A Course to Meet the Nature of Science and Inquiry Standards within an Authentic Service Learning Experience

Owens, Katharine D.; Foos, Annabelle

doi:10.5408/1089-9995-55.3.211

Cited by 4 publications

(12 citation statements)

References 8 publications

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“…This pattern of scores, 411 as well as the actual means, closely matches that found by Rubba and Anderson (1978) of 412 nonmajors in a biology course in one of the first uses of the NSKS. A somewhat similar pattern 413 is also found in more recent uses of the NSKS (Owens & Foos, 2007), but holds less strongly in 414 international settings (Chan, 2005;Folmer et al, 2009), suggesting the pattern of understanding 415 of the nature of science is not universal and is likely influenced by cultural attitudes and 416 understandings of scientific processes. 417…”

Section: Number Of Respondentsmentioning

confidence: 66%

Changes in Acceptance of Evolution and Associated Factors during a Year of Introductory Biology: The Shifting Impacts of Biology Knowledge, Politics, Religion, Demographics, and Understandings of the Nature of Science

Dunk

Wiles

2018

Preprint

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2A great deal of recent research has identified many factors influencing student acceptance of 3 biological evolution, but few of these factors have been measured in a longitudinal context of 4 changing knowledge and acceptance of evolution over a period of instruction. This study 5 investigates factors previously associated with evolution acceptance as well as other potential 6 factors among students over the course of a year-long majors and nonmajors introductory 7 biology sequence at a private, research-intensive university in the northeastern United States. 8Acceptance of evolution was measured using the Measure of Acceptance of the Theory of 9 Evolution (MATE) instrument, and other factors were measured using well-established 10 instruments and a demographic survey. As expected given the context, evolution was widely 11 accepted (71% of our sample scored in the "high" or "very high" acceptance range) among the 12 population, but 160 students were in the very low to moderate acceptance range. Over the course 13 of the academic year, normalized change regressions revealed that as knowledge of the Nature of 14 Science (NoS) increased, evolution acceptance increased (R 2 = .378, p << 0.001). Increasing 15 levels of genetic literacy (R 2 = .214, p << 0.001) and Evolutionary Knowledge (R 2 = .177, p << 16 0.001) were also significantly associated with increases in acceptance of evolution. To our 17 knowledge, this study is also the first to examine the longitudinal effect of combining various 18 factors into unified working models of acceptance of evolution. From fall to spring, the influence 19 of student knowledge of NoS on evolution acceptance increased, as did the influence of genetic 20 literacy. Conversely, the influence of religious variables decreased, as did the influence of 21 political inclinations and race/ethnicity. Our results indicate that as students learn more about the 22 nature of science, they may rely more on scientific explanations for natural phenomena. This 23 study also underscores the importance of using longitudinal, multifactorial analyses to 24 understand acceptance of evolution. 25

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Section: Number Of Respondentsmentioning

confidence: 66%

Changes in Acceptance of Evolution and Associated Factors during a Year of Introductory Biology: The Shifting Impacts of Biology Knowledge, Politics, Religion, Demographics, and Understandings of the Nature of Science

Dunk

Wiles

2018

Preprint

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“…Notwithstanding apparent agreement on the broader definition of CSL as a pedagogy among the articles reviewed, the purposes for using CSL as a teacher education pedagogy were only somewhat varied including: (a) applying course content in a community setting (Owens and Foos, 2007); (b) forming a learning community (Ronen and Shemer-Elkiyam, 2015); (c) gaining (technical) knowledge and skills related to pedagogy, and (d) learning about community and complex social issues (Barton, 1999(Barton, , 2000Cox-Petersen et al, 2005;Cone, 2009b,c;Kim, 2010;Lawrence and Butler, 2010;Riley and Solic, 2017). Underscoring this limited variation in purposes were shared notions of civic responsibility and strengthening communities (Borgelt et al, 2009;Haines, 2010) and how important these shared notions were to developing pedagogical skills in pre-service teachers (Chin, 2004;Cone, 2009a).…”

Section: Csl Definitions Are Similar In Preservice Science Teacher Edmentioning

confidence: 99%

“…These preservice science teachers then visit areas of ecological importance in Costa Rica and engage in observations (noting farming practices of local people), fieldwork (assisting the local farmers) and lesson planning (designing an exemplary unit on ecological concepts) as part of their CSL experiences. (Owens and Foos, 2007) studied a collaboration between a science educator and a geology instructor in a geology course. The aims were to provide future teachers with real-world and engaged scientific research experiences on the local park's resource management issues.…”

