The Impact of Summer Research Experience for Science Teachers on Classroom Instruction

2011 ◽  
Vol 1364 ◽  
Author(s):  
T. Sen ◽  
D. R. Baker ◽  
R. J. Culbertson
Keyword(s):  
Science Teachers ◽  
School Curriculum ◽  
Lesson Plans ◽  
Future Research ◽  
Research Experience ◽  
Research Experiences ◽  
Teaching Fellows ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
The Impact

ABSTRACTMore than 100 science and mathematics teachers have participated in the ASU Math and Science Teaching Fellows program for summers in 2007-2010 at Arizona State University. The goal of the program was to expose the teachers to the real world of science and help them transfer the experience into the classroom. The teachers spend the mornings in small groups in assigned research laboratories and afternoons in whole group interactive sessions. During the afternoon sessions the teachers worked on a poster presentation and a classroom unit integrating the research experience. The present study focuses on the impact of the research experiences on the teachers’ classrooms and the differences between a larger and longer program (37 teachers for 5 weeks in 2009) and a smaller and shorter program (8 teachers for 4 weeks in 2010). The lesson plans were coded based on a rubric. The posters were coded using qualitative analysis software. The scores on the lesson plans and the frequency of codes on transfer to classroom were higher in 2010 compared to those in 2009. The results indicate that the research experience program had a better impact on transfer to school curriculum with a smaller cohort of teachers. This implies that future research experience programs should be designed for smaller groups of teachers.

scholarly journals A Low-Intensity, Hybrid Design between a “Traditional” and a “Course-Based” Research Experience Yields Positive Outcomes for Science Undergraduate Freshmen and Shows Potential for Large-Scale Application

2018 ◽  
Vol 17 (4) ◽  
pp. ar53
Author(s):  
Thushani Rodrigo-Peiris ◽  
Lin Xiang ◽  
Vincent M. Cassone
Keyword(s):  
Student Perceptions ◽  
Student Outcomes ◽  
Large Scale ◽  
Undergraduate Research ◽  
Future Research ◽  
Research Experience ◽  
Research Experiences ◽  
Stem Majors ◽  
Outcomes Evaluation ◽  
And Mathematics

Based on positive student outcomes, providing research experiences from early undergraduate years is recommended for science, technology, engineering, and mathematics (STEM) majors. To this end, we designed a novel research experience called the “STEMCats Research Experience” (SRE) for a cohort of 119 second-semester freshmen with diverse college preparatory levels, demographics, and academic majors. The SRE targeted student outcomes of enhancing retention in STEM majors, STEM competency development, and STEM academic performance. It was designed as a hybrid of features from apprenticeship-based traditional undergraduate research experience and course-based undergraduate research experience designs, considering five factors: 1) an authentic research experience, 2) a supportive environment, 3) current and future needs for scale, 4) student characteristics and circumstances, and 5) availability and sustainability of institutional resources. Emerging concepts for facilitating and assessing student success and STEM curriculum effectiveness were integrated into the SRE design and outcomes evaluation. Here, we report the efficient and broadly applicable SRE design and, based on the analysis of institutional data and student perceptions, promising student outcomes from its first iteration. Potential improvements for the SRE design and future research directions are discussed.

scholarly journals The effectiveness of a training program in the development of emotional intelligence of science and mathematics teachers of in the Sultanate of Oman: فاعلية برنامج تدريبي في تنمية الذكاء الوجداني لدى معلمي العلوم والرياضيات والمجال الثاني بسلطنة عُمان

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Hamed Hamood AL Ghafri, Said Sulaiman Aldhafri, Hussain Ali
Keyword(s):  
Emotional Intelligence ◽  
Training Program ◽  
Science Teachers ◽  
Sultanate Of Oman ◽  
Post Test ◽  
Independent Variable ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
The Impact ◽  
Level 2

