Initial Impacts of No Child Left Behind on Elementary Science Education

This research examines the impact of the No Child Left Behind (NCLB) Act on elementary science education within a Midwestern state possessing strong national education measures. Elementary teachers (N = 164) responded to an online survey, which included both closed-ended and open-ended questions pertaining to science instruction and changes made in science instruction since the implementation of NCLB. More than half of these teachers indicated they have cut time from science instruction since NCLB became a law. The reason given for this decrease in science education was mainly the need to increase time for math and reading instruction

A Retrospective on Student Learning and Acceptance of Evolutionary Science

In this presentation, I provide an analysis of my work (1985-present) with non-major biology students and science teacher candidates in developing strategies for teaching and enhancing learning with respect to Evolutionary Science

Evolution and nature of science instruction: A first-person account of changes in evolution instruction throughout a career

In this article, I provide an analysis of my work (1985–present) with non-major biology students and science teacher candidates in developing strategies for teaching and enhancing learning with respect to evolutionary science. This first-person account describes changes in evolution instruction over the course of a career based on personal experiences, research-informed practices, and a critical collaboration with colleague Mike U. Smith. I assert four insights concerning the influence and efficacy of teaching nature of science (NOS) prior to the introduction of evolution within college courses for science non-majors and science teacher candidates. These insights are: (a) teach explicit NOS principles first; (b) integrate evolution as a theme throughout a course in introductory biology (but after NOS principles have been introduced); (c) use active learning pedagogies; and (d) use non-threatening alternative assessments to enhance student learning and acceptance of evolutionary science. Together, these insights establish a pedagogy that I (and my colleagues) have found to be efficacious for supporting novice students as they engage in the study of evolutionary science

A Dynamic Professional Development School Partnership in Science Education

The author describes the evolution of a traditional on-campus secondary science methods course into a dynamic field- and campus-based professional development school collaboration. Whereas science teaching methods were taught in an isolated and independent course, they are now integrated within an interdependent experiential semester that carefully integrates teaching methods, professional seminars, interpersonal relations, classroom management, reading strategies, and multicultural education into a dynamic field-based curriculum for preservice teachers. A faculty team from the Kansas State University (KSU) Department of Secondary Education conducted a series of meetings to establish a collaborative climate in which to investigate the benefits of simultaneous reform of preservice teacher education and the professional development of in-service teachers. School-based teacher counterparts in mathematics and science piloted several models, performed action research, and worked toward simultaneous improvement based on a reflection or documentation, or both, of best practices. Consistent with reform initiatives identified by the National Research Council (1996), the author documents actions taken to enhance the preparation of preservice teachers at KSU

A Retrospective on Student Learning and Acceptance of Evolutionary Science

In this presentation, I provide an analysis of my work (1985-present) with non-major biology students and science teacher candidates in developing strategies for teaching and enhancing learning with respect to Evolutionary Science

International Comparisons in Education (Why doesn’t the USA perform better?)

I spent 23 years of my career in higher education as an administrator of teacher education programs (15 at Kansas State, 4 at Florida State, and 4 at UNL). I would, on occasion, find myself in discussion with school board members or state legislators concerning the standing of American schools in relation to rankings reported, for instance, by the Program for International Student Assessment (PISA). Before making a case why our educational system has no need to apologize, let’s examine our 2015 PISA rankings. Reading literacy – 24th (tied with Chinese Taipei) Mathematics literacy – 40th (tied with Israel) Science literacy – 25th (tied with Norway & Austria) Taken out of context, these rankings make it appear as though there is something quite amiss with American schooling. What are other nations doing that achieve higher rankings

Using Analogies to Improve the Teaching Performance of Preservice Teachers

Abstract: Prior research in both education and cognitive science has identified analogy making as a powerful tool for explanation as well as a fundamental mechanism for facilitating an individual’s construction of knowledge. While a considerable body of research exists focusing on the role analogy plays in learning science concepts, relatively little is known about how instruction in the use of analogies might influence the teaching performance of preservice teachers. The primary objective of this study was to investigate the relationship between pedagogical analogy use and pedagogical reasoning ability in a sample of preservice elementary teachers (PTs), a group that has been identified for their particular difficulties in teaching science. The study utilized a treatment/contrast group design in which the treatment group was provided instruction that guided them in the generation of analogies to aid in the explanation phase of learning cycle lessons. A relationship between analogy use and positive indicants of teaching performance was observed and a case study of a low performing preservice teacher who drastically improved teaching performance using analogy-based pedagogy is presented. A notable effect on conceptual understanding of Newton’s Third Law as a result of two brief analogy-based demonstration lessons was also observed

Understanding Death : Creating Student Opportunities for Meaningful Emotional Expression in the Science Classroom

Understanding death as natural and integral to life cycles has been considered crucial and relevant in science teaching. The concept of death not only defines the physical end of life but also the end of a cycle and the beginnings of transformation. Adopting a broader definition of death thus empowers educators to directly address the affect and emotion that occurs for all students

Initial Impacts of No Child Left Behind on Elementary Science Education

This research examines the impact of the No Child Left Behind (NCLB) Act on elementary science education within a Midwestern state possessing strong national education measures. Elementary teachers (N = 164) responded to an online survey, which included both closed-ended and open-ended questions pertaining to science instruction and changes made in science instruction since the implementation of NCLB. More than half of these teachers indicated they have cut time from science instruction since NCLB became a law. The reason given for this decrease in science education was mainly the need to increase time for math and reading instruction

High School Students\u27 Perceptions of Evolutionary Theory

If we are to be successful in teaching evolution, we must take into account our students\u27 worldviews as well as their individual understandings and misconceptions. It is im-portant to know our students their cultures, personal his-tories, cognitive abilities, religious beliefs, [and] scientific misconceptions. [It is also important] to address directly the likely cultural/religious concerns with evolution and to do so early on so as to break down the barriers that keep many students from hearing what you say. (Smith, 1994, p. 591) Smith penned these words for a special issue of the Journal of Research in Science Teaching which focused on the Teaching and Learning of Biological Evolution. One inference to be drawn from Smith is that, should we fail to account directly for the needs of our target learners, we are destined to develop curricu-lum materials and instructional plans that fall far short of the level of scientific literacy we wish to engender. Thus, although the standards they set possess scientific integrity, efforts initiated by the American Association for the Advancement of Science (AAAS, 1993) and National Research Council (NRC, 1996) -- to accurately characterize the foundational importance of evolutionary theory to the discipline of biology -- may not be fully realized. Does the research literature support Smith\u27s contention? The purpose of this study was to examine students\u27 perception about evolution-ary theory