Models and Strategies for Teaching Evolution to Non-Science Majors in a Seminar Format

2012 ◽  
Vol 12 ◽  
pp. 93-108
Author(s):  
Katherine V. Bulinski
Keyword(s):  
Scientific Literacy ◽  
Evolutionary Biology ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Science Majors ◽  
Teaching Evolution ◽  
Teaching Resources ◽  
Pedagogical Strategies ◽  
Knowledge Of Evolution ◽  
K 12

A cornerstone of paleontological education is the topic of evolution. While formal evolutionary biology classes made up of lectures and labs are essential for students of biology and paleontology, these classes are closed to most non-science majors because they often require multiple prerequisites. Because of a combination of anti-evolution cultural forces and shortcomings in evolution-based education at the K-12 level, many American college students have not received accurate or effective evolution instruction before entering college. Because a working knowledge of evolution is essential for developing biological scientific literacy, some colleges and universities now offer seminar-style evolution courses designed for non-science majors that can help reverse this trend. Seminars such as these offer students the added opportunity to develop more sophisticated writing, speaking, and critical-thinking skills in the context of evolutionary biology. This chapter highlights two successful course models and two shorter course modules, provides lists of teaching resources, and details a number of different writing and discussion-based pedagogical strategies as they apply to teaching evolution in a seminar setting.

scholarly journals Beyond the Museum Walls: Developing Inexpensive Discovery Trunks for k-12

2018 ◽  
Vol 2 ◽  
pp. e25925
Author(s):  
Julia Robinson
Keyword(s):  
Low Cost ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered ◽  
Analytical Skills ◽  
New Knowledge ◽  
State Educational ◽  
Problem Solvers ◽  
K 12

Discovery Trunks - specimen-based educational kits - use museum collections and standardized curricula to catalyze critical thinking skills through inquiry learning. Inquiry learning facilitates the development of new knowledge by examining a novel situation in light of past experience - a crucial skill for a child in today’s unpredictable world. Inquiry learning empowers students by making them stronger and more confident in their discovery and synthesis of information. Discovery Trunks enhance learning opportunities for students, promote the parent institutions, and develop new audiences by taking the institutional mission beyond classroom walls. Such Trunks contain authentic, real world objects and inquiry lessons that align with state educational standards. Discovery Trunks encourage contemplative analytical skills, thoughtful communication, thorough exploration of a topic, and cultivate a citizenry of open-minded problem solvers. Through inquiry-based learning, we see key components of this personal investigation exemplified through student-centered, student-driven activities that connect new knowledge and prior knowledge. This presentation will deconstruct these multidisciplinary kits and their contents to guide museum professionals to explore effective, high value, low cost materials and methods to produce and advertise educational kits to the community. Offered as an essential outreach component, these educational kits cultivate tomorrow’s thinkers, movers, and laborers in an ever-changing society.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 232-261
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 211-238
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 286-314
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie HeeYoung Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

An Interdisciplinary Guided Inquiry on Estuarine Transport Using a Computer Model in High School Classrooms

2012 ◽  
Vol 74 (1) ◽  
pp. 26-33 ◽  
Author(s):  
Kit Yu Karen Chan ◽  
Sylvia Yang ◽  
Max E. Maliska ◽  
Daniel Grünbaum
Keyword(s):  
Computer Model ◽  
Transport Model ◽  
Computer Models ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
National Science Education Standards ◽  
Education Standards ◽  
Scientific Methods ◽  
Interdisciplinary Interaction ◽  
K 12

The National Science Education Standards have highlighted the importance of active learning and reflection for contemporary scientific methods in K–12 classrooms, including the use of models. Computer modeling and visualization are tools that researchers employ in their scientific inquiry process, and often computer models are used in collaborative projects across disciplines. The goal of this project was to develop and field-test a module that used a computer model to teach marine sciences content in an applied, inquiry-based, and collaborative manner. Students used an estuarine transport model to explore the question of how circulation patterns affect planktonic organisms, demonstrating the interdisciplinary interaction of physics and biology. Our experience suggests that computer models, when used for inquiry, can help foster students' understanding of the nature of science and critical-thinking skills.

scholarly journals The Practicality of Teaching Materials on Types of Crab in the Mangrove Forest Area to Improve Critical Thinking Skills for Islamic High School Students

2021 ◽  
Vol 3 (1) ◽  
pp. 18
Author(s):  
Nahri Fauzan ◽  
Mochamad Arief Soendjoto ◽  
Muhammad Zaini
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Scientific Literacy ◽  
Mangrove Ecosystem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Roles And Responsibilities ◽  
Good Improvement

