Use of Crime Scene Investigations in Anatomy and Physiology: Potential for Going Beyond Knowing in NGSS Dimensions

2018 ◽  
Vol 80 (3) ◽  
pp. 221-226 ◽  
Author(s):  
Catherine L. Quinlan
Keyword(s):  
New York ◽  
Meaning Making ◽  
Crime Scene ◽  
Three Dimensions ◽  
Scientific Practices ◽  
Science Content ◽  
Science Standards ◽  
Anatomy And Physiology ◽  
Twelfth Grade ◽  
K 12

To create and implement meaningful tasks that go beyond the cognitive processes of understanding and that integrate all three dimensions of the Next Generation Science Standards (NGSS) is challenging for both educators and curriculum makers. This issue is compounded when considering a content-rich biology course such as anatomy and physiology that requires first familiarity and understanding before engagement in higher-order thinking. The use of crime scene investigations that encourages students to examine evidence even as they learn specific biology concepts can encourage meaning making about scientific practices and science content. This paper deconstructs the implementation of a crime scene investigation titled the “Jewel Heist,” created by the New York Hall of Science and implemented in twelfth-grade anatomy and physiology classes in a diverse urban high school in the northeastern United States. The NGSS, the Framework for K-12 Science Education, along with Bloom's taxonomy and Krathwohl's revisions, are implicated in this process.

scholarly journals Modeling Tropical Diversity in the Undergraduate Classroom: Novel Curriculum to Engage Students in Authentic Scientific Practices

2019 ◽  
Vol 81 (6) ◽  
pp. 417-422
Author(s):  
Jana Bouwma-Gearhart ◽  
Sarah Adumat ◽  
Allyson Rogan-Klyve ◽  
Andrew M. Bouwma
Keyword(s):  
Biological Diversity ◽  
Scientific Models ◽  
Scientific Practices ◽  
Natural Phenomena ◽  
Science Standards ◽  
Causal Explanations ◽  
Tropical Diversity ◽  
University Instructors ◽  
K 12 ◽  
Science Educators

A feature of science is its production of evidence-based explanations. Scientific models can both provide causal explanations and be predictive of natural phenomena. Modeling-based inquiry (MBI) is a pedagogical strategy that promotes students' deep learning about phenomena via engagement in authentic scientific practices. Some university instructors have begun to facilitate MBI in their courses, notably those aimed at aspiring K–12 science educators who, per the Next Generation Science Standards, are encouraged to implement MBI. Yet exploration of curriculum and teaching with MBI in postsecondary environments is scarce. We detail a novel MBI curriculum implemented in a postsecondary ecology course that included students interested in future careers in education. The curriculum engages students in modeling why there is greater biological diversity in tropical than in temperate regions. This biological phenomenon continues to be of great interest to the scientific community. We briefly detail how the curriculum impacted students' understanding of participation in aspects of scientific practices and their comfort with facilitating MBI.

The development of a bioenergy-based green chemistry curriculum for high schools

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Craig Kohn
Keyword(s):  
Scientific Practices ◽  
Science Content ◽  
Chemistry Curriculum ◽  
Science Standards ◽  
Federal Research ◽  
Science Teacher Professional Development ◽  
Effective Science ◽  
Major Shift ◽  
Teacher Professional ◽  
Research Facilities

Abstract The Next-Generation Science Standards represent a major shift from learning science content to preparing students to become scientifically literate through inquiry and investigation. This article summarizes the unique opportunities available to develop a biotechnology laboratory course on biofuels that heavily emphasizes scientific practices in a high-school agriscience department in Wisconsin. Through collaborations with universities, federal research facilities, and the surrounding community, students were able to engage in rigorous learning experiences in a sociocultural setting in a manner that maximized their preparation for college and sustainable careers. This example also highlights how effective science teacher professional development and collaboration can allow for improved instructional opportunities in science education while also enabling positive contributions to ongoing scientific research.

scholarly journals The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment

2017 ◽  
Author(s):  
Narmin Shahin Ghalichi ◽  
Gillian Roehrig
Keyword(s):  
Science Education ◽  
Human Impact ◽  
Science Curriculum ◽  
National Research Council ◽  
The United States ◽  
Three Dimensions ◽  
Scientific Practices ◽  
Natural Systems ◽  
Systems Research ◽  
K 12

The ongoing development of the high school ecology curricular unit presented in this proposal is a response to the new tide of educational reforms in the United States.  This curricular unit represents an attempt to frame K-12 science curriculum around three dimensions: crosscutting concepts, disciplinary core ideas and scientific practices recently released in the report on a Framework for New K-12 Science Education (National Research Council, 2012).  Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating deeper conceptual understanding.  The development of this curricular unit takes place under the initiative of the National Science Foundation (NSF) funded project and explores the efficacy of the agriculture-related unit on students’ integrated vision of the human impact on natural systems.  Research project seeks to recognize the characteristics that identify research-based curriculum (Clements, 2007).  The interdisciplinary nature of this project has the potential to investigate how close adherence to features identifying research-based curriculum can support the development of coherent curricular unit mediating students’ integrated vision of environmental issues.  Mediation results of this nature have larger implications on future efficacy studies of curriculum intervention.

