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Descriptors:
Elementary School Teachers; Science Fairs; Pedagogical Content Knowledge; Science Instruction; Case Method (Teaching Technique); Science Projects; Student Projects; Inservice Teacher Education; Methods Courses

Abstract:
This research is about using two different instruction models, "theory course combined with sample introduction" and "theory course combined with case method teaching", to instruct elementary teachers on how to guide the science fair product in two courses (16 and 12 teachers in each class) and observe their guiding tactics after the instructed classes. The results show that: (1) Elementary teachers who have taken "theory course combined with sample introduction" course consider that: (a) Introducing the samples can let them clearly understand the process of how to guide students to do their science fair project; and (b) Following the description sample to make their science fair project topic, extend these topic form original science courses, draw the conception map and flow table, handle the scientific experiment, and then teach students to be familiar with the content of science fairs project; (2) In-service teachers who have chosen "theory course combined with case method teaching" course consider that: (a) Case-method teaching helps them understand the contents of the curricula; and (b) It provides them models to observe and imitate. With such an increase of awareness, knowledge transference had been brought out. Thus, professional knowledge would be promoted. Both teachers who have accepted these courses had hiatus when guiding students to develop their product: (1) Teachers are inadequately comprehending the basic scientific theory of subjects of their science fair project; (2) Scientific verification is not scientificalness; (3) Verify facts which are already known; and (4) Be careless about the control variable. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Telecommunications; Handheld Devices; Influence of Technology; Internet; Information Technology; Scientists; Science Projects; Measurement; Urban Areas; Citizen Participation; Science and Society; Observation; Computation; Volunteers; Trend Analysis; Science History; Computer Use; Computer Software; Web 2.0 Technologies; Computer Mediated Communication; Computer Simulation; Experiments; Leisure Time

Abstract:
Citizen science is a term used to describe the engagement of ordinary citizens in scientific tasks like observation, measurement, and computation. A series of technological innovations, such as the Internet, the upgrade of mobile phones from communication devices to networked mobile personal measurement devices, and the introduction of self-assessment applications to use with them, redefined the activity of citizen science, providing amateur scientists not only with tools to share, but to also record and interpret almost any type of data. These innovations generated an explosion in the number of citizen science projects, with technology on the one hand reducing the need for skills or knowledge which, until then, were a basic requirement to be involved in such projects, while, on the other, guaranteeing that the generated data meets a minimum standard of quality. In this paper we argue that for citizens to become true scientists, a position they used to have before the arrival of the professionals, an additional technological innovation is required to turn mobile devices into tools for experimentation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Students; Foreign Countries; Professional Development; Science Instruction; Mathematics Instruction; STEM Education; Science Projects; Science Education; Technology Education

Abstract:
A bunch of intrepid teachers spent a week in Iceland in a quest to learn more about the country's challenging landscape, by engaging in a unique and inspiring professional development opportunity to learn about innovative ways to teach science and mathematics outside of a classroom setting. A 2008 Ofsted report highlighted the benefits of learning outside the classroom, including better achievement and motivation in pupils, but many schools do not reap the full benefits of outside trips and teachers may lack the skills and resources they need to teach science outside a conventional classroom setting. Expedition Iceland aims to enhance the teacher's subject interest and knowledge of cutting-edge science in real life contexts, and provide teachers with the confidence and skills to facilitate learning outside the classroom. As an interesting and diverse country, Iceland provided lots of potential areas for STEM (Science, Technology, Engineering and Mathematics) study, such as ecology, glaciology, volcanology and practical field studies techniques such as sampling, statistics and GPS navigation. This article describes how learning outside the classroom provides a valuable learning opportunity not only for pupils but for teachers too. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Academic Achievement; National Competency Tests; Class Activities; Learning Activities; Factor Structure; Grade 4; Educational Indicators; Achievement Gains; Performance Factors; Teacher Education; Professional Development; Access to Computers; Mathematics Achievement; Reading Achievement; Science Projects; Technology Uses in Education; Factor Analysis; Educational Opportunities; Calculators; Benchmarking; Predictor Variables; Student Characteristics; Item Response Theory; Standardized Tests; Individualized Education Programs; Measurement Techniques

Abstract:
Opportunity to Learn (OTL) stems from the basic premise that there is an important relationship between the quality and intensity of classroom instruction and students' levels of academic success. For many students with disabilities, an emphasis on OTL has become national priority, yet measuring its impact is a complex challenge. The first purpose of this study was to explore the factorial validity of OTL using indicators found in the 2005 4th grade National Assessment of Educational Progress (NAEP). The study entailed confirmatory factor analyses for potential OTL factors including teacher preparation, professional development, classroom activities, and access to technology. Separate factor analyses were conducted using the reading and mathematics datasets. The authors then looked at the degree to which OTL factors influenced NAEP estimates of ability for both students with disabilities and their non-disabled peers. The following three OTL factors differentially predicted student scores: classroom activities (reading), student constructed projects (reading), and using calculators for instruction (mathematics). For the remaining three reading factors and seven mathematics factors, there were no differences in the relationship between the factors and scores for students with and without disabilities. (Contains 13 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Students; Field Trips; Science Projects; Extracurricular Activities; Scientific Principles; Science Tests; Science Fairs; Foreign Countries; Principals; Learner Engagement; Science Activities; Student Projects; Clubs; Correlation; Scores; Student Evaluation; Scientific Concepts; Cross Cultural Studies

