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1. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1

Author

International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut

Abstract

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

Published
2023

2. Science Teacher Educators' Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

Author

Fraser, William J.

Abstract

This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI). Furthermore, science educators' own PCK, and the limitations of a predominantly paper-based distance education (DE) model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL).

Published
2017

3. What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. Working Paper 158

Author

National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Goldhaber, Dan, Gratz, Trevor, and Theobald, Roddy

Abstract

We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations--middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher's subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school.

Published
2016

4. A Course-Based Undergraduate Research Experience (CURE) in Biology: Developing Systems Thinking through Field Experiences in Restoration Ecology

Author

Stanfield, Erin, Slown, Corin D., Sedlacek, Quentin, and Worcester, Suzanne E.

Abstract

Course-based undergraduate research experiences (CUREs) introduce research leading to skills acquisition and increased persistence in the major. CUREs generate enthusiasm and interest in doing science and serve as an intervention to increase equity and participation of historically marginalized students. In the second-semester laboratory of our introductory sequence for biology and marine science majors at California State University Monterey Bay (CSUMB), instructors updated and implemented a field-based CURE. The goals of the CURE were to promote increased scientific identity, systems thinking, and equity at a Hispanic-serving institution (HSI). Through the CURE, students engaged in scientific writing through a research paper with a focus on information literacy, critical thinking, and quantitative reasoning as important elements of thinking like a scientist. Course exams also revealed that students showed gains in their ability to evaluate a new biological system using systems thinking. More broadly, because such field-based experiences demonstrate equity gains among Latinx students and a much greater sense of scientific identity, they may have impacts beyond introductory biology including in students' personal and professional lives.

Published
2022

6. Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth. Paper #1: Selecting Core Ideas and Practices -- An Iterative Process

Author

Roseman, Jo Ellen, Herrmann-Abell, Cari, and Flanagan, Jean

Abstract

Researchers at AAAS and BSCS have developed a six-week unit that aims to help middle school students learn important chemistry ideas that can be used to explain growth and repair in animals and plants. By integrating core physical and life science ideas and engaging students in the science practices of modeling and constructing explanations, the unit is designed to address major recommendations in national standards documents, including the National Research Council's "A Framework for K-12 Science Education" (2012). In this paper, the authors focus on the iterative design process used to select and refine a set of learning goals for the unit that target the three dimensions of science learning identified in the "Framework"--science core ideas, science practices, and crosscutting concepts. The paper also describes the data on alignment, classroom implementation, and student and teacher learning that informed the revision of the learning goals through three iterations of the unit. Numerous examples are provided to illustrate the kinds of design issues that arose and how they were resolved to address the challenges inherent in taking a standards-based approach to curriculum design. (Contains 5 tables and 3 figures.)

Published
2013

7. Validation of a Paper-and-Pencil Test Instrument Measuring Biology Teachers' Pedagogical Content Knowledge by Using Think-Aloud

Author

Jüttner, Melanie and Neuhaus, Birgit Jana

Abstract

The topic of "teacher professionalism" is one of the most crucial ones in quality education research. It has a potential to generate results that could inform and hence enhance the practice in classrooms. Thus, research in this field needs reliable instruments to measure the professional knowledge of our teachers to be able to generate reliable results for our research problems. Not many instruments have been developed with regard to this topic. At the same time, an adequate validation of the instrument developed is often missing (Schilling & Hill, 2007). Hence, in a bigger project "ProwiN" (German acronym for professional knowledge of science teachers), test instruments for measuring science teachers' pedagogical, pedagogical content and content knowledge (PK, PCK, and CK) were developed for the subjects biology, chemistry and physics. The present study tested the validity of some of these items which were used to measure the pedagogical content knowledge (PCK) of biology teachers. These items focused on measuring teachers' professional knowledge by analyzing 1) teachers' "knowledge about student understanding" (or lack of understanding) of several topics in biology and 2) "knowledge about instructional strategies" like the use of models or experiments. The content validity of these instruments was examined by think-aloud interviews with American and German Biology teachers (N = 11). This study shows a high content validity for these items. Furthermore, this paper demonstrates the scope for adapting the conceptual framework of these items to measure biology teachers' PCK in other countries.

Published
2013

8. Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth: Paper 5--Using Teacher Measures to Evaluate the Promise of the Intervention

Author

Flanagan, Jean C., Herrmann-Abell, Cari F., and Roseman, Jo Ellen

Abstract

AAAS (American Association for the Advancement of Science) is collaborating with BSCS (Biological Sciences Curriculum Study) in the development of a curriculum unit for eighth grade students that connects fundamental chemistry and biology concepts to better prepare them for high school biology. Recognizing that teachers play an influential role in delivering the curriculum to students, we developed teacher support materials and professional development designed to help teachers use the unit effectively. In order to learn about the promise of the teacher support materials, we developed an assessment targeting aspects of participating teachers' (n = 8) science content knowledge and pedagogical content knowledge (PCK) for the specific learning goals of the unit. Specifically, the assessment targeted three areas of teachers' knowledge: 1) content knowledge 2) knowledge of student thinking, and 3) knowledge of strategies to move student thinking forward, across four item contexts: 1) chemical reactions, 2) conservation of mass, 3) flow of matter in living systems, and 4) plant growth. Teachers took the assessment three times: before PD, after PD, and after teaching the unit. The assessment items were mainly constructed response and were scored using indicators of success and difficulty. Teachers made gains over time in most of the knowledge areas and across most of the contexts. Areas where they did not make clear progress, or where their knowledge was particularly low, indicated that either the assessment instrument or the teacher support materials could be improved. Revisions based on these findings are reported. (Contains 4 tables and 1 figure.)