Section: Different Csl Models Are Evident In Preservice Science Teachmentioning

confidence: 99%

“…Studies that investigate the use of CSL pedagogy in preservice science teacher education contexts report a range of teacher outcomes including: gains in teachers' understanding of scientific knowledge, appreciation for scientific inquiry, and an overall capacity for articulating how to do science (Barton, 1999;Cox-Petersen et al, 2005;Owens and Foos, 2007). In addition, studies noted positive changes in self-efficacy, self-worth, and confidence among pre-service teachers (Cox-Petersen et al, 2005;Thompson et al, 2007;Cone, 2009a,b;Kim, 2010).…”

Section: Preservice Science Teachers' Engagement With Csl Is Reportedmentioning

confidence: 99%

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A Synthesis of the Research on Community Service Learning in Preservice Science Teacher Education

Khan

VanWynsberghe

2020

Front. Educ.

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Despite recent recommendations urging stronger connections between teacher education programs and their communities, few studies have examined the potential of community service learning (CSL) within science teacher education. The paper aims to: understand how CSL is conceptualized in preservice science teacher education contexts; identify the various ways that CSL is integrated within courses; examine stated outcomes for preservice science teachers, and; explore how research on CSL has been carried out in science teacher education. To better inform science teacher education, the authors embarked upon a research synthesis of relevant articles within preservice science teacher education. Six main findings emerged from the synthesis: (1) different science teacher education programs define CSL similarly, (2) preservice science teachers' engagement with CSL is primarily reported as being beneficial, (3) mixed outcomes are reported in preservice teachers' self-efficacy, confidence, and attitudes toward teaching science, (4) challenges, if reported, tend to be from the perspective of preservice teachers, (5) several common teaching strategies are employed to support the CSL experience, and (6) case study is the most typical research methodology for studying CSL, where the researchers are the instructors of their own CSL courses. These findings are significant for the ongoing development of science teacher knowledge and programmatic directions for the integration of community in science teacher education.

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“…Here the faculties allow the students to select their objectives and approaches. Open inquiry system is ideal to work on research and experimental projects and demands higher order thinking capabilities [10]. In an open inquiry, the teacher's role is to facilitate student generated investigation and learning.…”

Section: Structured Inquiry 2 Guided Inquiry 3 Open Inquirymentioning

confidence: 99%

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

Srinivasan¹,

Bryant²

2018

J Contemp Med Edu

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Background and Aim: Critical thinking and application are imperative skills for medical students as they learn to look for clinical features, interpret investigation, diagnose, and treat patients. Many educational strategies exist to foster this process, one of which is problem based learning (PBL). Though the concept of PBL looks lucid and uncomplicated, it requires understanding of the principles by faculties and students to make it more student oriented. We used a "Magnetic Building Set" as a mind opener to orient the teaching faculty at RAK Medical and Health Sciences University to the core concepts of PBL. The main aim of the workshop was to familiarize the faculty on various aspects of PBL, especially, the importance of identification of learning objectives, designing a problem on predesigned objectives, and the relation of PBL to inquiry based learning. This study also depicts how a simple game can make the participants correlate with the principles behind PBL. Methods: A total of 17 new faculty members, some of them having previous exposure of teaching in a PBL curriculum were included in the medical education orientation workshop on PBL. The faculty members were divided into three groups and each group was given a magnetic building set, which consisted of metallic spheres and magnetic rods. Initially, there were asked to make design of their choice using all the materials and later a second task was given asking them to make a specific structure. The game is then correlated to the key principles of PBL using a pre-and post-game questionnaire. Results: After the game, the knowledge of the faculty regarding the concepts and efficient use of PBL increased dramatically. The post-game questionnaire showed all the faculty understood well about the concepts of PBL. Conclusion: Various instructional strategies are employed in adult learning. Further, game-based learning is one amongst them and the current study highlights how a simple game can be used as an innovative and effective approach to introduce the concepts of PBL.

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A Course to Meet the Nature of Science and Inquiry Standards within an Authentic Service Learning Experience

Cited by 4 publications

References 8 publications

Changes in Acceptance of Evolution and Associated Factors during a Year of Introductory Biology: The Shifting Impacts of Biology Knowledge, Politics, Religion, Demographics, and Understandings of the Nature of Science

Changes in Acceptance of Evolution and Associated Factors during a Year of Introductory Biology: The Shifting Impacts of Biology Knowledge, Politics, Religion, Demographics, and Understandings of the Nature of Science

A Synthesis of the Research on Community Service Learning in Preservice Science Teacher Education

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

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