The crab is an organism that has pe a major role in the mangrove ecosystem. The preservation of the mangrove ecosystem cannot be separated from the roles and responsibilities of humans. This can be started by creating awareness and practicing thinking skills to provide solutions to various existing environmental problems. According to the results of the TIMSS study, the low scientific ability of Indonesian students, especially its implementation in the form of scientific literacy, has not shown a good improvement so that learning innovations are needed, one of which is the manufacture of environment-based teaching materials. The purpose of this study was to describe the practicality of the teaching materials "Crab Types in the Mangroves Area" in training students' critical thinking skills at MAN Tanah Laut. The type of research used is the Tessmer formative test. The research data were analyzed descriptively, practical data included the feasibility of using teaching material and student responses, indicating that the teaching materials developed were practical for use in learning and could improve the critical thinking skills of MA students.Abstrak Kepiting merupakan organisme yang memiliki peran besar dalam ekosistem mangrof. Kelestarian ekosistem mangrof tidak luput dari peran dan tanggung jawab manusia. Hal ini dapat dimulai dari menciptakan kesadaran dan melatih keterampilan berpikir agar dapat memberikan solusi-solusi dari berbagai permasalahan lingkungan yang ada.  Hasil studi TIMSS menunjukkan rendahnya kemampuan sains siswa Indonesia terutama implementasinya dalam bentuk literasi sains belum menunjukkan adanya peningkatan yang baik sehingga diperlukan inovasi pembelajaran salah satunya dengan pembuatan bahan ajar berbasis lingkungan. Tujuan penelitian ini adalah untuk mendeskripsikan kepraktisan Bahan Ajar “Jenis Kepiting di Kawasan Mangrof” dalam melatihkan keterampilan berpikir kritis siswa MAN Tanah Laut. Jenis penelitian yang digunakan adalah uji formatif Tessmer. Data hasil penelitian dianalisis secara deskriptif, data kepraktisan meliputi kepraktisan penggunaan bahan ajar dan respon siswa, menunjukkan bahwa bahan ajar yang dikembangkan praktis untuk digunakan dalam pembelajaran dan dapat meningkatkan kemampuan berpikir kritis siswa MA.

scholarly journals COVID-19 MISINFORMATION: HOW DOES SCIENTIFIC INFORMATION LITERACY PREVENT IT?

2021 ◽  
Vol 8 (1) ◽  
pp. 39-76
Author(s):  
Muhammad Retsa Rizaldi Mujayapura ◽  
Karim Suryadi ◽  
Sardin Sardin
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Scientific Information ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
The Public ◽  
Information Literacy Skills ◽  
News Literacy

This article aims to examine the importance of information literacy and scientific literacy skills to prevent exposure to misinformation in the midst of the Covid-19 pandemic. Believing in misinformation encourages behaviour that is detrimental to individuals and groups due to anxiety, fear, uncertainty, and a lack of critical thinking skills. This study uses a qualitative approach with a systematic literature review (SLR) method. Through the SLR method, this article uses various sources of empirical research by collecting data and information to analyze elements in information literacy and scientific literacy that can identify misinformation. Information literacy is considered to be more useful in preventing belief in misinformation compared to the concepts of digital literacy, media literacy, and news literacy. Information literacy skills with information verification, and supported by scientific literacy with intellectual virtue, can recognize misinformation about COVID-19 so that it can prevent individuals from believing in misinformation that can result in errors of action. Scientific information literacy needs practical intervention to the public, one of which is through the role of educational institutions.

scholarly journals Enhancement of Professional Behaviours and Perceptions of Critical Skill Job Preparedness through the Use of a Group Work Contract in Fourth-Year Nutritional Science Students

2020 ◽  
Vol 10 (2) ◽  
pp. 27
Author(s):  
Nadia M Cartwright ◽  
Payal Patil ◽  
Danyelle M Liddle ◽  
Genevieve Newton ◽  
Jennifer M Monk
Keyword(s):  
Critical Thinking ◽  
Group Dynamics ◽  
Group Work ◽  
Scientific Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Science Students ◽  
Nutritional Science ◽  
Work Contract

Collaborative group assignments in undergraduate education are important for promoting skill development and preparation for the workplace; however, they are subject to the challenges associated with group dynamics. We determined the effectiveness of a Group Work Contract to facilitate professional behaviours and positive experiences amongst fourth year nutritional science students (n=144) while working collaboratively to complete a Group Literature Critique Assignment designed to promote scientific literacy and critical thinking skills. Changes in students’ attitudes and approaches to group work were assessed before and after completion of the contract and the assignment via two online surveys (Pre- and Post-Group Work Surveys). Completion of the Group Work Contract improved group dynamics including i) frequency of communication, ii) distribution of effort between group members, iii) mutual reliability, iv) respectfulness and inclusivity. Students also reported fewer group problems and an improved ability to work collaboratively in problem solving (P<0.05). Importantly, students reported reduced feelings of anxiety related to group learning and perceptions of achieving a better outcome versus working alone and learning more as a result of working in a group (P<0.05). Additionally, students reported an improvement in their job readiness perceptions with respect to the development of their scientific literacy and critical thinking skills as a result of completing the Group Literature Critique Assignment (P<0.05). Collectively, this data demonstrates that structuring the group work process through the implementation of a Group Work Contract can support the development of positive and effective group dynamics resulting in reduced student anxiety about collaborative learning and perception of a better overall outcome.

scholarly journals Trends of science technology engineering mathematics (STEM)-based learning at elementary school in Indonesia

2021 ◽  
Vol 11 (1) ◽  
pp. 87
Author(s):  
Fitri Nuraeni ◽  
Yopi Malagola ◽  
Suko Pratomo ◽  
Hafiziani Eka Putri
Keyword(s):  
Elementary School ◽  
Scientific Literacy ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Secondary Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Primary Data ◽  
Science Technology ◽  
The Impact

This research investigates the results of studies related to the implementation of Science Technology Engineering and Mathematics (STEM)-based learning at elementary schools in Indonesia. Using the Systematic Literature Review (SLR) with meta-synthesis model, this research selects research articles related to STEM-based learning at elementary school in Indonesia from google scholar and google site as sources for primary data and secondary data, respectively. After reviewed through inclusion and exclusion criteria evaluated by quality assessments, 15 scientific articles published within 2015 to 2020 are analysed.  Findings show that many studies have great interest in developing STEM-based teaching and learning materials, while others focus on identifying the impact of STEM-based learning on various learning achievements such as creative thinking skills, critical thinking skills, basic questioning skills, and scientific literacy, and learning achievement in general.

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