Published
2013

9. Hands on Group Work Paper Model for Teaching DNA Structure, Central Dogma and Recombinant DNA

Author

Altiparmak, Melek and Nakiboglu Tezer, Mahmure

Abstract

Understanding life on a molecular level is greatly enhanced when students are given the opportunity to visualize the molecules. Especially understanding DNA structure and function is essential for understanding key concepts of molecular biology such as DNA, central dogma and the manipulation of DNA. Researches have shown that undergraduate students typically lack a coherent view of concepts and their relationships when studying molecular biology within instruction-based lecture with no other pedagogical applications. In this study, we have designed an experimental to investigate the effect of a hands on paper models exercise within group work (Jigsaw Cooperative learning) on student biology teachers' academic achievement and attitudes to biotechnologies. Our goal was to develop a manipulative activity using inexpensive but graphic materials. The sample for this study consisted of 42 student teachers in the department of Biology Education during the 2005-2006 academic year. We have divided the students in two different classes. One of the classes was randomly assigned as the non-paper model (control, n=21) and the other as the paper model group (n=21). In experimental group cut and paste paper models exercise within cooperative groups, in control group traditional instructional design has been applied in teaching DNA structure, Central Dogma and Recombinant DNA. The posttests of the groups in achievement and attitudes to biotechnologies show significant differences. The results indicated that the paper model group was more successful than the non-paper group. (Contains 1 figure and 4 tables.)

Published
2009

10. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (31st, Orlando, FL, 2008)

Author

Association for Educational Communications and Technology and Simonson, Michael

Abstract

For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and Section 2 includes papers on the practice of educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 1 of the 30th (2007) Proceedings, see ED499889. For Volume 2, see ED499896.]

Published
2008

11. Comparability of Computer and Paper-and-Pencil Versions of Algebra and Biology Assessments

Author

Kim, Do-Hong and Huynh, Huynh

Abstract

This study examined comparability of student scores obtained from computerized and paper-and-pencil formats of the large-scale statewide end-of-course (EOC) examinations in the two subject areas of Algebra and Biology. Evidence in support of comparability of computerized and paper-based tests was sought by examining scale scores, item parameter estimates, test characteristic curves, test information functions, Rasch ability estimates at the content domain level, and the equivalence of the construct. Overall, the results support the comparability of computerized and paper-based tests at the item-level, subtest-level and whole test-level in both subject areas. No evidence was found to suggest that the administration mode changed the construct being measured. (Contains 5 tables and 8 figures.)

Published
2007

12. Research: Providing Answers for the New Millennium. Presented Papers and Paper Critiques [from the] AAAE (American Association of Agricultural Education) Central Region Agricultural Education Research Conference (55th, St. Louis, MO, February 23, 2001).

Author

Gliem, Joe A.

Abstract

This document contains the following papers: "Cognitive Abilities of Oak Harbor High School Agricultural Education Students" (Mark F. Starkey, Jamie Cano); "Development and Evaluation of Hands-on Learning Activities in Indiana High School Animal Science Classes" (Kendra Koster, Mark A. Balschweid); "Teaching Biology Using Agriculture as the Context: Perceptions of High School Students" (Mark A. Balschweid); "Assessing and Comparing the Scheduling Systems Utilized by Agricultural Education Programs in Illinois" (Andrew J. Baker); "Characteristics of Elementary Teachers Explaining Integration of Agricultural Awareness Activities in the Curriculum" (Neil A. Knoblock, Robert A. Martin); "Stakeholder Perceptions of Their Transition to an Agricultural Magnet School in the Midwest: A Case Study" (Linda Moody, Lloyd C. Bell); "Expert Perceptions of the Future of Agricultural Education in Illinois" (Joe G. Harper, Bret Hitchings); "Leading Like a Woman in a Man's World: Women's Conceptualizations of Leadership in the Agricultural Industry" (Amanda E. Corn); "Structuring Agricultural Education Research Using Conceptual and Theoretical Frameworks" (James E. Dyer, Penny S. Haase Wittler, Shannon G. Washburn); "Attitude of Vocational Teachers Towards Teacher Evaluation" (Jamie Cano, Barrett Zimmerman); "The Impact of Participating in Freshmen Interest Groups and Agricultural Youth Organizations on Agriculture Students' Academic Performance and Retention" (Anna L. Ball, Bryan L. Garton, James E. Dyer); "Relationship between Learning Style and Personality Type of Students Majoring and Minoring in Agricultural Education at The Ohio State University" (Tracy Kitchel, Jamie Cano); "Agricultural Extension Educators' Perceptions regarding Teaching Methods and Tools for Educating Farmers about Sustainable Agricultural Practices" (K.S.U. Jayaratne, Robert A. Martin); "Assessing and Prioritizing Present Inservice Needs and Evaluating Past Inservicing Programming Designed for Illinois Agricultural Education Instructors" (Andrew J. Baker); "Job Satisfaction among Agricultural Teacher Educators: New Directions in Measurement" (Jamie X. Castillo, Jamie Cano); "An Assessment of Desktop Videoconferencing's Potential to Enhance Communication and Student Teacher Supervision in Agricultural Education" (John Kessell, Greg Miller); "Characteristics of Learners Explaining the Benefit of Student Interaction in a Distance- and Technology-Situated Environment" (Neil A. Knobloch); and "The Professional Development Needs of Kansas Teachers of Agriculture" (Shannon G. Washburn, Brad O. King, Bryan L. Garton, Steven R. Harbstreit). Each paper is followed by a one-page critique by either Rosemary Gleim, Mark Zidon, R. Kirby Barrick, or Lloyd C. Bell. Most papers include substantial bibliographies. (MN)

