Pre-Service Teachers’ Use of Visualizations in the Science Classroom: A Case Study

Scientific visualizations of phenomena can enhance the way learners understand scientific concepts (Honey & Hilton, 2011). Scientific concepts can be abstract and difficult for students to understand and visualizations can help make these abstract concepts more concrete for students. For example, chemistry students often struggle with understanding how atoms bond since they cannot directly see atoms. Using a visualization to show students how the electrons are shared or transferred can help students understand these abstract concepts. In addition, many visualizations are freely available online and can be a key element to maintain quality science instruction with limited resources

Professional Development and Teacher Change: The Missing Leadership Link

Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a critical factor missing from current professional development models. School and district leaders play a significant role in the planning and implementation of professional development, as well as providing ongoing leadership to support teacher change. Considering this role, school district leaders are not just a contextual factor, but rather an integral part of the process and should be integrated into and considered part of any professional development model in science education

Investigating the role of a district science coordinator

This study explored the professional responsibilities of district science coordinators, their professional development (PD) experiences, the relationship between their role, responsibilities, district context, and background, and barriers encountered in their work. A national sample (n = 122) of self‐identified science coordinators completed a Science Coordinator Role Survey. Participants’ responses were analyzed using descriptive and correlational statistics. Following analysis of survey data, 16 participants (13.1%) were purposefully selected for semi‐structured follow‐up interviews. Results indicated the majority of respondents identified themselves as Caucasian, female, and had served in their position for less than 10 years. The typical science coordinator held a degree in a science content area and was a former science teacher. Respondents without science degrees tended to hold positions at small, remote, or rural school districts with responsibilities in multiple content areas. Participants also reported barriers of not having enough PD opportunities, lack of time, lack of emphasis on science instruction, and a lack of power to enforce policies within a district. Results characterize the professional responsibilities of coordinators, provide insight into the role of a science coordinator, and into how to create targeted PD for coordinators

Kinesthetic investigations in the physics classroom

Creating investigations that allow students to see physics in their everyday world and to be kinesthetically active outside of the traditional physics classroom can be incredibly engaging and effective. The investigations we developed were inquiry investigations in which students engaged in concrete experiences before we discussed the ab- stract concepts and derived the mathematical relationships. In this article, we describe the approach to inquiry used and an explanation of kinesthetic investigations in general. We then provide a description of several of the investigations and some examples of how students responded to them

Kinesthetic Investigations in the Physics Classroom

Inquiry can be defined practically as “an active learning process in which students answer research questions through data analysis.”2 This simple definition of inquiry is based on the National Science Educational Standards and is easy for teachers to understand. The National Research Council (NRC) identifies the scientific practices that support inquiry and that students should be engaged in, including: question generation, experimental design, data analysis, creating explanations, argumentation, and communicating results.3 The investigations created encourage inquiry and require students to develop their scientific practices skills

Elementary Teachers’ Verbal Support of Engineering Integration in an Interdisciplinary Project

Despite emphasis on authentic science, technology, engineering, mathematics, and computer science (STEM+CS) projects in classrooms, research continues to demonstrate opportunity gaps in learning STEM+CS for students with disabilities. This study investigates how teachers verbally support students in two differently tracked classrooms to engage in engineering lessons that integrate science and computer science. Specifically, this study explores how the same elementary teachers both implicitly and explicitly support students across two classroom contexts, one class section with a larger proportion of students who were tracked into accelerated mathematics and another class section with a larger proportion of students with individualized educational plans (IEPs). Transcripts of whole-class discussion were analyzed for interdisciplinary instructional moves in which teachers verbally supported the integration of disciplines to help students to engage in interdisciplinary activities. Findings reveal that all of the interdisciplinary instructional moves were implicit for the class section with a large proportion of students in advanced mathematics while most were explicit for the class section with students with IEPs, and that most of the interdisciplinary instructional moves were added by the teachers rather than planned in the curriculum materials. Most commonly, teachers added interdisciplinary instructional moves between computer science and engineering. Implications of this study include recommendations for support that teachers need to engage in the important, but challenging, work of integrating science and computer science practices through engineering lessons within elementary science classrooms. This study adds to a growing understanding of equitable learning opportunities in interdisciplinary learning through engineering for elementary students

Effects of Dietary Sodium Intake on Blood Flow Regulation During Exercise in Salt Resistant Individuals