Abstract:
Are students more engaged and do they perform better in science if their school encourages them to work on science projects, participate in science fairs, belong to a science-related club or go on science-related field trips--in addition to teaching them the mandatory science curriculum? To find out, PISA (Programme for International Student Assessment) 2006 asked school principals about what kinds of extracurricular science activities they offered their students and linked their responses with students' performance on the PISA science test. This paper reports that: (1) Around 90% of students in OECD countries attend schools that offer field trips to places where students can learn about scientific principles and concepts; and (2) In most countries, science-related extracurricular activities at school are related to better student performance, a stronger belief by students in their abilities to handle science-related tasks, and greater enjoyment of learning science. And, in many countries, this is true even after accounting for the socio-economic background of both students and schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Competition; Student Participation; Middle School Students; Investigations; Science Fairs; Middle Schools; Academic Achievement; African American Students; Disproportionate Representation; Mathematics Activities; Science Activities; Leisure Time; Science Projects

Abstract:
In the summer of 2009, 22 African American middle school students in eastern North Carolina became participants in the Reach Up program to increase the number of underrepresented students participating in science-, technology-, engineering-, and mathematics-related activities. One of the goals of the program was for these students to participate in a science fair competition. Instead of choosing an investigation to complete for the science fair, the participants of the Reach Up program were asked to write down what they liked to do when not in school. Their responses were similar to what other middle school students have reported they like to do for fun. They then met individually with Reach Up staff to design an investigation that incorporated what they liked to do for fun. However, most of these middle-grade students had never designed a science investigation or participated in a science fair competition and, therefore, were unfamiliar with the inquiry process. This article discusses ways on how to engage students from a population that is often underrepresented in science fairs. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Learning Experience; Scientific Literacy; Scientists; Science Programs; Science Projects; Science Course Improvement Projects; Community Programs; School Community Relationship; Science Activities

Abstract:
Citizen science programs are becoming increasingly popular among teachers, students, and families. The term "citizen scientist" has various definitions. It can refer to those who gather information for a particular science research study or to people who lobby for environmental protection for their communities. "Citizen science" has been called "community-centered science," "community science participatory community-action research," "street science," "traditional ecological knowledge, social justice, scientific literacy, and humanistic science education." This article provides numerous examples of citizen science projects that provide meaningful, authentic contexts for students to engage in the processes of science. These examples all include the task of collecting and sharing data with scientists and others. They cover a myriad of topics. Teachers can use these or others as part of a laboratory, field, or supplemental learning experience, or as an independent investigation. (Contains 1 figure and 7 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ecology; Wildlife; Science Projects; Conservation (Environment); Field Studies; Animals; School Community Programs; Data Collection; Data Interpretation; Science Process Skills; Models; Teaching Methods; Science Course Improvement Projects

Abstract:
Communities, Cameras, and Conservation (CCC) is the most exciting and valuable program the author has seen in her 30 years of teaching field science courses. In this citizen science project, students and community volunteers collect data on mountain lions ("Puma concolor") at four natural areas and public parks along the Front Range of Colorado. The project, done in collaboration with the Rocky Mountain Cat Conservancy (RMCC), provides information about wildlife populations and movements, informs the community and land managers about the natural areas, helps minimize human-wildlife conflicts, and brings science into the classroom. This project integrates numerous science principles and skills, covering ecology, plant and animal identification, wildlife behaviors, predator-prey relationships, human-wildlife interactions, and habitat evaluation. Students collect and analyze data, use technology, and produce scientific writing that rivals that of graduate students. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety; Stress Variables; Family Life; Negative Attitudes; Antisocial Behavior; Diseases; Terminal Illness; Death; Problems; Barriers; Poverty; Coping; Stress Management; Social Support Groups; Cognitive Ability; Metabolism; Expertise; Science Projects; Unemployment; Student Mobility; Trauma; Child Abuse; Psychophysiology

Abstract:
The stress of a spelling bee or a challenging science project can enhance a student's focus and promote learning. But the stress of a dysfunctional or unstable home life can poison a child's cognitive ability for a lifetime, according to new research. Those studies show that stress forms the link between childhood adversity and poor academic achievement, but that not all adversity--or all stress--is bad for students. Research from Harvard University's Center on the Developing Child in Cambridge, Mass under Dr. Jack P. Shonkoff and from other experts finds that positive stress--the kind that comes from telling a toddler he can't have a cookie or a teenager that she's about to take a pop quiz--causes a brief rise in heart rate and stress hormones. A jolt can focus a student's attention and is generally considered healthy. Similarly, a child can tolerate stress that is severe but may be relatively short-term--from the death of a loved one, for example--as long as he or she has support. "Adults help children develop strategies to help cope with these stressors," Dr. Shonkoff said. "Whether it's reading or managing stress, adults provide the scaffolding for children to build those skills themselves." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Education; Art Education; Elementary Secondary Education; Science Instruction; Models; Visual Literacy; Science Projects; Art; Student Teachers

Abstract:
All too often, subjects in schools present disjointed phenomena as a compilation of data or facts that seem isolated from students' lives. However, current science education pedagogy clearly emphasizes integration of knowledge and skills in real-world settings (NRC 2007). This integrated instructional approach addresses fundamental process skills as described in "A Framework for K-12 Science Education" (NRC 2012). This alignment can be observed in practices 4, 6, 7, and 8 (analysis and interpretation of data, constructing explanations, engaging in argument from evidence, and communicating information). To illustrate this, the authors describe an activity that integrates science and art concepts around the theme of cell organelles, using the exciting and somewhat unusual medium of painted silk batik, which has a "wow" factor of beautiful results beyond typical school-based media. The challenge presented to students in this activity is based on the well-known assumption that abstract thinking supports a better understanding of nature phenomena. (Contains 4 figures, 2 online resources, and an activity worksheet.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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