scholarly journals Using Yeast Fermentation as a Context for Meaningful Learning of Procedural Understanding

2021 ◽  
Vol 83 (1) ◽  
pp. 26-32
Author(s):  
Kennedy Kam Ho Chan ◽  
Jordan West-Pratt ◽  
Richard Chi Keung Ng
Keyword(s):  
Scientific Evidence ◽  
School Science ◽  
Yeast Fermentation ◽  
Validity And Reliability ◽  
Science Classrooms ◽  
Design Problems ◽  
Procedural Understanding ◽  
Scientific Investigations ◽  
Meaningful Context ◽  
Scientific Ideas

Students need procedural understanding—that is, knowledge of the procedures that scientists use to establish scientific evidence (also known as “concepts of evidence”), to successfully perform scientific investigations, and to evaluate public and scientific claims. However, concepts of evidence are seldom explicitly targeted in routine practical activities in secondary school science classrooms. We describe how a commonly used practical activity, yeast fermentation, can be modified to provide a meaningful context for developing students’ understanding of concepts of evidence associated with measurement, as well as more difficult-to-learn scientific ideas, such as rates of reaction. The modified practical activities give students opportunities to exercise their creativity in assembling setups; brainstorm solutions to design problems in teams; reflect on their decisions related to concepts of evidence associated with measurement when designing their setups; compare the validity and reliability of data produced using different setups; and develop their understanding of difficult-to-learn scientific ideas.

scholarly journals A Simple Microscale Setup for Investigating Yeast Fermentation in High School Biology Classrooms

2016 ◽  
Vol 78 (8) ◽  
pp. 669-675 ◽  
Author(s):  
Kam Ho (Kennedy) Chan
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Low Cost ◽  
Yeast Fermentation ◽  
Teaching Tool ◽  
High School Biology ◽  
School Students ◽  
Scientific Investigations ◽  
Scientific Ideas

High school students often find the concept of respiration difficult. Yeast, a readily available resource, offers promising material for studying the topic. This article describes a low-cost, microscale setup for investigating yeast fermentation. The observations in the practical activity are visually appealing to learners. The article also illustrates how this setup can be used to promote student engagement with scientific ideas by prompting students to (1) predict what they will observe in the activity and (2) link what they actually observe in it to the underlying scientific ideas, in the context of studying the effects of different sugar substrates on yeast fermentation. The simple setup can be easily modified for various scientific investigations related to yeast fermentation and, hence, represents a promising teaching tool for teaching this difficult-to-learn topic in high school biology classrooms.

What happens in high school science classrooms?

1987 ◽  
Vol 19 (6) ◽  
pp. 549-560 ◽  
Author(s):  
Kenneth Tobin ◽  
James J. Gallagher
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Classrooms

The Effects of Engineering Modules on Student Learning in Middle School Science Classrooms

2006 ◽  
Vol 95 (4) ◽  
pp. 301-309 ◽  
Author(s):  
Pamela Cantrell ◽  
Gokhan Pekcan ◽  
Ahmad Itani ◽  
Norma Velasquez-Bryant
Keyword(s):  
Middle School ◽  
Student Learning ◽  
School Science ◽  
Middle School Science ◽  
Science Classrooms

Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue

2013 ◽  
pp. 224-245 ◽  
Author(s):  
Matthew J. Benus ◽  
Morgan B. Yarker ◽  
Brian M. Hand ◽  
Lori A. Norton-Meier
Keyword(s):  
Scientific Reasoning ◽  
Elementary Science ◽  
Scientific Evidence ◽  
Science Writing ◽  
Science Classrooms ◽  
Discourse Practices ◽  
Science Teaching Practices ◽  
Teacher Professional ◽  
Whole Class ◽  
Observation Protocol

This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science Writing Heuristic (SWH) approach to argument-based inquiry. The analysis for this study involved examining a segment of whole-class talk that began after a small group presented its claim and evidence and ended when the discussion moved on to a new topic, or when a different group presented. The framework for the analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review and modification of other instruments, and notable anomalies of difference from this data set. Each classroom was then rated using the Reform Teaching Observation Protocol (RTOP), which provided a score for the extent to which the teacher was engaged with reform-based science teaching practices. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms were different across varying levels of RTOP implementation. Overall, low level RTOP implementation (little evidence of reformed-based practice) had a question and answer format during whole class talk that rarely included discourse around scientific reasoning and justification. Higher levels of RTOP implementation were more likely to be focused on student use of scientific evidence to anchor and develop a scientific understanding of “big ideas” in science. These findings are discussed in relation to teacher professional development in argument-based inquiry, science literacy, and the teacher’s and students’ grasp of science practice.

Chain Reaction

2019 ◽  
pp. 34-46
Author(s):  
Stuart Bevins
Keyword(s):  
Science Education ◽  
Education Reform ◽  
School Science ◽  
Positive Outcomes ◽  
Anecdotal Evidence ◽  
Chain Reaction ◽  
Science Classrooms ◽  
Emerging Themes

This chapter describes aspects of the successes and obstacles in the delivery of chain reaction in school science classrooms in England. It offers an overview of recent education reform in England and moves on to discuss the implementation of the program and provides anecdotal evidence from teachers to support emerging themes from the delivery experience. Issues of “time” restraints and over-burdened “curricular” as barriers to the deployment of inquiry approaches are highlighted by identifying positive outcomes and offering implications for science education across Europe.

scholarly journals Responsible Research and Innovation in secondary school science classrooms: experiences from the project Irresistible

2017 ◽  
Vol 89 (2) ◽  
pp. 211-219 ◽  
Author(s):  
Jan Apotheker ◽  
Ron Blonder ◽  
Sevil Akaygun ◽  
Pedro Reis ◽  
Lorenz Kampschulte ◽  
...  
Keyword(s):  
Secondary School ◽  
School Science ◽  
Responsible Research And Innovation ◽  
Science Center ◽  
Scientific Content ◽  
Science Classrooms ◽  
Horizon 2020 ◽  
Research And Innovation ◽  
Science Educators ◽  
Responsible Research

AbstractResponsible Research and Innovation has become a core concept in many of the Horizon 2020 programs. In this article the concept of RRI is discussed in context of secondary education, and the interpretation used within the project ‘Irresistible’ is introduced. In the article several ways in which RRI can be incorporated in science classrooms are discussed, connected to the teaching of contemporary research taking place in universities as well as recent innovations coming from industry. The presented modules are designed in groups in which teachers work together with researchers, science educators and science center experts. As one of the educational approaches used in the modules, students created exhibits in which both the scientific content as well as the RRI concepts related to the content are demonstrated for the general public. These exhibits have been very successful as a learning tool.

Genetics in the 21st Century: The Benefits & Challenges of Incorporating a Project-Based Genetics Unit in Biology Classrooms

2010 ◽  
Vol 72 (4) ◽  
pp. 225-230 ◽  
Author(s):  
Nonye Alozie ◽  
Jennifer Eklund ◽  
Aaron Rogat ◽  
Joseph Krajcik
Keyword(s):  
High School ◽  
21St Century ◽  
Science Instruction ◽  
School Science ◽  
High School Science ◽  
Science Classrooms

How can science instruction help students and teachers engage in relevant genetics content that stimulates learning and heightens curiosity? Project-based science can enhance learning and thinking in science classrooms. We describe how we use project-based science features as a framework for a genetics unit, discuss some of the challenges encountered, and provide suggestions for enactment. This serves as an example of how project-based approaches can be integrated into high school science classrooms.

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