scholarly journals Changing teaching techniques and adapting new technologies to improve student learning in an introductory meteorology and climate course

2006 ◽  
Vol 8 ◽  
pp. 11-18 ◽  
Author(s):  
E. M. Cutrim ◽  
D. Rudge ◽  
K. Kits ◽  
J. Mitchell ◽  
R. Nogueira
Keyword(s):  
Student Learning ◽  
Science Teachers ◽  
New Technologies ◽  
School Science ◽  
Science Content ◽  
Writing Assignments ◽  
Self Reflection ◽  
Effective Teaching Strategies ◽  
Flash Cards ◽  
Middle School Science Teachers

Abstract. Responding to the call for reform in science education, changes were made in an introductory meteorology and climate course offered at a large public university. These changes were a part of a larger project aimed at deepening and extending a program of science content courses that model effective teaching strategies for prospective middle school science teachers. Therefore, revisions were made to address misconceptions about meteorological phenomena, foster deeper understanding of key concepts, encourage engagement with the text, and promote inquiry-based learning. Techniques introduced include: use of a flash cards, student reflection questionnaires, writing assignments, and interactive discussions on weather and forecast data using computer technology such as Integrated Data Viewer (IDV). The revision process is described in a case study format. Preliminary results (self-reflection by the instructor, surveys of student opinion, and measurements of student achievement), suggest student learning has been positively influenced. This study is supported by three grants: NSF grant No. 0202923, the Unidata Equipment Award, and the Lucia Harrison Endowment Fund.

scholarly journals An Examination Of How Middle School Science Teachers Conduct Collaborative Inquiry And Reflection About Students’ Conceptual Understanding

2017 ◽  
Vol 10 (2) ◽  
pp. 169-178
Author(s):  
Christine Todd-Gibson
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Collaborative Inquiry ◽  
School Science ◽  
Middle School Science ◽  
Science Content ◽  
School Activities ◽  
Science Group ◽  
Middle School Science Teachers

This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.

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