Published
2001

14. The Influence of Academic Values on Scholarly Publication and Communication Practices. Research and Occasional Paper Series: CSHE.13.06

Author

University of California, Berkeley, Center for Studies in Higher Education, Harley, Diane, Earl-Novell, Sarah, Arter, Jennifer, Lawrence, Shannon, and King, C. Judson

Abstract

This study reports on five disciplinary case studies that explore academic value systems as they influence publishing behavior and attitudes of University of California, Berkeley faculty. The case studies are based on direct interviews with relevant stakeholders--faculty, advancement reviewers, librarians, and editors--in five fields: chemical engineering, anthropology, law and economics, English-language literature, and biostatistics. The results of the study strongly confirm the vital role of peer review in faculty attitudes and actual publishing behavior. There is much more experimentation, however, with regard to means of in-progress communication, where single means of publication and communication are not fixed so deeply in values and tradition as they are for final, archival publication. We conclude that approaches that try to "move" faculty and deeply embedded value systems directly toward new forms of archival, "final" publication are destined largely to failure in the short-term. From our perspective, a more promising route is to (1) examine the needs of scholarly researchers for both final and in-progress communications, and (2) determine how those needs are likely to influence future scenarios in a range of disciplinary areas. (Contains 11 notes.)

Published
2006

15. Mathematics, Foreign Language, and Science Coursetaking and the NELS:88 Transcript Data. Working Paper No. 2003-01

Author

National Center for Education Statistics (ED), Burkam, David T., and Lee, Valerie E.

Abstract

This report describes efforts to create and test variables measuring students' high-school coursetaking in mathematics, foreign language, and science, using data from the National Education Longitudinal Study (NELS) NELS:88 transcript file (National Center for Education Statitstics (NCES) projects 1.2.4.13 and 1.2.4.39). The first project (exploring mathematics coursetaking) was completed in September, 1996. The second project (exploring foreign language and science coursetaking) was completed in December, 1997. Both are summarized in this report. As the NCES-sponsored study of mathematics coursetaking and curriculum using the NELS school effects supplement (HSES) data makes use of these same constructs, it made sense to carefully explore the best way to capture the mathematics coursetaking construct with transcript data. As the first section of this report describes in some detail, the authors have conceptualized this construct in two ways: (1) course credits and (2) a pair of pipeline indices based on the most advanced course in a particular subject that students took in high school. Although they also explored the idea of creating a "weighted grades" measure, they argue against this idea in the report. An important part of the report is the exploration of the mathematics course credit and mathematics pipeline measures in bivariate and multivariate analyses (summarized in the second section). The multivariate regression models explore the measures used in two ways: (1) as outcomes, investigating coursetaking as a function of students' demographic and academic background, and (2) as predictors of mathematics achievement, taking students' background characteristics into account. This section is designed to demonstrate to future researchers the possible use of this and other pipeline measures. Building on the success of earlier work in mathematics, parts 3 and 4 of this report explore similar pipeline measures in foreign language and science coursetaking. Foreign language coursework, like mathematics coursework, is relatively sequential, and conceptualizing and constructing language pipelines is relatively straightforward. Science coursework, on the other hand, is far less sequential, and the underlying logic behind pipeline measures is necessarily more complicated. The Appendix includes SPSS programs used to generate all the described measures. The authors conclude the report with some recommendations based on their analyses. The results of these small studies are instructive. They hope that their variables and the analyses that demonstrate their "behavior" may be useful to other researchers who wish to investigate how high-school coursetaking influences students' achievement and learning in mathematics, foreign language, and/or science. Although many researchers like to construct variables measuring important constructs themselves, others may find the work helps to make their work easier, more coherent, and more consistent with other relevant studies.

Published
2003

16. Paper Genetic Engineering.

Author

MacClintic, Scott D. and Nelson, Genevieve M.

Abstract

Bacterial transformation is a commonly used technique in genetic engineering that involves transferring a gene of interest into a bacterial host so that the bacteria can be used to produce large quantities of the gene product. Although several kits are available for performing bacterial transformation in the classroom, students do not always clearly understand what they are doing by following the procedure. This document presents an exercise that uses paper DNA sequences to simulate the process of bacterial transformation and can be used in biochemistry, biotechnology, or any level biology class. In advanced biology classes it can be used to provide an introduction to the bacterial transformation laboratory while in general biology classes it can be used to help students understand this new technology. In the exercise students identify a gene of interest, choose a restriction enzyme to isolate the gene, construct a plasmid vector to carry the gene into bacterial cells, ligate the gene into the plasmid, then transcribe and translate the gene product. Key concepts include DNA structure and function, restriction enzymes, plasmid vectors, one gene-one polypeptide, transcription, and translation. (JRH)

Published
1996

17. Focusing on Active, Meaningful Learning. IDEA Paper No. 34.

Author

Kansas State Univ., Manhattan. IDEA Center. and Stalheim-Smith, Ann

Abstract

This paper discusses active and meaningful learning and the application of this instructional approach to the college classroom, focusing on techniques used in the author's biology classes. Active and meaningful learning places emphasis on students actually doing things and thinking about what they are doing, relating new information to information already known by the learner. Cooperative learning and critical thinking strategies can be used to promote active and meaningful learning. Examples of active and meaningful learning techniques are discussed, including the use of buzz groups and points to ponder, help sessions, team-based learning, undergraduates teaching in courses as practicum students, interactive computer programs, small working groups in a class, addressing different learners' needs, and creating a positive learning environment for non-majors. The incorporation of active and meaningful learning into textbooks and course materials is also discussed. (Contains 21 references.) (MDM)

Published
1998

18. Architects of the Future. Selected Conference Papers, Volume 1. National Association for Developmental Education Annual Conference Proceedings (19th, Chicago, Illinois, February 22-26, 1995).

