Providing Opportunities for Flow Experiences and Creative Problem-Solving through Inquiry-based Instruction

In order to compete globally in the 21st Century, students must have the skills to design their own projects and understand how to navigate the wealth of information available at their fingertips.  One of the most important tools is to be able to investigate ideas and implement a plan of action in order to answer questions that have not been explored.  These creative problem-solving skills are essential when students design problems and projects during student-driven inquiry. Using action research, instructors evaluated student perceptions and responses to a student-driven inquiry project in an eighth grade honors language arts class.  Using interviews and observations, instructors investigated students’ attitudes and experiences throughout the thirteen-week unit of study, focusing on student perceptions of the instructional environment. Students described engagement with topic and process due to choice and authenticity.  They described experiencing flow, the state where students become completely engaged in their work, when challenge, motivation, desire, and drive come together to produce optimal outcomes.  Themes emerged in how choice influenced the experience of flow during the creative process and how the classroom environment nurtured overcoming obstacles through creative problem solving

Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered

This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers’ pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related themes. This article will focus on the teacherrelated themes, the most important being the change in the teachers’ pedagogy. The article will further discuss the obstacles that stood in the way of the teachers’ successful implementation of PBL and PjBL

Bloodstain Pattern Dynamics in Microgravity: Observations of a Pilot Study in the Next Frontier of Forensic Science

As humanity advances into a space-faring species, the risk of injury by multiple means and intentions will follow. Expanding understanding of how forensic science adapts to extraterrestrial environments is a novel and inevitable expansion into the next forensic frontier. This study considers the unique challenges of bloodstain pattern analysis in microgravity environments. Specifically, observation in novel experimentation aboard a parabolic flight research airplane which yielded fluid dynamic behaviors in a microgravity environment that provides practical understanding of Earth-based and off-world bloodstain applications

Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

The purpose of this article is to examine the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on pre-service and in-service teachersΓÇÖ conceptions of experiential learning. ┬áIn our study, participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL and an experiential component in which they facilitated PBL and PjBL with children in grades 1-9 during a one-week field experience on a university campus. ┬áThe goal of the field experience is for teachers to change their practice from didactic to inquiry and to promote critical and creative thinking in their students. ┬áWe used a case study method that involved data derived from six different sources: online structured interviews, follow-up telephone interviews, discussion board posts, reflections, course feedback, and observations.┬á The main theme that emerged from the data analysis was the critical role the field experience played in applying theory to practice.┬á Sub-themes included understanding the process of implementing PBL and PjBL, mastering the logistics of PBL and PjBL, becoming facilitators, and collaborating with partners.┬á Results showed that the field experience gave the teachers the ΓÇ£courageΓÇ¥ to experiment with a student-centered methodology.┬

PLOS One: Development of a self-report instrument for measuring online teaching practices and discussion facilitation

Online learning in higher education has been increasing for many years. This is happening across all of higher education and it is happening more specifically within STEM fields. The growth of online learning has significantly accelerated the past couple of years during the COVID-19 pandemic as colleges and universities have sought ways to continue educating students while also keeping students, faculty and staff safe. As result, many college faculty and instructors across all fields of study including STEM fields have made and continue to make the transition to teaching online for the first time. Teaching in an online environment is different from traditional classroom teaching in many ways and presents a unique set of challenges to college instructors. This study documents the development of an instrument used for instructors to self-report their instructional techniques and practices. Data from 251 instructors is also used to examine how this instrument can be used to better understand particular practices, with a focus in this study on discussion facilitation. The results align with the Community of Inquiry framework, including indicating that teaching through discussion forums involves direct contribution and/or facilitation

Comparison of stroke knowledge before and after education in Ethiopia (The ask project)

