More Like this

1. Getting Messy with Authentic Data: Exploring the Potential of Using Data from Scientific Research to Support Student Data Literacy

   https://doi.org/10.1187/cbe.18-02-0023  

   Kjelvik, Melissa K.; Schultheis, Elizabeth H.; Gardner, Stephanie (June 2019, CBE—Life Sciences Education)

   Data are becoming increasingly important in science and society, and thus data literacy is a vital asset to students as they prepare for careers in and outside science, technology, engineering, and mathematics and go on to lead productive lives. In this paper, we discuss why the strongest learning experiences surrounding data literacy may arise when students are given opportunities to work with authentic data from scientific research. First, we explore the overlap between the fields of quantitative reasoning, data science, and data literacy, specifically focusing on how data literacy results from practicing quantitative reasoning and data science in the context of authentic data. Next, we identify and describe features that influence the complexity of authentic data sets (selection, curation, scope, size, and messiness) and implications for data-literacy instruction. Finally, we discuss areas for future research with the aim of identifying the impact that authentic data may have on student learning. These include defining desired learning outcomes surrounding data use in the classroom and identification of teaching best practices when using data in the classroom to develop students’ data-literacy abilities. 

   more » « less
2. Prospective Elementary Teachers Explain and Model a Chemical Reaction

   https://doi.org/10.3102/2013571  

   Murray, Jaclyn and (April 2023, Prospective Elementary Teachers Explain and Model a Chemical Reaction)

   Prospective elementary teachers must engage in the science and engineering practices as learners of science before studying the pedagogies that prepare them to plan and implement science instruction. One way to enhance scientific literacy competence is by facilitating model-based inquiry instruction. Teachers possessing modeling and representational competence and knowledge of “epistemology of science” may carry out model-based inquiry with fidelity motivating students’ participation to construct written, oral, and visual (i.e., model) explanations and representations of phenomena that reveal “epistemologies for science” and conceptual understanding. We propose situating model-based inquiry in a physical science course for teachers where prospective elementary teachers are learners of science in a practice-centered environment. How do prospective elementary teachers explain and model physical phenomena? 

   more » « less
3. Assessing and applying students’ understanding of the scientific practices and crosscutting concepts

   Roemmele, C.; Holzer, M.; Bailey, J. M. (October 2020, The Earth scientist)

   null (Ed.)

   The Model-Evidence-Link (MEL) and build-a MEL (baMEL) tasks are designed to engage students in scientific practices, including argumentation and critical thinking. We designed a rubric for teachers to assess the various practices and skills students use while completing a MEL or baMEL, based on several NGSS Science and Engineering Practices (SEPs) and Cross Cutting Concepts (CCCs). When applying this rubric, we suggest that teachers only focus on student performance with respect to one SEP or CCC each time they implement a MEL or baMEL. We also developed a transfer task to ascertain how well students are able to perform MEL-related thinking skills, such as identifying a scientific model and alternative (but non-scientific) models, lines of evidence, and plausibility of knowledge claims, in a grade appropriate scientific journal article. The near-transfer activity can help teachers gauge how well students apply their MEL/baMEL skills and can improve students’ scientific literacy. 

   more » « less
4. Learning the ropes: How do mentors support students through the scientific publication process?

   Tanya Bhagatwala, Trisha Minocha (March 2024, National Association for Research in Science Teaching)

   In the last two decades, research experiences for pre-college students have gone from the exception of a typical experience of a high school student, to the norm. Often, these research experiences include distinct disciplinary literacy outputs that mimic those of professionals. And while much attention has been paid to supporting students in scientific writing, other disciplinary literacy practices, such as peer-review and publication, are often part of the hidden-curriculum of science research, thus excluding students from fully understanding ways in which scientific knowledge is constructed, refined, and disseminated (Authors, 2022). As more students participate in research experiences and the dissemination of their work, it is important to understand how mentors support the development of disciplinary literacies, including those that are deemed “professional”. To this end, we used a mixed-methods study of interviews and surveys to examine the experience and conceptions of the mentors who guided precollege students through the writing and publication of their scientific research projects. Using the construct of cognitive apprenticeship to evaluate our findings, we find that although mentors highly value peer-review and publication within science, they are not intentional about bringing these practices to the forefront of the research process for their student. Additionally, mentors report a range of involvement level in guiding students through the publication process. Our findings suggest that more work is needed to help reveal professional disciplinary literacy practices to students. mentors could benefit from resources to help them more intentionally involve students in such disciplinary literacy practices. 

   more » « less
5. Extreme weather events and the climate crisis: What is the connection?

   Lombardi., D. Uslu (October 2020, The Earth scientist)

   null (Ed.)

   Students face many challenges that are connected to the scientific enterprise, such as the increasing frequency of extreme weather events (e.g., prolonged periods of drought, record temperatures, severe precipitation episodes). Recent scientific consensus has attributed increases in such events to the current climate crisis caused by human activities. The potential relation between extreme weather and current climate change characterizes why these phenomena may be complex, and understanding both the distinctions and relations between weather and climate is essential for reasoning about such phenomena. To help students in this regard, we have designed the Extreme Weather build-a-MEL, where they evaluate the connections between lines of evidence and alternative explanations. The build-a-MEL helps increase students’ agency (i.e., to intentionally make things happen through actions). And with increased agency, students are able to construct knowledge about weather and climate through engagement in scientific practices, with alignment to the Next Generation Science Standards. 

   more » « less