Author

National Association for Developmental Education., Higbee, Jeanne L., and Dwinell, Patricia L.

Abstract

This conference proceedings publication addresses issues in developmental education at the postsecondary level. Papers included are: "Developmental Studies Teachers to Retention Specialists: Assets, Not Liabilities" (Carol H. Bader); "Primary and Secondary Orientation Support for One Underrepresented Group" (Allen R. Barlow and Kerri Heavens); "Magazines in Developmental Writing: An Innovative Reading-Writing Connection" (Sandra Karnei Chumchal); "Summary of the Final Report of the American Mathematical Association of Two Year Colleges: Standards for Developmental and Introductory College Mathematics" (Betsy Darken); "Effects of Testing Methods on Outcomes in Developmental Algebra" (Jeanette W. Glover); "Breaking Down the Barriers" (Ellen Hendrix et al.); "A Fair Chance for All" (Trevor Hulme and Allen R. Barlow); "Academic Probation: A Road to Academic Success" (Marjorie L. Illingworth); "Arts Internships as Transition Space for Students At Risk" (Linda Adler Kassner and Terence Collins); "Tutor Training Enhanced By Knowledge of Tutee Expectations" (Joan L. Krabbe and Mark A. Krabbe); "Supplemental Instruction in Biology at the College Level" (Ofra N. Peled and Anna C. Kim); "Building Mathematical Understanding: From Counting to Chaos" (Patrick Perdew et al.); "Educating the Postsecondary Student with Learning Disabilities" (Linda Schnapp); "Integration of Basic Composition and Reading" (Caroline Stern); "Activities to Promote Achievement Among Mathematics Students" (Pamela V. Thomas and Jeanne L. Higbee); "Developing Experiential Learning Assignments for Composition Courses" (Edna M. Troiano); "Supplemental Instruction's Impact on Affect: A Follow-Up and Expansion" (Julia N. Visor et al.); "Mathematics Survival: A Linked Course" (Gideon L. Weinstein); and "Student's World: A Writing Assignment" (Annette C. Williams). (Individual papers contain references.) (NAV)

Published
1995

19. National Association for Research in Science Teaching (NARST). Annual Meeting (65th, Cambridge, Massachusetts, March 21-25, 1992). Abstracts of Presented Papers.

Author

National Association for Research in Science Teaching. and Govindarajan, Girish

Abstract

This product of an annual meeting presents abstracts of symposia, contributed papers, paper sets, discussion groups, reports, poster sessions, and panel presentations. Topics include: science teaching, gender differences, science education reform, constructivism, biological concepts, concept mapping, attitude/behavior change, conceptual change/understanding, assessment, problem solving/inquiry learning, science attitudes, instructional technology/communication, teacher perception/knowledge, inservice program evaluation, epistemology, cooperative learning, chemistry education, environmental education, metacognition in science, qualitative research, computer education, textbook/program evaluation, and reasoning. Author and topic indexed are attached, as well as a list of presenters with addresses. (PR)

Published
1992

20. National Science Education Standards: An Enhanced Sampler. A Working Paper of the National Committee on Science Education Standards and Assessment.

Author

National Academy of Sciences - National Research Council, Washington, DC.

Abstract

The National Research Council is coordinating the development of national standards for science education in grades K through 12. By the fall of 1994, National Science Education Standards will be completed and published. The standards will contain narrative descriptions of what all students should be able to do to engage and understand the natural world. The standards will address science curriculum, teaching, and assessment and will represent the consensus of teachers and other science educators, scientists, and the general public. The following chapters are included; (1) "Introduction"; (2) "Taking Up the Challenge"; (3) "A Framework for the Content Standards"; (4) "Fundamental Understandings and Prototype Standards for the Physical Sciences"; (5) "Fundamental Understandings for the Life Sciences"; (6) "Nature of Science"; (7) "Application of Science"; and (8) "Context of Science." (PR)

Published
1993

21. National Association for Research in Science Teaching Annual Conference Proceedings (63rd, Atlanta, Georgia, April 8-11, 1990). Abstracts of Presented Papers.

Author

ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH., National Association for Research in Science Teaching., Blosser, Patricia E., and Helgeson, Stanley L.

Abstract

This document contains the abstracts of most of the papers, symposia, and poster sessions presented at the 63rd Annual Conference of the National Association for Research in Science Teaching (NARST). Subject areas addressed include teacher preparation; informal settings; cognitive models; classroom practices; teaching methods; student learning; teacher beliefs; microcomputers; elementary science; cooperative learning; teacher knowledge; visual learning; science instruction; science curriculum; self-efficacy; problem solving; gender; teacher programs; student thinking; research in Norway, Costa Rica, Taiwan, and Africa; science/technology/society; individual differences; electronic learning; cognitive test development; cognitive change; teacher development; and attitudes. (KR)

Published
1990

22. International Trends in Biology Education Research from 1997 to 2014: A Content Analysis of Papers in Selected Journals

Author

Gul, Seyda and Sozbilir, Mustafa

Abstract

This paper provides a descriptive content analysis of biology education research papers published in eight major academic journals indexed in Social Science Citation Index [SSCI] of Thomson Reuters® from 1997 to 2014. Total of 1376 biology education research [BER] papers were examined. The findings indicated that most of the papers were published in the JBE and IJSE, and frequently studied topics were environment and ecology, genetics and biotechnology, and animal form and function. The findings were also indicated that learning, teaching and attitudes was in the forefront as the frequently investigated subject matters, undergraduate and secondary school students were mostly preferred as sample group and sample size mostly varies between 31-100 and 101-300. In addition, it was found out that interactive qualitative research designs were mostly preferred. Besides, that single data collection tool was generally used and this data collection tool included questionnaires, interviews and documents. Finally, frequency/percentage tables, central tendency measures, statistical analysis such as t-test and ANOVA/ANCOVA and content analysis were commonly used as data analysis.