The study aimed at preparing a training program using Daniel Goleman's theory, and evaluating its effectiveness in improving the emotional intelligence of 21 level 2 math and science teachers in Oman by measuring their reaction towards the program and their learning (knowledge, skills, confidence in applying the acquired skills). The study also aims at recognizing the program's effectiveness in developing the emotional intelligence in the targeted group through pre and post tests on emotional intelligence developed by Schutt et. al (1998) which was used as a semi- experimental, an experimental design of one group. The program is designed to be offered in 10 days, with a total of 50 hours, 5 hours daily, and includes 10 training indicating units. Study findings reveal a positive reaction with the study sample towards the program by an average of 4.44. There was also an improvement in the learning level after the program, as knowledge and skills improved from an average of 1,90 to 2,95. Besides, trust in acquiring the skills developed from 2,10 to 2,86. Furthermore, results reveal statistical differences of the emotional intelligence measurement at (,001) among the averages of the study sample of (3,85) pre-test and (4,16) post-test, which proves the effectiveness of the program in developing emotional intelligence. Finally, the study resulted on a high impact of (1,123) using Cohen's formula standards in calculating the impact of the program as an Independent Variable in the emotional intelligence as a Dependent. Variable.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

2014 ◽  
Vol 13 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Lisa Corwin Auchincloss ◽  
Sandra L. Laursen ◽  
Janet L. Branchaw ◽  
Kevin Eagan ◽  
Mark Graham ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Biology Education ◽  
Operational Definition ◽  
Future Research ◽  
Meeting Report ◽  
Research Experience ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Foundation Program ◽  
Definition Of

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.

Three-Year Study of the Impact of a Research Experience Program in Aerospace Engineering on Undergraduate Students

2021 ◽  
Vol 4 (4) ◽  
pp. 23-32
Author(s):  
Jacques C. Richard ◽  
So Yoon Yoon
Keyword(s):  
Undergraduate Students ◽  
Career Paths ◽  
Research University ◽  
Aerospace Engineering ◽  
Research Experience ◽  
Research Knowledge ◽  
Research Experiences ◽  
Public Research University ◽  
The Impact ◽  
Engineering Career

This study reports results from a three-year implementation of a Research Experiences for Undergraduates (REU) program funded by the National Science Foundation in aerospace engineering at a public research university in the southwestern United States. Students’ perceptions of research knowledge, skills, and engineering career paths were all positively affected.

scholarly journals An Opinions of secondary school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Secondary School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Secondary School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

Core Self-Evaluations as a Mediator Between Functional Disability and Life Satisfaction in College Students With Disabilities Majoring in Science and Technology

2015 ◽  
Vol 29 (1) ◽  
pp. 96-104 ◽  
Author(s):  
Susan Miller Smedema ◽  
Joseph S. Pfaller ◽  
Rana A. Yaghmaian ◽  
Hayley Weaver ◽  
Elizabeth da Silva Cardoso ◽  
...  
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Students With Disabilities ◽  
Functional Disability ◽  
Future Research ◽  
College Students With Disabilities ◽  
And Mathematics ◽  
Quantitative Descriptive ◽  
Core Self ◽  
The Impact

Purpose: To examine the mediational effect of core self-evaluations (CSE) on the relationship between functional disability and life satisfaction.Methods: A quantitative descriptive design using multiple regression analysis. The participants were 97 college students with disabilities receiving services through Hunter College’s Minority-Disability Alliance (MIND Alliance) in science, technology, engineering, and mathematics.Results: CSE was a partial mediator between functional disability and life satisfaction. After controlling for CSE, functional disability was no longer a significant predictor of life satisfaction.Conclusions: CSE partially mediated the impact of functional disability on life satisfaction. Future research should explore the development of interventions to increase CSE to reduce the effect of disability and to improve life satisfaction and employment outcomes for individuals with disabilities.

scholarly journals One-Year Research Experience for Associate’s Degree Students Impacts Graduation, STEM Retention, and Transfer Patterns

2019 ◽  
Vol 18 (2) ◽  
pp. ar25 ◽  
Author(s):  
Ron Nerio ◽  
Althea Webber ◽  
Effie MacLachlan ◽  
David Lopatto ◽  
Avrom J. Caplan
Keyword(s):  
New York ◽  
Academic Success ◽  
Focus Groups ◽  
Research Experience ◽  
Research Experiences ◽  
Stem Retention ◽  
Associate's Degree ◽  
And Mathematics ◽  
One Year ◽  
Matched Comparison

