Analysis of Spatial Concepts, Spatial Skills and Spatial Representations in New York State Regents Earth Science Examinations

Kastens, Kim A.; Pistolesi, Linda; Passow, Michael J.

doi:10.5408/13-104.1

Cited by 15 publications

(10 citation statements)

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“…Spatial reasoning skills are more strongly correlated with entry, performance, and persistence in STEM disciplines than Suite of Assessments (SAT) scores (Shea et al, 2001;Webb et al, 2007;Wai et al, 2009); they even correlate with creative accomplishments as measured by patents and publications (Kell et al, 2013). Despite this convincing evidence that spatial reasoning skills are important for student success in STEM disciplines, spatial reasoning skills are not systematically instructed or tested in K-12 education (National Research Council, 2006;Kastens et al, 2014;Ormand et al, 2014) or assessed among incoming undergraduate students, and they are seldom explicitly included in instruction at the college level. Not surprisingly, spatial skills are unevenly distributed in the population (e.g., National Research Council, 2006;Kastens et al, 2014), which presents a challenge to university instructors teaching spatially demanding courses.…”

Section: Introductionmentioning

confidence: 99%

“…Despite this convincing evidence that spatial reasoning skills are important for student success in STEM disciplines, spatial reasoning skills are not systematically instructed or tested in K-12 education (National Research Council, 2006;Kastens et al, 2014;Ormand et al, 2014) or assessed among incoming undergraduate students, and they are seldom explicitly included in instruction at the college level. Not surprisingly, spatial skills are unevenly distributed in the population (e.g., National Research Council, 2006;Kastens et al, 2014), which presents a challenge to university instructors teaching spatially demanding courses. This uneven distribution of skills allows some students to perform discipline-specific tasks or interpret scientific communication easily, while others struggle (Kastens et al, 2009(Kastens et al, , 2014.…”

Section: Introductionmentioning

confidence: 99%

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Spatial skills in undergraduate students—Influence of gender, motivation, academic training, and childhood play

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Spatial skills in undergraduate students—Influence of gender, motivation, academic training, and childhood play

et al. 2018

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“…Informal Science pedagogical approaches focus on students' intrinsic goals and interests, using tools of investigation, scientific reasoning, clarifying content and concept knowledge, and development of an identity as critical thinkers. The two other fields of pedagogical research that support the summer and the future courses are Place-Based Learning (Semken & Freeman 2008) and Spatial Thinking (Kastens et al 2014).…”

Section: Summer 1: Informal Learning Teaching and Researching At Thmentioning

confidence: 99%

How museums, teacher educators, and schools, innovate and collaborate to learn and teach geosciences to everyone

et al. 2018

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Natural History museums are well known and even famous for the multiple educational opportunities they offer to the public, which includes international visitors, and students and schools. This paper introduces a new role for museums, as sites for the education and certification of new science teachers. In 2017, the American Museum of Natural History (AMNH) completed evaluation of its initial six years as the first museum-based Master of Arts in Teaching (MAT) Earth science program in the USA. The program was conceptualized in response to multiple levels of local and national education policies, and the still cur-rent need to improve Earth science education for all students, especially those designated ‘at-risk.’ Race to the Top (RTTT) in New York State and the National Commission on Teaching for America’s Future had been call-ing for the reconceptualization of teacher education for several years. MAT began as a pilot program authorized by NYS, the result of a competition for inno-vation in the design of programs outside the traditional university structures that corre-sponded to areas of need (at the inter-section of the sciences and quality education for New English Learners and students with learning disabilities). In developing the museum-specific part of the program, theoretical perspectives from research on Strands of Learning Science in Informal In-stitutions, Spatial thinking, and Place-based Learning. Also the selection of candidates required background in one of the Earth Science fields. In addition, scientists and curators became part of the faculty and directed the field and laboratory residencies at the end of the school year and before beginning to teach in schools. After three years, the pilot was fully authorized to grant its own degrees. The institution operates on multiple levels: it is a teaching residency program that awards degrees, maintains strong partnerships with schools, is a member of the network of Independent Colleges and Universities in New York State, and provides on-site graduate courses for other col-leges and universities on the educational role of, and research on, informal learning in science institutions. The museum is at the heart of the program’s design. Courses include research on learning in museums, pedagogical content knowledge re-garding science, and experiential residencies geared toward preparing candidates to teach in both museums and public schools, as well as conduct independent and team science research. Courses are co-taught by scientists and educators, and are designed to use museum exhibitions and resources, including current and past scientific research, technology, and online teaching tools in order to facilitate instruction, demonstrate the nature of science, and com-plement science with cultural histories that highlight the role of science in society. Evaluation evidence indicates the program has been successful in pre-paring teachers to teach in high-needs urban schools in New York State. An external-impact quanti-tative study by NYU, focused on student performance on the standardized New York State Earth Science Regents Examination, indicated that (1) students of MAT graduates are doing as well as students taught by other Earth science teachers with similar years of experience in New York City; and (2) demographically, MAT teachers instruct a higher percentage of students with lower economic and academic profiles. This paper focuses on how the program design utilizes all aspects of a natural history museum to offer the science museum community, teacher educators, and policy-makers new approaches for the preparation of teachers and the education of their students.