Published
2016
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23. How do research faculty in the biosciences evaluate paper authorship criteria?

Author

Kassis T

Subjects
Humans, Peer Review, Research, Authorship, Biology, Faculty, Research Personnel
Abstract

Authorship of peer-reviewed journal articles and abstracts has become the primary currency and reward unit in academia. Such a reward is crucial for students and postdocs who are often under-compensated and thus highly value authorship as an incentive. While numerous scientific and publishing organizations have written guidelines for determining author qualifications and author order, there remains much ambiguity when it comes to how these criteria are weighed by research faculty. Here, we sought to provide some initial insight on how faculty view the relative importance of 11 criteria for scientific authorship. We distributed an online survey to 564 biomedical engineering, biology, and bioengineering faculty members at 10 research institutions across the United States. The response rate was approximately 18%, resulting in a final sample of 102 respondents. Results revealed an agreement on some criteria, such as time spent conducting experiments, but there was a lack of agreement regarding the role of funding procurement. This study provides quantitative assessments of how faculty members in the biosciences evaluate authorship criteria. We discuss the implications of these findings for researchers, especially new graduate students, to help navigate the discrepancy between official policies for authorship and the contributions that faculty truly value.

Published
2017
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24. Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students

Author

Brill, Gilat and Yarden, Anat

Abstract

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness. (Contains 3 tables.)

Published
2003
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26. Paper Analogies Enhance Biology Teaching.

Author

Stencel, John E.

Abstract

Describes how to use paper analogies as models to illustrate various concepts in biology, human anatomy, and physiology classes. Models include biochemical paper models, protein papergrams, a paper model of early brain development, and a 3-D paper model of a eukaryotic cell. (AIM)

Published
1997

29. A Hierarchical Mentoring Program Increases Confidence and Effectiveness in Data Analysis and Interpretation for Undergraduate Biology Students

Author

Sorte, Cascade J. B., Aguilar-Roca, Nancy M., Henry, Amy K., and Pratt, Jessica D.

Abstract

Science instructors are increasingly incorporating teaching techniques that help students develop core competencies such as critical-thinking and communication skills. These core competencies are pillars of career readiness that prepare undergraduate students to successfully transition to continuing education or the workplace, whatever the field. Course-based undergraduate research experiences that culminate in written research papers can be effective at developing critical-thinking and communication skills but are challenging to implement as class size (and student-to-instructor ratio) grows. We developed a hierarchical mentoring program in which graduate student mentors guided groups of four to five undergraduate students through the scientific process in an upper-level ecology course. Program effectiveness was evaluated by grading final research papers (including previous year papers, before the program was implemented) and surveys (comparing to a course that did not implement the program). Results indicated that primary benefits of hierarchical mentoring were improvements in perceived and demonstrated ability in data analysis and interpretation, leading to a median increase in paper score of ~10% on a 100-point scale. Future directions indicated by our study were a need to incorporate more approaches (e.g., low-stakes writing exercises) and resources into a revised program to improve outcomes for students whose primary language is not English.

Published
2020
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31. Using a Classic Paper by I. E. Lawton and N. B. Schwartz to Consider the Array of Factors that Control Luteinizing Hormone Production

Author

Bauer-Dantoin, Angela C. and Hanke, Craig J.

Abstract

Two significant benefits derived from reading and discussing classic scientific papers in undergraduate biology courses are 1) providing students with the realistic perspective that science is an ongoing process (rather than a set of inarguable facts) and 2) deepening the students' understanding of physiological processes. A classic paper that is useful in both of these regards is by I. E. Lawton and N. B. Schwartz ("A circadian rhythm of luteinizing hormone secretion in ovariectomized rats." "Am J Physiol" 214: 213-217, 1968). The primary objective of the study is to determine whether tonic (pulsatile) secretion of luteinizing hormone (LH) from the pituitary gland exhibits a circadian rhythm. While this hypothesis seems relatively straightforward, its in vivo investigation necessitates an awareness of the multitude of factors, in addition to the circadian clock, that can influence plasma LH levels (and a consideration of how to control for these factors in the experimental design). Furthermore, discussion of the historical context in which the study was conducted (i.e., before the pulsatile nature of LH secretion had been discovered) provides students with the realistic perspective that science is not a set of facts but rather a systematic series of attempts by scientists to understand reality (a perspective that is difficult to convey using a traditional textbook alone). A review of the historical context in which the study was conducted, and a series of discovery learning questions are included to facilitate classroom discussions and to help deepen students' understanding of the complex nature of pituitary hormone regulation. (Contains 1 figure and 1 table.)

