Agronomists as resources to enhance STEM in K12

Paper accepted as virtual poster presentation in the Work in Progress Session

Partnerships in Africa for Sustainable Solutions: Interdisciplinary undergraduate study combines STEM, system thinking and social ethics toward practical impact

Paper presentatio

Science Teachers\u27 Elicitation Practices: Insights for Formative Assessment

In evaluating teachers\u27 instructional decisions during instruction, it is clear that the nature of their elicitation is crucial for student learning. When instructional decisions are informed by information about students\u27 conceptual understanding, significant learning is possible. This article examined the elicitation practices of two high school science teachers who indicated that they made instructional decisions based on the elicited evidence of students\u27 knowledge but whose elicitation practices were characteristic of low-level elicitation. The teachers focused on students\u27 responses that used canonical terms and expressed acceptable knowledge. The teachers demonstrated low-level responsiveness because they did not have full access to students\u27 knowledge. The elicited evidence of students\u27 knowledge that was used in making instructional decisions was not representative of students\u27 conceptual understanding. There was, thus, a mismatch between the teachers\u27 perspectives about their formative assessment practice and what is considered effective formative assessment

Effective science teaching and the United Nations Sustainable Development Goals: Case of a school in Ghana.

Paper accepted for presentation at the NSTA Annual Conference, Boston, MA. Cancelled due to covid-19

Science Teachers\u27 Voices: Elicitation Practices and Insight on Formative Assessment.

Eliciting students’ knowledge is an important first step in formative assessment that enhances students’ learning. Therefore, knowledge on teachers\u27 elicitation practice can inform their formative assessment practice. This book is on secondary school science teachers’ perspectives on their elicitation practices during instruction. Eleven science teachers in different domains were videotaped as they taught their classes and immediately interviewed using the video stimulated recall technique that gave them a voice. These teachers shared their thought processes in eliciting students’ knowledge as well as challenges that impeded their elicitation practices. This book explores the teachers\u27 voices in discussing their elicitation practices. It presents exemplars of elicitations in discussing the science teachers\u27 practices and their perspectives. This book will serve as a reference for teachers in reflecting on their elicitation practices and in gaining insight on their formative assessment practices. The book will also serve as a resource for professional development that targets specific challenges in teachers\u27 elicitation practice and in formative assessment in general

Agronomy in every Classroom to Mitigate Food Insecurity

Poster presentatio

A marriage between diversity proficiency and the United Nations Sustainable Development Goals

Round table presentatio