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“…Raciocinar geologicamente é uma operação complexa e aplicável às incertezas; assim, os geólogos são forçados a formular interpretações e suposições, porque raramente têm acesso a todos os dados necessários para tomar decisões (Frodeman, 1996;2010). Independentemente da escala de trabalho, pensar geologicamente implica a capacidade de inferir os significados de padrões observados nas rochas, relevantes para a reconstituição da história geológica de uma determinada região (Chadwick, 1978;Kastens et al, 2014).…”

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Taxonomia de Bloom como instrumento no ensino-aprendizagem de projeção estereográfica em geologia

Miguel

Carneiro

2019

Terrae Didat.

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1Cabe ao ramo da Geologia Estrutural trabalhar os fundamentos, métodos e técnicas para reconhecimento e análise das feições estruturais primárias e secundárias encontradas na crosta terrestre, buscando caracterizar, em diversas escalas, o arranjo geométrico, os movimentos e os esforços responsáveis pelo deslocamento e deformação das massas rochosas (Miguel et al., 2018;Miguel, 2018). Uma vez que os primeiros passos para o estudo da Geologia Estrutural são largamente geométricos (Ragan, 2009), a projeção estereográfica constitui um método poderoso para resolver problemas geométricos, na medida em que permite manipular e interpretar dados tridimensionais em uma superfície bidimensional. O recurso é extremamente útil, pois problemas de orientação são muito comuns na Geologia Estrutural (Waldron, 2009). Os diagramas estereográficos preservam apenas a orientação de linhas e planos, ao contrário de outras técnicas baseadas em mapas que envolvem, por exemplo, a elaboração de curvas de contorno estrutural. Terrae Did atic aIntrodução O estudo da Geologia exige um conjunto de habilidades de pensamento e investigação que não estão comumente presentes em outras ciências. O raciocínio geológico tem duas características, uma hermenêutica (interpretativa) e outra histórica (vinculação formal ou informal a uma cronologia); em outros termos, é uma ciência sintética, na qual o geólogo faz uso de raciocínio por analogia, formulação de hipóteses e indução eliminatória, além do uso de métodos laboratoriais (Frodeman, 1996;2010). Raciocinar geologicamente é uma operação complexa e aplicável às incertezas; assim, os geólogos são forçados a formular interpretações e suposições, porque raramente têm acesso a todos os dados necessários para tomar decisões (Frodeman, 1996;2010). Independentemente da escala de trabalho, pensar geologicamente implica a capacidade de inferir os significados de padrões observados nas rochas, relevantes para a reconstituição da história geológica de uma determinada região (Chadwick, 1978;Kastens et al., 2014). ARTIGOAbstract: Developing the ability to give meaning and to characterize the geometric arrangement of rock structures is difficult for Geology students. When it is necessary to interpret movements and displacements, the barrier becomes even greater. The three-dimensional nature of geological structures stimulates the predominance of visual reasoning among geologists, along with the integration/association of various types of data. A challenge for Structural Geology teachers to create practical activities that facilitate and make learning more attractive was met by using stereographic projection. This work applies the Bloom taxonomy as a teaching-learning tool, from the perspective that the categories can facilitate the achievement of discipline objectives and clarify the practical activities, as well as contribute towards planning of contents, tasks and evaluation. Seeking to cope with students' difficulties, the authors developed and proposed categories in the three domains of Bloom's taxonomy for tea...

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Analysis of Spatial Concepts, Spatial Skills and Spatial Representations in New York State Regents Earth Science Examinations

Cited by 15 publications

References 20 publications

Spatial skills in undergraduate students—Influence of gender, motivation, academic training, and childhood play

Spatial skills in undergraduate students—Influence of gender, motivation, academic training, and childhood play

How museums, teacher educators, and schools, innovate and collaborate to learn and teach geosciences to everyone

Taxonomia de Bloom como instrumento no ensino-aprendizagem de projeção estereográfica em geologia

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