Published
2007
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34. The sequential analysis of DNA interpretation and fingerprint ridge patterns on porous paper evidence

Author

Hegenbart, Sarah

Subjects
Biology
Abstract

In forensic investigations, when porous substances are submitted for analysis, either fingerprint or DNA analysis can be performed. The purpose of this study was to see if it is possible to perform both fingerprint and DNA analysis on the same piece of evidence and to determine the sequence of analysis that produces the best results. Studies have focused on what fingerprint methods affect DNA analysis but have yet to focus on how DNA analysis affects fingerprint enhancement quality. There are many methods to enhance the visibility of fingerprints on porous substances, but this study chose to use ninhydrin and 1,2-indanedione. In this study, three volunteers deposited their DNA and latent prints onto five different paper substrates (money, copy paper, cardboard, cardstock, and thermal paper). The samples then went through one of the following sequences of analysis: 1) fingerprint enhancement first with ninhydrin method, 2) fingerprint enhancement first with 1,2-indanedione method, 3) DNA analysis first and then fingerprint enhancement with ninhydrin method, and 4) DNA analysis first and then fingerprint enhancement with 1,2-indanedione. The results show that the DNA analysis process significantly decreased the fingerprint enhancement quality while the fingerprint enhancement process with either ninhydrin or 1,2-indandione methods does not significantly decrease the quality and quantity of DNA. These results are important because both fingerprint enhancement and DNA analysis can be performed on the same paper substrates.

Published
2023

35. Microarrays Made Simple: 'DNA Chips' Paper Activity

Author

Barnard, Betsy

Abstract

DNA microarray technology is revolutionizing biological science. DNA microarrays (also called DNA chips) allow simultaneous screening of many genes for changes in expression between different cells. Now researchers can obtain information about genes in days or weeks that used to take months or years. The paper activity described in this article allows students to visualize how cells grown under different conditions would be analyzed using a DNA microarray. This simple microarray experiment involves looking for differences in gene expression of seedlings grown under two conditions: One set of seedlings receives full light and the other set germinates completely in the dark. This activity also reinforces concepts related to DNA structure, transcription, and experimental design. (Contains 5 figures.)

Published
2006

36. Paper People

Author

Claire Chabot

Subjects
art, anatomy, skeleton, paper art, collage, biology, Medicine
Abstract

The intersection of art and science is a space useful not only to communicate scientific concepts to the general public but also to allow those of us studying biology in depth to view our work in a different light. I myself enjoy playing with the universality of anatomy, that is its bits and pieces that compose every human being. In mixing these with an array of mediums, colours, and textures, I hope to evoke a multiplicity of emotions in the viewer.

Published
2021
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37. Studies in Teaching: 2015 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 25, 2015)

Author

Wake Forest University, Department of Education and McCoy, Leah P.

Abstract

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High School French Class (Virginia Browne); (3) Fostering Public Speaking through Pecha Kucha in the High School English Classroom (Robert Ciarrocca); (4) Choosing to Read: Scaffolding Pre-Choice, Choice, and Post-Choice Reading of Student-Selected Texts (Quentin Collie); (5) Supporting Students to Ask Scientific Questions in a Biology Project-Based Learning Unit (Alexandria Packard Dell'Aringa); (6) Using Hispanic Music in the Secondary Spanish Classroom (Sarah DeMatte); (7) American Girl Rising: The Effects of Incorporating Inspirational Video into the Secondary Mathematics Classroom (Thomas Flood); (8) History as a Pathway to Social Justice Engagement (Brandon Hubbard-Heitz); (9) Constructing Explanations: How Teachers Can Support Students in Extracting Scientific Evidence from Documentaries (Rachel Key); (10) The Long and Short of It: The Effects of Sudden Fiction in the Secondary English Classroom (Rachel Koval); (11) Reflecting on Revision: Student Reflection and Metacognitive Awareness in the Writing Process (Stephen Langford); (12) Culturally Relevant Pedagogy in a Public Secondary Social Studies Class (Jacob D. Leonard); (13) Solving with Reflection: The Use of Writing in a Secondary Mathematics Course (Austin J. Love, III); (14) Problem Posing in the High School Mathematics Classroom (Jennifer Mastin); (15) Oral Presentations and the Writing Process: Improving Students' Confidence through Sharing Writing (Julia Means); (16) Exploring the Relationship between Student Filmmaking Projects and Motivation Levels in a History Classroom (Cody Puckett); (17) The Influence of Student Constructed Historical Fiction Narratives on Student Engagement and Understanding of History (John A. Reynolds, II); (18) Use of Pre-Reading Strategies in Facilitating Reading Comprehension of Authentic Texts in the Secondary Spanish Classroom (Dara Rosenkrantz); (19) The Effects of Introversion and Extroversion on Whole-Class Discussion (Lindsay Schneider); (20) Use of Authentic Film in a Secondary Spanish Classroom to Develop Language Ability and Cultural Knowledge (Spencer A. Willis); and (21) Inquiry before Instruction: How the Use of Mathematical Questioning before Presenting Methodology Affects Student Attitude and Performance (Kalyn A. Wyckoff). (Individual papers contain references, tables, and figures.) [For the 2014 Research Digest, see ED545622.]

Published
2015

40. Look Who's Coming to School! Changing Demographics: Implications for Science Education. Occasional Paper 89-0.

Author

Commission on Professionals in Science and Technology, Washington, DC. and Vetter, Betty M.

