Mapping Teacher Informal Advice Networks as a Tool for District Administrators: A Case Study

With few resources and little time for professional development, science education leaders need ways to efficiently disseminate effective pedagogical practices, improve instruction, and support science teachers (Shaked and Schecter, 2016). Efficient leader strategies are especially important as teachers and districts face reforms to existing standards. One potential avenue for dissemination is leveraging the informal social networks of teachers. Therefore, it is necessary to map and interpret informal teacher networks. We describe a case study involving a partnership of university researchers and a district science curriculum specialist who collected survey data to map district teacher informal advice-seeking networks. We also describe the kinds of network analysis information that science education leaders can use to make strategic decisions about the costs and benefits of efforts directed at all teachers (e.g. workshops, annual professional development time) and those directed at highly connected teachers who can become or already are informal leaders in their communities.

Queering the Common Core (and the NGSS): Challenging Normativity and Embracing Possibility

As guidelines for teacher practice, standards and benchmarks serve a strong normative purpose that can work counter to goals of equity and justice. In this project we applied queer theory's critique of normativity and concepts from queer pedagogy to the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS). Using a collaborative qualitative approach, our research team explored and document how pre-service and practicing teachers addressed issues of learning modality, selection of diverse sources and texts, and applied the meanings of "queer" to suggest ways to disrupt traditional structures and modes of communication, in addition to including LGBTQ identities and gender and sexual diversity in their classes. We propose that queering the standards is an approach that acknowledges the material constraints that shape and characterize K-12 schools in the U.S., while also opening opportunities for teachers to engage in the crucial, intense, and necessary work to make schools sites that create rather than foreclose possibility.

Overcoming the discourse of science mistrust: how science education can be used to develop competent consumers and communicators of science information

Science educators can provide learning experiences that challenge notions of mistrust in science, and provide students with the science skills necessary to obtain, evaluate, and communicate credible scientific information. As the COVID-19 pandemic persists, the American public continues to be inundated with messages reinforcing the importance of social distancing, hand-washing and the effectiveness of masks to slow the spread of the coronavirus. While most citizens diligently responded to these recommendations with compliance, there remained subcultures of the American public determined to resist these recommendations and engage in a discourse rooted in a mistrust of science. This discourse of science mistrust was perpetuated through the use of social media, as well as the modeling behaviors of government leaders, particularly as social media posts and news coverage were primary methods of social interaction during mandated stay-at-home orders. The discourse of science mistrust perpetuated during the COVID-19 pandemic reveals that a concerted effort is required by all science educators to aid with overcoming this discourse. Overcoming science mistrust begins in the science classroom by implementing pedagogical opportunities for science students to obtain, evaluate, and communicate scientific information. Allowing students to obtain and evaluate information are a critical skill to develop in the science classroom as science educators aim to produce competent consumers of scientific information. Furthermore, science students ought to also have experience with the skills associated with communicating scientific information. Communicating scientific information is a critical skill for science students to develop as it is through the effective communication of credible scientific information that the discourse of science mistrust can be overcome. Providing these learning opportunities to science students empower students to effectively evaluate social media and news coverage associated with the COVID-19 pandemic, and promote a future, wherein citizens are able to read, interpret, and critically consume scientific information to overcome discourses of science mistrust.

Increasing faculty involvement in the undergraduate interdisciplinary learning experience

More and more, we see that advances in life sciences are made because of Interdisciplinary collaborations. These collaborations are the future-they are necessary to solve the world's most pressing problems and grand challenges. But are we preparing the next generation of scientists and the community for this future? At the University level, a number of initiatives and studies have suggested the need to reintegrate biology education and have made arguments that for students to build core competencies in biology, their education needs to be interdisciplinary. At the K-12 level, progress is being made to make learning interdisciplinary through the implementation of the Next Generation Science Standards (NGSS). As NGSS is implemented, it will fundamentally change life sciences education at the K-12 level. However, when seeing the effect these initiatives and studies have had on the courses offered to students for their undergraduate biology degree, they still appear to be often siloed, with limited integration across disciplines. To make interdisciplinary biology education more successful we need biologists, who for one reason or another have not been part of these conversations in the past, more involved. We also need to increase communication and collaboration between biologists and educational researchers.

Authentic Literacy and Language (ALL) for Science: A Curriculum Framework to Incorporate Science-Specific Disciplinary Literacies into the Elementary Classroom

Early elementary students are not typically introduced to science-specific disciplinary literacies - the specific ways in which scientists use and interpret language - even though authentic experiences with literacy strategies and tools used within the field may help incorporate learners into the scientific community of practice. The lack of freely available easy-to-use resources to build these literacies in the early elementary classroom may be a contributing factor. The Authentic Literacy and Language (ALL) for Science curriculum framework was developed as a deliberate approach to teach disciplinary literacies in the context of science using three distinct components: Science Investigations, Mini-lessons, and Science Inquiry Circles. Here we outline the development of the curriculum framework and a pilot of a 2^nd grade unit based on the framework to teach concepts related to heredity and life cycles. We present findings from the pilot and discuss future directions and implications for the development and implementation of curricular materials using the ALL for Science curriculum framework.

