Designing Effective Science Instruction: What Works in Science Classrooms

Tweed, Anne

doi:10.2505/9781935155065

Cited by 3 publications

(1 citation statement)

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“…The curriculum provided to teachers in groups A and B consisted of three lessons. All instructional materials were developed according to standards of inquiry-based instruction elements (Warner & Myers, 2008) and effective science instruction (Tweed, 2009). The lesson plans and curriculum unit's content validity was established through a panel of experts in agricultural education, inquiry-based instruction, and science education.…”

Section: Journal Of Agricultural Educationmentioning

confidence: 99%

Implications of Science Illumination on Student Content Knowledge of Technical Floriculture and Core Scientific Ideas

Ferand¹,

Dibenedetto²,

Myers³

et al. 2022

JAE

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With fewer people entering agricultural career fields every year, the need for skilled workers in STEM fields continues to grow, which is an issue compounded by the growing demand for food and energy worldwide. An employment pool of skilled applicants who understand agriculture as a whole and comprehend applied concepts of STEM is needed, especially now as the world has stepped into an era of scientific and precision-based agriculture. School-based agricultural education (SBAE) provides opportunities to facilitate the application of core scientific ideas in real-world settings, as many agricultural contexts and problems typically involve numerous disciplines. This study analyzed the effects of purposeful science illumination on students' content knowledge of scientific core ideas and technical floriculture concepts. Students who received a specialized science illuminated curriculum displayed higher achievement on core science and technical floriculture content than their peers who received the standard curriculum. Further, students whose teachers received specialized training in STEM illumination outperformed the other two groups of students in both scientific core ideas and technical floriculture concepts. It is recommended that teachers seek both content-specific professional development opportunities and specialized curricula. Lastly, focus should be placed on methods of instruction to allow for students to engage with core scientific ideas within the context of agriculture.

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Section: Journal Of Agricultural Educationmentioning

confidence: 99%

Implications of Science Illumination on Student Content Knowledge of Technical Floriculture and Core Scientific Ideas

Ferand¹,

Dibenedetto²,

Myers³

et al. 2022

JAE

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Mental Models Of Groundwater Residence: A Deeper Understanding Of Students’ Preconceptions As A Resource For Teaching And Learning About Groundwater And Aquifers

Arthurs

Elwonger

2018

JAESE

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There is a growing need for public understanding about groundwater resources. Knowing what groundwater and aquifers are is fundamental to understanding more complex issues such as groundwater quality and availability. However, groundwater and related concepts are among the topics that instructors most struggle to teach. Although constructivist theories suggest that students’ preconceptions or misconceptions can be used as teaching tools, the question about exactly how remains. A resource perspective on this question states the first step involves understanding students’ preconceptions. To gain a deeper understanding of college students’ pre-instructional mental models about groundwater residence, 215 students enrolled in introductory-level environmental geoscience courses taught at two large US state universities were surveyed. An open-ended questionnaire asked participants to draw and label a concept sketch. Follow-up interviews asked participants to elaborate upon their concept sketches. Eight categories of mental models emerged from the analysis of the collected data. These results were interpreted through the lens of cognitive schema theory, which generated to four patterns of mental models. These patterns emphasize key aspects of students’ pre-instructional mental models about groundwater residence. Instructors can use this information to design instructional activities about groundwater and aquifers using a resource perspective.

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Desarrollo de las estructuras cognitivas del alumnado sobre el aire mediante actividades de investigación

Baptista

Martins

Conceição

et al. 2020

rev_eureka_enseñ_divulg_cienc

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Resumen: Este estudio pretende examinar el desarrollo de las estructuras cognitivas del alumnado de 4º año, como resultado del uso de actividades de investigación, en la secuencia de clases que abordaban el concepto de aire. En el estudio han participado un total de 71 estudiantes en edades entre los 8 y 10 años. Los datos fueron recolectados a través de una prueba de asociación de palabras (Word Association Test-WAT) presentada al alumnado en dos momentos diferentes, antes y después de la secuencia de clases. Los resultados muestran modificaciones en las estructuras cognitivas de los estudiantes. En concreto se ha comprobado que, después de la secuencia de clases, las asociaciones más pobres entre las palabras-estímulo identificadas en el pre-test mostraron asociaciones con mayor superioridad en el post-test. Se destaca el análisis realizado a partir de las oraciones escritas por los estudiantes, en donde se observa que la naturaleza de estas asociaciones es más significativa para el tema de estudio, lo que revela una reorganización y desarrollo de las estructuras cognitivas del alumnado como resultado del uso de actividades de investigación en la secuencia de aula.

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Designing Effective Science Instruction: What Works in Science Classrooms

Cited by 3 publications

References 0 publications

Implications of Science Illumination on Student Content Knowledge of Technical Floriculture and Core Scientific Ideas

Implications of Science Illumination on Student Content Knowledge of Technical Floriculture and Core Scientific Ideas

Mental Models Of Groundwater Residence: A Deeper Understanding Of Students’ Preconceptions As A Resource For Teaching And Learning About Groundwater And Aquifers

Desarrollo de las estructuras cognitivas del alumnado sobre el aire mediante actividades de investigación

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