Abstract

This paper discusses changes related to students that will occur during the next two decades and how they will affect science teacher's considerations of what and how to teach biology. Statistical data are presented for racial/ethnic groups. Some variables influencing the choice of a biology career are reviewed. Hands-on activities, inquiry, and appreciation for the values and methods of science are recommended for biology teaching. Lists 13 references. (YP)

Published
1988

45. Patterns of citations of open access and non-open access conservation biology journal papers and book chapters.

Author

Calver MC and Bradley JS

Subjects
Developing Countries, Biology, Conservation of Natural Resources, Journal Impact Factor
Abstract

Open access (OA) publishing, whereby authors, their institutions, or their granting bodies pay or provide a repository through which peer-reviewed work is available online for free, is championed as a model to increase the number of citations per paper and disseminate results widely, especially to researchers in developing countries. We compared the number of citations of OA and non-OA papers in six journals and four books published since 2000 to test whether OA increases number of citations overall and increases citations made by authors in developing countries. After controlling for type of paper (e.g., review or research paper), length of paper, authors' citation profiles, number of authors per paper, and whether the author or the publisher released the paper in OA, OA had no statistically significant influence on the overall number of citations per journal paper. Journal papers were cited more frequently if the authors had published highly cited papers previously, were members of large teams of authors, or published relatively long papers, but papers were not cited more frequently if they were published in an OA source. Nevertheless, author-archived OA book chapters accrued up to eight times more citations than chapters in the same book that were not available through OA, perhaps because there is no online abstracting service for book chapters. There was also little evidence that journal papers or book chapters published in OA received more citations from authors in developing countries relative to those journal papers or book chapters not published in OA. For scholarly publications in conservation biology, only book chapters had an OA citation advantage, and OA did not increase the number of citations papers or chapters received from authors in developing countries.

Published
2010
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46. National Association for Research in Science Teaching Annual Conference, Abstracts of Presented Papers (62nd, San Francisco, California, March 30-April 1, 1989).

Author

ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH., National Association for Research in Science Teaching., Blosser, Patricia E., and Helgeson, Stanley L.

Abstract

This document contains the abstracts of most of the papers, symposia, and poster sessions presented at the 62nd Annual Conference of the National Association for Research in Science Teaching (NARST). Subject areas addressed include: teacher preparation; science, technology and society; classroom research, elementary science; process skills; curriculum and instruction; misconceptions; achievement; education policy; problem solving; analytical studies; interpretive research; gender differences; attitudes; teacher characteristics; evaluation and assessment; learning; inservice teacher education; science laboratories; and microcomputers. (CW)

Published
1989

47. National Association for Research in Science Teaching Annual Conference, Abstracts of Presented Papers (61st, Lake of the Ozarks, MO, April 10-13, 1988).

Author

Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education., National Association for Research in Science Teaching., Blosser, Patricia E., and Helgeson, Stanley L.

Abstract

This document contains the abstracts of most of the papers, symposia and poster sessions presented at the 61st Annual Conference of the National Association for Research in Science Teaching (NARST). Subject areas addressed include: teacher preparation, science, technology and society; classroom research; elementary science; process skills; curriculum and instruction; misconceptions; achievement; research in Latin America and the Caribbean; microcomputers; educational policy; problem solving; analytical studies; interpretive research; gender differences; and attitudes. (CW)

Published
1988

48. National Association for Research in Science Teaching Annual Conference, Abstracts of Presented Papers (60th, Washington, DC, April 23-25, 1987).

Author

ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH., Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education., National Association for Research in Science Teaching., Blosser, Patricia E., and Helgeson, Stanley L.

Abstract

Abstracts of most of the papers, symposia, and poster sessions presented at the 60th conference of the National Association for Research in Science Teaching (NARST) are provided. Subject areas addressed include: videodisc technology; problem solving; cognitive learning; attitudes toward science; teaching strategies; science, technology, society; learning in informal settings; science process skills; gender differences; teaching with microcomputers; textbooks and instructional materials; information processing; wait time and questioning techniques; teacher concerns; science curriculum; teacher education; misconceptions in science; philosophy of science; and cross-cultural research. (ML)

Published
1987

49. Proceedings of the International Conference on Mobile Learning 2014. (10th, Madrid, Spain, February 28-March 2, 2014)