scholarly journals Expanding the Science Capital in K–12 Science Textbooks: A Notable Doctor's Insights into Biology & Other Accomplishments of African American Scientists

2020 ◽  
Vol 82 (6) ◽  
pp. 381-388
Author(s):  
Catherine L. Quinlan
Keyword(s):  
African American ◽  
Science Curriculum ◽  
Next Generation Science Standards ◽  
Science Content ◽  
Science Standards ◽  
Political Values ◽  
Educative Curriculum Materials ◽  
Educative Curriculum ◽  
K 12 ◽  
Shed Light

This article explores the need to include the science capital and cultural capital of African Americans in science teaching and offers practical exemplars for inclusion in the K–12 science curriculum. The author discusses ideas in the evolution of culture that contribute to the science content and perspectives of current textbooks and their supporting educative curriculum materials. The exemplars provided shed light on the scientific concepts and ideas indicated by the scientific accomplishments and narratives of African American scientists and a notable doctor, Charles R. Drew. The practical considerations described have implications for the disciplinary core ideas in the Next Generation Science Standards, and for understanding the cultural, social, and political values inherent in the nature of science.

scholarly journals A Model for Creating Connections and Building Collections-Based Curricula for Pre-College Educators

2018 ◽  
Vol 2 ◽  
pp. e27037
Author(s):  
Gabriela Hogue ◽  
Molly Phillips ◽  
Marc Cubeta
Keyword(s):  
Natural History ◽  
The United States ◽  
Three Dimensions ◽  
National Science Teacher Association ◽  
Science Standards ◽  
The North ◽  
Science Technology ◽  
Natural History Collections ◽  
National Science ◽  
K 12

Science is increasingly emphasized in high school classrooms and compliments current Science, Technology, Engineering, and Math (STEM) and Science, Technology, Engineering, the Arts, and Math (STEAM) educational initiatives. Successful educational programs and activities must now be aligned to state and national science standards, including Next Generation Science Standards (NGSS). The NGSS contain three dimensions: practices, crosscutting concepts, and disciplinary core ideas. Natural history collections and collections data naturally complement these three dimensions. However, many educators are unfamiliar with collections and unaware of the resources available through data aggregators such as the Integrated Digitized Biocollections (iDigBio). How can we make educators aware of these resources and empower them to implement these resources as educational tools in their classrooms? At the 2016 Incorporating K-12 Outreach into Digitized Collections Programs workshop and 2017 National Science Teacher Association meeting, iDigBio staff discussed these questions with educational experts from the United States. The consensus was that activities needed to align with appropriate teaching standards, as a bare minimum, and that building relationships with the target audience was crucial to introducing new educational materials into the classroom. Once educators become comfortable and familiar with new resources via hands-on training, they would be more likely to implement them into their respective classrooms. In July 2018, a 3-day workshop “Drawers, Jars, and Databases: Teaching the Hidden Science of Natural History Museums" was held at the North Carolina Museum of Natural Sciences (NCMNS) in Raleigh. The workshop was designed to serve as a pilot program to determine if training and building of relationships with local educators will increase use of digitized collections data in the classroom. Partners hosting this workshop included staff from iDigBio, the MicroFungi Thematic Collections Network, and NCMNS. This presentation will expand upon methods used to address and achieve workshop goals of increasing the knowledge of natural history collections and collections data, as well as, increasing the competency for implementing collections-based activities utilizing data aggregators in the classroom.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

Educational Meaning Making and Language Learning: Understanding the Educational Incorporation of Unaccompanied, Undocumented Latinx Youth Workers in the United States

2021 ◽  
pp. 003804072199600
Author(s):  
Stephanie L. Canizales
Keyword(s):  
Los Angeles ◽  
Educational Attainment ◽  
Language Learning ◽  
English Language ◽  
Meaning Making ◽  
Immigrant Youth ◽  
The United States ◽  
English Language Learning ◽  
Youth Workers ◽  
K 12

Immigration scholars agree that educational attainment is essential for the success of immigrant youth in U.S. society and functions as a key indicator of how youth will fare in their transition into adulthood. Research warns of downward or stagnant mobility for people with lower levels of educational attainment. Yet much existing research takes for granted that immigrant youth have access to a normative parent-led household, K–12 schools, and community resources. Drawing on four years of ethnographic observations and interviews with undocumented Latinx young adults (ages 18 to 31) who arrived in Los Angeles, California, as unaccompanied youth, I examine the educational meaning making and language learning of Latinx individuals coming of age as workers without parents and legal status. Findings show that Latinx immigrant youth growing up outside of Western-normative parent-led households and K–12 schools and who remain tied to left-behind families across transnational geographies tend to equate education with English language learning. Education—as English language learning—is essential to sobrevivencia, or survival, during their transition to young adulthood as workers and transnational community participants.

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