Abstract
The Argument-based Strategies for STEM Infused Science Teaching Approach (ASSIST) is a pedagogical approach based on the Science Writing Heuristic (SWH). In addition to framing instruction around the SWH approach, ASSIST emphasizes the use of multimodal communication, focuses on purposeful integration of mathematics, technology, and engineering in science learning, and provides templates to help teachers plan activities and units aligned with the approach. The authors of this paper have utilized the approach in their classrooms as well as helped inservice teachers understand and utilize the approach through professional development. Recently, the authors have also begun to develop and implement methods courses for preservice elementary and secondary science teachers based on the approach. In this article, an engaging activity based on a card trick is described that introduces preservice students to the SWH as a way to promote more general understanding of the approach. The goal of the activity is to help the preservice students identify the major characteristics of the SWH approach that is central to the ASSIST approach while simultaneously experiencing the potential for student learning the approach provides and the connections to development of an appropriate view of the nature of science. This sets the stage for future learning related to implementing the overall ASSIST approach in classroom settings.
Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.
References
ACT, Inc. (2014). The condition of STEM 2014. ACT, Inc.: Iowa City, IA.
Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: Are there differences? International Journal of Science Education, 29, 1745 – 1765.
Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G.M. (2012). Supporting STEM education in secondary science contexts. Interdisciplinary Journal of Problem-Based Learning, 6, 85-125.
Becker, K., & Park, K. (2011). Effects of integrative approaches among science technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education 12, 23 – 37.
Gunel, M., Hand, B., & McDermott, M. (2009). Writing for different audiences: Effects on high-school students’ conceptual understanding of biology. Learning & Instruction, 19 , 354-367.
Gunel, M., Kingir, S., & Aydemir, N. (2016). The effect of embedding multimodal representation in non-traditional writing task on students’ learning in electrochemistry. In B. Hand, M. McDermott, & V. Prain, (Eds.) Using multimodal representations to support learning in the science classroom. Switzerland: Springer International Publishing.
Hand, B. (2007). Science inquiry, argument and language: A case for the Science Writing Heuristic. Rotterdam, The Netherlands: Sense Publishing.
Hand, B., Cavagnetto, A., Chen, Y. C., & Park, S. (2016). Moving past curricula and strategies: Language and the development of adaptive pedagogy for immersive learning environments. Research in Science Education, 1-19. DOI: 10.1007/s11165-015-9499-1
LaForce, M., Century, J., Noble, L., Holt, S., & King, H. 2014. S3 STEM School Study. Outlier Research and Evaluation, University of Chicago.
McComas, W.F., & Olson, J.K. (1998). The nature of science in international science education standards documents. In McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 41–52). Kluwer Academic Publishers: The Netherlands.
McDermott, M., & Hand, B. (2015). Improving scientific literacy through multimodal communication: Strategies, benefits, and challenges. School Science Review, 97, 15 – 20.
McDermott, M. & Kuhn, M. (2015). A collaborative professional development program for an argument-based inquiry teaching approach. Paper presented at the International Conference of the Association for Science Teacher Education (ASTE), Portland, OR: January 8-11.
McDermott, M., & Hand, B. (2013). The impact of embedding multiple modes of representation within writing tasks on high school students’ chemistry understanding. Instructional Science, 41, 217 – 246.
McDermott, M., & Hand, B. (2010). A Secondary reanalysis of student perceptions while participating in non-traditional writing in science. Journal of Research in Science Teaching, 47, 518 – 539.
National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common core state standards. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
Prain, V., & Hand, B. (2016). Learning science through learning to use its languages. In B. Hand, B., M. McDermott, & V. Prain, (Eds.) Using multimodal representations to support learning in the science classroom. Switzerland: Springer International Publishing.
Tytler, R., & Hubber, P. (2016). Constructing representations to learn science. In B. Hand, M. McDermott, & V. Prain, (Eds.) Using multimodal representations to support learning in the science classroom. Switzerland: Springer International Publishing.
Vasquez, Jo Anne, Cary Sneider, and Michael Comer. (2013) STEM lesson essentials, grades 3-8: Integrating science, technology, engineering, and mathematics. Portsmouth: Heinemann.