The CUNY Research Scholars Program (CRSP) provides a yearlong faculty-mentored research experience to associate’s degree students. The program takes place at all 10 associate’s degree–granting colleges within the City University of New York system. We report on a mixed-methods study of 500 students who participated in the program during its initial 3 years. Quantitative longitudinal assessments revealed that students who engaged in CRSP were more likely to be retained in a science, technology, engineering, and mathematics (STEM) discipline or to graduate with a STEM degree than their counterparts in a matched comparison group. Furthermore, students who participated in CRSP demonstrated an increased likelihood of transferring to the more research-intensive 4-year schools within the CUNY system and to R1 universities outside the CUNY system. CRSP students reported an increased sense of belonging in college based on survey data, and focus groups with their mentors provided insight into the factors that led to the gains listed above. These combined results—of student data analysis, student surveys, and mentor focus groups—provide evidence that early research experiences for associate’s degree students contribute to their academic success.

scholarly journals “Where’s My Mentor?!” Characterizing Negative Mentoring Experiences in Undergraduate Life Science Research

2019 ◽  
Vol 18 (4) ◽  
pp. ar61 ◽  
Author(s):  
Lisa B. Limeri ◽  
Muhammad Zaka Asif ◽  
Benjamin H. T. Bridges ◽  
David Esparza ◽  
Trevor T. Tuma ◽  
...  
Keyword(s):  
Life Science ◽  
Psychosocial Support ◽  
Undergraduate Research ◽  
Science Research ◽  
Future Research ◽  
Research Experiences ◽  
Career Support ◽  
Abuse Of Power ◽  
Unequal Treatment ◽  
And Mathematics

Undergraduate research experiences in science, technology, engineering, and mathematics fields are championed for promoting students’ personal and professional development. Mentorship is an integral part of undergraduate research, as effective mentorship maximizes the benefits undergraduates realize from participating in research. Yet almost no research examines instances in which mentoring is less effective or even problematic, even though prior research on mentoring in workplace settings suggests negative mentoring experiences are common. Here, we report the results of a qualitative study to define and characterize negative mentoring experiences of undergraduate life science researchers. Undergraduate researchers in our study reported seven major ways they experienced negative mentoring: absenteeism, abuse of power, interpersonal mismatch, lack of career support, lack of psychosocial support, misaligned expectations, and unequal treatment. They described some of these experiences as the result of absence of positive mentoring behavior and others as actively harmful behavior, both of which they perceive as detrimental to their psychosocial and career development. Our results are useful to mentors for reflecting on ways their behaviors might be perceived as harmful or unhelpful. These findings can also serve as a foundation for future research aimed at examining the prevalence and impact of negative mentoring experiences in undergraduate research.

Expertise in STEM Disciplines

2019 ◽  
pp. 528-550
Author(s):  
David F. Feldon ◽  
Soojeong Jeong ◽  
Joana Franco
Keyword(s):  
Modern Society ◽  
Future Research ◽  
Expert Performance ◽  
Science And Engineering ◽  
Training And Education ◽  
Science Technology ◽  
Stem Disciplines ◽  
New Directions ◽  
And Mathematics ◽  
The Impact

Enhancing expertise in science, technology, engineering, and mathematics (STEM) is vital to promoting both the intellectual and economic development of a modern society. This chapter synthesizes relevant studies on the acquisition and development of STEM expertise from different areas of research, including cognitive psychology, the psychology of science, sociology and anthropology, and educational research. Specifically, first, the structure of relevant STEM disciplines in conceptualizing the domain of expertise are discussed. Then the fundamental mechanisms of thinking and problem-solving practices in science and engineering that underlie expert performance within these disciplines are presented. Issues pertaining to assessment and recognition of expertise in STEM fields are also examined. Lastly, evidence pertaining to the impact of training and education on the development of STEM expertise is reviewed. The chapter closes with a critical analysis of STEM expertise research to date and identifies unanswered critical questions and new directions for future research.

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