Eight-Legged Encounters-Arachnids, Volunteers, and Art help to Bridge the Gap between Informal and Formal Science Learning

Increased integration and synergy between formal and informal learning environments is proposed to provide multiple benefits to science learners. In an effort to better bridge these two learning contexts, we developed an educational model that employs the charismatic nature of arachnids to engage the public of all ages in science learning; learning that aligns with the Next Generation Science Standards (NGSS Disciplinary Core Ideas associated with Biodiversity and Evolution). We created, implemented, and evaluated a family-focused, interactive science event—Eight-Legged Encounters (ELE)—which encompasses more than twenty modular activities. Volunteers facilitated participant involvement at each activity station and original artwork scattered throughout the event was intended to attract visitors. Initial ELE goals were to increase interest in arachnids and science more generally, among ELE participants. In this study, we tested the efficacy of ELE in terms of (i) activity-specific visitation rates and self-reported interest levels, (ii) the self-reported efficacy of our use of volunteers and original artwork on visitor engagement, and (iii) self-reported increases in interest in both spiders and science more generally. We collected survey data across five ELE events at four museum and zoo sites throughout the Midwest. We found that all activities were successful at attracting visitors and capturing their interest. Both volunteers and artwork were reported to be effective at engaging visitors, though likely in different ways. Additionally, most participants reported increased interest in learning about arachnids and science. In summary, ELE appears effective at engaging the public and piquing their interest. Future work is now required to assess learning outcomes directly, as well as the ability for participants to transfer knowledge gain across learning environments.

Evaluating the Impact of Authentic Research on Secondary Student Self-efficacy and Future Scientific Possible Selves

BACKGROUND

As the need to involve more students in STEM learning and future careers becomes more pressing, identifying successful methods of engaging students in meaningful scientific learning that increases their interest in science is essential. Student self-efficacy (their confidence or belief in their ability to accomplish tasks) is closely tied to student interest in science, as is student future scientific possible selves.

MATERIAL AND METHODS

This manuscript presents the findings of a study that evaluated the Clean Air and Healthy Homes Program (CAHHP), which provides students the opportunity to design and implement authentic scientific research on indoor air quality issues. The program's influence on student self-efficacy, scientific research and experimental design skills, and future scientific possible selves was examined. Students (n=169) from six schools completed a pre- and post-assessment at the beginning and end of the program.

RESULTS

Results showed the greatest impact on student research self-efficacy, along with improvement in student research and experimental design skills.

CONCLUSIONS

We conclude that programs promoting authentic learning opportunities aligned with the most recent national science standards show great promise in improving both student interest and skills in science.

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD.

Integrating the Dimensions of NGSS within a Collaborative Board Game about Honey Bees

The current reform in U.S. science education calls for the integration of three dimensions of science learning in classroom teaching and learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. While the Next Generation Science Standards provide flexibility in how curriculum and instruction are structured to meet learning goals, there are few examples of existing curricula that portray the integration of these dimensions as "three-dimensional learning." Here, we describe a collaborative board game about honey bees that incorporates scientific evidence on how genetic and environmental factors influence variations of traits and social behavior and requires students to collaboratively examine and use a system model. Furthermore, we show how students used and evaluated the game as a model in authentic classroom settings.

The Bio Bay Game: Three-Dimensional Learning of Biomagnification

Pressing concerns about sustainability and the state of the environment amplify the need to teach students about the connections between ecosystem health, toxicology, and human health. Additionally, the Next Generation Science Standards call for three-dimensional science learning, which integrates disciplinary core ideas, scientific practices, and crosscutting concepts. The Bio Bay Game is a way to teach students about the biomagnification of toxicants across trophic levels while engaging them in three-dimensional learning. In the game, the class models the biomagnification of mercury in a simple aquatic food chain as they play the roles of anchovies, tuna, and humans. While playing, the class generates data, which they analyze after the game to graphically visualize the buildup of toxicants. Students also read and discuss two articles that draw connections to a real-world case. The activity ends with students applying their understanding to evaluate the game as a model of biomagnification. Throughout the activity, students practice modeling and data analysis and engage with the crosscutting concepts of patterns and cause and effect to develop an understanding of core ideas about the connections between humans and the environment.

How Do Small Things Make a Big Difference? Activities to Teach about Human-Microbe Interactions

Recent scientific studies are providing increasing evidence for how microbes living in and on us are essential to our good health. However, many students still think of microbes only as germs that harm us. The classroom activities presented here are designed to shift student thinking on this topic. In these guided inquiry activities, students investigate human-microbe interactions as they work together to interpret and analyze authentic data from published articles and develop scientific models. Through the activities, students learn and apply ecological concepts as they come to see the human body as a fascinatingly complex ecosystem.