PURPOSE: Dietary sodium intake guidelines is ≤2,300 mg/day, yet is exceeded by 90% of Americans. This study examined the impact of a high sodium diet on blood flow regulation during exercise. METHODS: Six males (25 ± 2 years) consumed dietary sodium intake guidelines for two weeks, with one week salt-capsule supplemented (HS: 6,900 mg/day of sodium) and the other week placebo-capsule supplemented (LS: 2,300 mg/day of sodium). At the end of each week, peripheral hemodynamic measurements [blood flow (BF), shear rate (SR), and flow mediated dilation (FMD)/SR)] of the brachial and superficial femoral artery were taken during handgrip (HG) and plantar flexion (PF) exercise, respectively. Each exercise workload was 3 minutes and progressed by 8 kilograms until exhaustion. RESULTS: There were no differences between LS and HS in blood pressure (82 ± 4 v 80 ± 5 mmHg; p = 0.3) or heart rate (56 ± 6 v 59 ± 10 bpm; p = 0.4). HG and PF exercise increased BF, SR, and FMD/SR across workload (p \u3c 0.03 for all), but no difference between diets (p \u3e 0.05 for all). CONCLUSION: Despite previous reports that HS impairs resting vascular function, this study revealed that peripheral vascular function and blood flow regulation during exercise is not impacted by a HS diet.https://scholarscompass.vcu.edu/gradposters/1082/thumbnail.jp

Elementary Teacher Adaptations to Engineering Curricula to Leverage Student and Community Resources

This paper addresses an important consideration for promoting equitable engineering instruction: understanding how teachers contextualize curricular materials to draw upon student and community resources. We present a descriptive case study of two 5th grade teachers who co-designed a Next Generation Science Standards (NGSS)-aligned curricular unit that integrated science, engineering, and computational modeling. The five-week project challenged students to redesign their school grounds to reduce water runoff and increase accessibility for students with disabilities. The teachers implemented the project with one Grade 5 class with a large proportion of students having individualized learning plans and cultural backgrounds minoritized in science, technology, engineering, and mathematics fields. Data sources include classroom videos, teacher interviews, and student artifacts. Findings demonstrate how teachers made helpful, important adaptations to contextualize the curriculum unit and draw upon students’ community-based resources. This case highlights the role of the teacher in enacting engineering materials that privilege student and community resources in elementary classrooms. Findings also underscore the importance of teacher customizations to promote equitable, NGSS-based engineering instruction in elementary classrooms

Acculturation, Gender, and Active Life Expectancy in the Mexican-Origin Population

Objective—This study examines the potential effects of nativity and acculturation on active life expectancy (ALE) among Mexican-origin elders. Method—We employ 17 years of data from the Hispanic Established Population for the Epidemiologic Study of the Elderly to calculate ALE at age 65 with and without disabilities. Results—Native-born males and foreign-born females spend a larger fraction of their elderly years with activities of daily living (ADL) disability. Conversely, both foreign-born males and females spend a larger fraction of their remaining years with instrumental activities of daily life (IADL) disability than the native-born. In descriptive analysis, women with low acculturation report higher ADL and IADL disability. Men manifest similar patterns for IADLs. Discussion—Although foreign-born elders live slightly longer lives, they do so with more years spent in a disabled state. Given the rapid aging of the Mexican-origin population, the prevention and treatment of disabilities, particularly among the foreign born, should be a major public health priority

Transcriptional Control of Adipose Lipid Handling by IRF4

SummaryAdipocytes store triglyceride during periods of nutritional affluence and release free fatty acids during fasting through coordinated cycles of lipogenesis and lipolysis. While much is known about the acute regulation of these processes during fasting and feeding, less is understood about the transcriptional basis by which adipocytes control lipid handling. Here, we show that interferon regulatory factor 4 (IRF4) is a critical determinant of the transcriptional response to nutrient availability in adipocytes. Fasting induces IRF4 in an insulin- and FoxO1-dependent manner. IRF4 is required for lipolysis, at least in part due to direct effects on the expression of adipocyte triglyceride lipase and hormone-sensitive lipase. Conversely, reduction of IRF4 enhances lipid synthesis. Mice lacking adipocyte IRF4 exhibit increased adiposity and deficient lipolysis. These studies establish a link between IRF4 and the disposition of calories in adipose tissue, with consequences for systemic metabolic homeostasis