Background: In order to address the growing burden of stroke in Africa, it is essential to have teaching tools that are accessible to a wide variety of communities. Resources for stroke, recognition of symptoms, steps to assist a stroke victim, or any educational tools are scarce. In order to increase education about stroke, we introduced a stroke education intervention in Bahir Dar, Ethiopia in the Amharic language. The aim of the intervention was to see if stroke knowledge and recognition of stroke symptoms increased post-education. Methods: An anonymous pre-test questionnaire was given to identify their baseline stroke knowledge, and then participants viewed the video about stroke. The Amharic BE-FAST acronym was introduced in the video to evaluate participants’ retention of stroke symptoms, while emphasizing the importance of rapid response. Participants were given a survey to post-test survey of their short-term memory recall, along with another satisfaction survey. Results: Over 50% of participants remembered all five letters of the Amharic BE-FAST acronym, nearly 80% answered that they learned about stroke prevention, 90% were satisfied with the video, and 98% thought it should be available widely to the general public. The data presented showed that there was an improvement in stroke education retention with the use of the stroke education video. Conclusions: The Amharic BE-FAST acronym demonstrated to be an effective tool in communicating the symptoms of stroke from English to Amharic. Stroke education was well received, which provided insight on how to design and implement new medical concepts in native languages.   French title:Connaissances sur les accidents vasulaires cerebraux avant et apres une education en Éthiopie (Projet ask)   Introduction: Afin de faire face au fardeau croissant des AVC en Afrique, il est essentiel de disposer d'outils pédagogiques accssibles à une grande variété de communautés. Les ressources pour l'AVC, la reconnaissance des symptômes, les étapes pour aider une victime d'AVC ou tout autre outil éducatif sont rares. Afin d'accroître l'éducation sur l'AVC, nous avons introduit une intervention d'éducation sur l'AVC à Bahir Dar, en Ethiopie, en langue amharique. Le but de l'intervention était de voir si la connaissance et la reconnaissance des symptômes de l'AVC augmentaient après l'éducation. Méthodes: Un questionnaire pré-test anonyme a été donné pour identifier leurs connaissances de base sur l'AVC, puis les participants ont visionné la vidéo sur l'AVC. L'acronyme amharique BE-FAST a été introduit dans la vidéo pour évaluer la rétention des symptômes d'AVC par les participants, tout en soulignant l'importance d'une réponse rapide. Les participants ont reçu une enquête pour post-test de leur mémoire à court terme, ainsi qu'une autre enquête de satisfaction. Résultats: Plus de 50% des participants se sont souvenus des cinq lettres de l'acronyme amharique BE-FAST, près de 80% ont répondu avoir appris la prévention des AVC, 90% étaient satisfaits de la vidéo et 98% pensaient qu'elle devrait être largement accessible au grand public. Les données présentées ont montré qu'il y avait une amélioration de la rétention de l'éducation sur l'AVC grâce à l'utilisation de la vidéo d'éducation sur l'AVC. Conclusion: L'acronyme amharique BE-FAST s'est révélé être un outil efficace pour communiquer les symptômes de l'AVC de l'anglais à l'amharique. L'éducation sur l'AVC a été bien accueillie, ce qui a permis de comprendre comment concevoir et mettre en oeuvre de nouveaux concepts médicaux dans les langues maternelles

Examining Black and Latinx STEM graduate students’ laboratory rotation experiences and their impact on advisor selection

Despite being fundamental to graduate education in the sciences, lab rotations are largely unexplored in the academic literature. The purpose of this study is to understand how the laboratory rotation process impacts Black and Latinx STEM graduate students’ advisor selection process. Steeped in Critical Race Theory, this study employed a case study approach to explore the experiences of four Black and Latinx STEM graduate students enrolled at Predominantly White Institutions (PWIs). The article highlights that students who participated in lab rotations were able to gain more insights into their advisor’s advising style and lab environment before making their decision. Participants felt more comfortable in labs where the advisors provided a hands-on advising style over a hands-off advising style. Ultimately, results indicated that Black and Latinx STEM graduate students benefited from participating in lab rotations prior to selecting their research advisors. This study’s findings may help STEM departments, especially those within PWIs, understand the importance of consistently offering lab rotations for Black and Latinx STEM graduates prior to selecting their graduate advisor