Category: Scientific Literacy

CURating Science Literacy and Professional Identity Among Biology and Science Education Majors

by Tonia A. Dousay, University of Idaho; Brant G. Miller, University of Idaho; & Christine E. Parent, University of Idaho
Abstract

In this article, we discuss a novel approach to course-based undergraduate research experiences (CURE) by exploring the impact of a near-peer configuration within three courses: the Elementary Science Education and Secondary Science Methods courses for education students and the Dimensions of Biodiversity course for students in the biological sciences. We were interested in understanding how students from education would benefit from partnering with students from the sciences and vice versa. We discuss our approach to designing and implementing the near-peer approach along with extended details regarding the process for research groups. We used a modified Undergraduate Research Student Self-Assessment (URSSA) to understand how science and science education majors influence one another in developing researcher identity, including scientific literacy and communication skills, after engaging in a near-peer structured CURE. Our results show that most science education students reported increased interest in conducting research in the future and some biology students reported an increased interest in teaching science. Logistical and interpersonal relationships were noted as the primary adverse challenges to implementation. Future programming and research efforts should expand to include other scientific disciplines and pay close attention to interpersonal dynamics, especially during the matchmaking phase.

Promoting Understanding of Several Elements of Nature of Science Using an Analogy: A Tangram Activity

by Mansour Vesali, Shahid Rajaee Teacher Training University; Noushin Nouri, University of Texas Rio Grande Valley; & Maryam Saberi, Ministry of Education, Iran
Abstract

Developing a proper view of the nature of science (NOS) amongst teachers and students has been the goal of science education for decades. This article discusses an innovative activity designed for training preservice science teachers on NOS. We endorse an approach according to which several aspects of NOS can be explicitly discussed and explained. This activity is an extended version of a tangram activity introduced by Choi (2004). Aside from introducing NOS elements covered by Choi, our tangram activity also introduces the following elements: (1) theories are valid products of science, (2) the role of subjectivity and bias in science, (3) the importance of scientific community in science, (4) prediction is part of science, and (5) creativity and imagination are important in science. The activity can be used decontextualized (i.e., as a stand-alone lesson) in science methods classes, but it also has high potential to be contextualized within content related to the history of science. In this article, we provide procedures for using an analogy activity (the tangram activity) and explain how to connect each part to NOS elements. This activity was tested successfully in several science methods courses, a NOS course, and two professional development workshops.

The Home Inquiry Project: Elementary Preservice Teachers’ Scientific Inquiry Journey

by Mahsa Kazempour, Penn State University (Berks Campus)
Abstract

This article discusses the Home Inquiry Project which is part of a science methods course for elementary preservice teachers. The aim of the Home Inquiry Project is to enhance elementary preservice teachers’ understanding of the scientific inquiry process and increase their confidence and motivation in incorporating scientific inquiry into learning experiences they plan for their future students. The project immerses preservice teachers in the process of scientific inquiry and provides them with an opportunity to learn about and utilize scientific practices such as making observations, asking questions, predicting, communicating evidence, and so forth. Preservice teachers completing this project perceive their experiences favorably, recognize the importance of understanding the process of science, and reflect on the application of this experience to their future classroom science instruction. This project has immense implications for the preparation of a scientifically literate and motivated teacher population who will be responsible for cultivating a scientifically literate student population with a positive attitude and confidence in science.