a question asking the extent to which students completed assigned work prior to examinations. Variables which added significantly to the prediction equation were ACT entrance exam scores, the estimated number of hours students spent studying per week, and high school GPAs. The data also indicated that students who hold part-time jobs spend about the same amount of time studying as those who do not.