Author

International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro

Abstract

These proceedings contain the papers of the 10th International Conference on Mobile Learning 2014, which was organised by the International Association for Development of the Information Society, in Madrid, Spain, February 28-March 2, 2014. The Mobile Learning 2014 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Papers in these proceedings include: (1) Supporting Teachers to Design and Use Mobile Collaborative Learning Games (Iza Marfisi-Schottman and Sébastien George); (2) Ebooks as PDF Files, in Epub Format or as Interactive Ibooks? Digital Books in Physics Lessons of Secondary Education (Manfred Lohr); (3) Mobile Learning and Early Age Mathematics (Shir Peled and Shimon Schocken); (4) M-Learning--On Path to Integration with Organisation Systems (Shilpa Srivastava and Ved Prakash Gulati); (5) Improving History Learning through Cultural Heritage, Local History and Technology (Graça Magro, Joaquim Ramos de Carvalho and Maria José Marcelino); (6) Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game (Jetmir Xhembulla, Irene Rubino, Claudia Barberis and Giovanni Malnati); (7) Mobile-Based Chatting for Meeting Negotiation in Foreign Language Learning (María Dolores Castrillo, Elena Martín-Monje and Elena Bárcena); (8) Student Preferences for M-Learning Application Characteristics (Ömer Delialioglu & Yasaman Alioon); (9) Learning and Teaching with Mobile Devices An Approach in Secondary Education in Ghana (Margarete Grimus and Martin Ebner); (10) Cross-Cultural Design of Mobile Mathematics Learning Service for South African Schools (Tanja Walsh, Teija Vainio and Jari Varsaluoma); (11) Mobile Learning and Achievement Goal Orientation Profiles (Minna Asplund); (12) A Review of Integrating Mobile Phones for Language Learning (Ramiza Darmi and Peter Albion); (13) Overlapping Chat's Accessibility Requirements between Students with and without Disabilities Due to the Mobile Limitiations (Rocío Calvo, Ana Iglesias and Lourdes Moreno); (14) UML Quiz: Automatic Conversion of Web-Based E-Learning Content in Mobile Applications (Alexander von Franqué and Hilda Tellioglu); (15) Pedagogical Applications of Smartphone Integration in Teaching--Lectures', Students', & Pupils' Perspectives (Tami Seifert); (16) MOOC's to Go (Jan Renz, Thomas Staubitz and Christoph Meinel); (17) Strategies and Challenges in Ipad Initiative (Chientzu Candace Chou, Lanise Block and Renee Jesness); (18) Blending Classroom Teaching and Learning with QR Codes (Jenni Rikala and Marja Kankaanranta); (19) Programming Education with a Blocks-Based Visual Language for Mobile Application Development (Can Mihci and Nesrin Ozdener); (20) Shifting Contexts: Investigating the Role of Context in the Use of Obiquitious Computing for Design-Based Learning (Katharine S. Willis and Gianni Corino); (21) Evaluation Framework for Dependable Mobile Learning Scenarios (Manel Bensassi and Mona Laroussi); (22) Initial Evaluation of a Mobile Scaffolding Application that Seeks to Support Novice Learners of Programming (Chao Mbogo, Edwin Blake and Hussein Suleman); (23) Defining a Set of Architectural Requirements for Service-Oriented Mobile Learning Environments (Nemésio Freitas Duarte Filho and Ellen Francine Barbosa); (24) Portability and Usability of Open Educational Resources on Mobile Devices: A Study in the Context of Brazilian Educational Portals and Android-Based Devices (André Constantino da Silva, Fernanda Maria Pereira Freire, Vitor Hugo Miranda Mourão, Márcio Diógenes de Oliveira da Cruz and Heloísa Vieira da Rocha); (25) Evaluating QR Code Case Studies Using a Mobile Learning Framework (Jenni Rikala); (26) Developing a Mobile Social Media Framework for Creative Pedagogies (Thomas Cochrane, Laurent Antonczak, Matthew Guinibert and Danni Mulrennan); (27) Factors Affecting M-Learners' Course Satisfaction and Learning Persistence (Young Ju Joo, Sunyoung Joung, Eugene Lim and Hae Jin Kim); (28) A Framework to Support Mobile Learning in Multilingual Environments (Mmaki E. Jantjies and Mike Joy); (29) Mobile Technology Integrated Pedagogical Model (Arshia Khan); (30) Representation of an Incidental Learning Framework to Support Mobile Learning (Eileen Scanlon, Mark Gaved, Ann Jones, Agnes Kukulska-Hulme, Lucas Paletta and Ian Dunwell); (31) Using Mobile Apps and Social Media for Online Learner-Generated Content (Paul David Henry); (32) Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts (Kaja Vembe Swensen, Kenneth Silseth and Ingeborg Krange); (33) What Mobile Learning and Working Remotely Can Learn from Each Other (Koen Depryck); (34) In-Time On-Place Learning (Merja Bauters, Jukka Purma and Teemu Leinonen); (35) M-Learning and Technological Literacy: Analyzing Benefits for Apprenticeship (Carlos Manuel Pacheco Cortés and Adriana Margarita Pacheco Cortés); (36) Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Science Courses (Francisco Javier Delgado Cepeda and Ruben Dario Santiago Acosta); (37) An Environment for Mobile Experiential Learning (Otto Petrovic, Philipp Babcicky and Thomas Puchleitner); (38) Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study (Miguel Olmedo Camacho, Mar Pérez-Sanagustín, Carlos Alario-Hoyos, Xavier Soldani, Carlos Delgado Kloos and Sergio Sayago); (39) Raising Awareness of Cybercrime--The Use of Education as a Means of Prevention and Protection (Julija Lapuh Bele, Maja Dimc, David Rozman and Andreja Sladoje Jemec); (40) Mobile Game for Learning Bacteriology (Ryo Sugimura, Sotaro Kawazu, Hiroki Tamari, Kodai Watanabe, Yohei Nishimura, Toshiki Oguma, Katsushiro Watanabe, Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Shigeru Takano and Hitoshi Inoue); (41) The Theory Paper: What is the Future of Mobile Learning? (John Traxler and Marguerite Koole); (42) Rapid Prototyping of Mobile Learning Games (Maija Federley, Timo Sorsa, Janne Paavilainen, Kimo Boissonnier and Anu Seisto); (43) Preparing Lessons, Exercises and Tests for M-Learning of IT Fundamentals (S. Djenic, V. Vasiljevic, J. Mitic, V. Petkovic and A. Miletic); (44) The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook (Nurhasmiza Sazalli, Rupert Wegerif and Judith Kleine-Staarman); (45) When Everyone is a Probe, Everyone is a Learner (Boris Berenfeld, Tatiana Krupa, Arseny Lebedev and Sergey Stafeev); (46) Mobile Learning and Art Museums: A Case Study of New Art Interpretation Approach for Visitor Engagement through Mobile Media (Victoria López Benito); (47) Learner Centric in M-Learning: Integration of Security, Dependability and Trust (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (48) M-Learning Pilot at Sofia University (Elissaveta Gourova, Pavlin Dulev, Dessislava Petrova-Antonova and Boyan Bontchev); (49) A Mobile Service Oriented Multiple Object Tracking Augmented Reality Architecture for Education and Learning Experiences (Sasithorn Rattanarungrot, Martin White and Paul Newbury); (50) Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (51) Supporting the M-Learning Based Knowledge Transfer in University Education and Corporate Sector (András Benedek and György Molnár); and (52) The future of Ubiquitous Elearning (Timothy Arndt). Individual papers contain references. An author index is included. Luís Rodrigues is an associate editor of these proceedings.

Published
2014