Connecting ecology to daily life: how students and teachers relate food webs to the food they eat

This study used sociocultural learning theory to better understand how middle and high school environmental science and biology students and pre- and in-service science teachers connect the daily life activity of eating to the food web model learned in school. We sought to understand how student and teacher perceptions of the environment and their experiences influenced their responses to interview questions regarding this topic. Findings, based on transcribed interviews with 54 study participants, indicate that three quarters of teachers and students were unable to connect the food they eat with ecosystem food webs. Even so, many respondents particularly those from elite public schools, did not demonstrate common food web misconceptions identified by other researchers, instead showing a sophisticated understanding of food web interactions. These findings indicate that even though participants were proficient in their school science understanding of food web interactions, they did not readily think about how their everyday out of school activities, like eating, relate to those interactions. This may be representative of a more general disconnect between formal ecology instruction and daily life activities. We provide several recommendations for how this disconnect can be remedied in our classrooms.     

Exploring continuity equation via a modeling activity: in the context of crowd science

Abstract

Using problems from real life contexts which is related to learners’ environment or their culture plays an important role in their learning that concept. In this regard, science educators especially physics educators search for real-life domain of theoretical concepts for effective science teaching and they consider analogical and physical models as an opportunity in their instruction. In the presented activity, we worked with 66 senior pre-service science teachers from our science teaching methods course. We used crowd movements as a real-life domain of our analogical models to scientifically explain a stampede case, then utilized physical model to explore continuity equation. Real life problem based scenarios could be used while taking advantage of the 3?D modeling in teaching of scientific principle. As a result, we found that pre-service teachers were able to make scientific explanation for causes of stampedes by using modeling activity. High school teachers and upper-level instructors could benefit from including the modeling activity introduced in this study to help their students understand the concepts related to continuity equation by designing a physical model based on an analogical model. Via the physical model, students are able to make predictions, observations, interpretations and explanations of a complex and abstract scientific phenomenon.     

Examining Microscopic Organisms under Augmented Reality Microscope: A 5E Learning Model Lesson

As a fundamental strategy for all science curriculum, inquiry is of prime importance. In order to facilitate inquiry during science education in middle school, 5E learning model was applied in this study. Following 5E learning model during a lesson, students can engage in a topic after being served to mitigate cognitive disequilibrium or familiar with daily-life examples such as yoghurt fermentation, oven spring, etc. explore the topic making an observation or testing hypothesis, explain and relate their experiences scientifically, extend or elaborate their knowledge and then being evaluated. This study introduces a sample 5E learning model for middle school students at the ages of 10–12 in science laboratory with an augmented reality microscope MicrosAR to examine microscopic organisms based on inquiry-based learning.     

Digital game design-based STEM activity: Biodiversity example

Abstract

The purpose of this study is to design a digital game design-based STEM activity for fifth-grade students learning about endangered organisms and significance of biodiversity for living. This activity was carried out with twenty students in a public school in Eastern Black Sea Region of Turkey during academic year of 2018–2019 spring term. This study planned as eight-lesson time (8?×?40?minutes) and completed at this lesson time. The students were given the digital game design challenge in real-life problem context that has been created based on design-based science learning and for which they shall use their knowledge and skills in each of the STEM disciplines. During this design challenge, students worked like a scientist and an engineer. They carried out scientific research and inquiry process in the science discipline, understood the engineering design process in the engineering discipline, established mathematical relations in the mathematics discipline, learned how to make coding in the technology discipline, and used this knowledge and skills thus acquired in their suggested solutions for the design challenge. They designed a digital game by coding and presented science knowledge and skills that acquired from inquiry process.     

A Weed Cantilever

One dilemma science teachers face every day is balancing the content demands of state and federal testing requirements while providing opportunities for inquiry. Using the 5E learning cycle is a realistic, constructivist way to address this dilemma. The 5E learning cycle leads students through a sequence of learning in which they become engaged in a topic, explore that topic, are given an explanation for their experiences, elaborate on their learning, and are evaluated. This article outlines a 5E learning cycle introducing middle/high school students to the cell.     

Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students’ self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.     

Constructing a Cotton-Ball Catapult: An Interdisciplinary STS Learning Experience

The need for all students to develop a stronger ability to express their science knowledge in writing is important. In this article, the authors take you on a journey in an elementary school classroom with tools to help foster deeper learning and stronger writing skills in science content. With many students in high school required to pass end-of-semester science exams to receive a diploma, teaching writing at an early age across various content areas is an even more critical component of today’s curriculum. Presenting curriculum material through multiple means (Universal Design for Learning-Representation) allows students to gain information through a learning approach that best fits the students’ learning needs. The authors examine multiple means of representing science curriculum to engage students in creating detailed and comprehensive concept maps and to provide supportive scientific evidence in written explanations as they gain more content knowledge in science.     

Grass Gazers: Using citizen science as a tool to facilitate practical and online science learning for secondary school students during the COVID‐19 lockdown

The coronavirus disease of 2019 (COVID‐19) pandemic has impacted educational systems worldwide during 2020, including primary and secondary schooling. To enable students of a local secondary school in Brisbane, Queensland, to continue with their practical agricultural science learning and facilitate online learning, a “Grass Gazers” citizen science scoping project was designed and rapidly implemented as a collaboration between the school and a multidisciplinary university research group focused on pollen allergy. Here, we reflect on the process of developing and implementing this project from the perspective of the school and the university. A learning package including modules on pollen identification, tracking grass species, measuring field greenness, using a citizen science data entry platform, forensic palynology, as well as video guides, risk assessment and feedback forms were generated. Junior agriculture science students participated in the learning via online lessons and independent data collection in their own local neighborhood and/or school grounds situated within urban environments. The university research group and school coordinator, operating in their own distributed work environments, had to develop, source, adopt, and/or adapt material rapidly to meet the unique requirements of the project. The experience allowed two‐way knowledge exchange between the secondary and tertiary education sectors. Participating students were introduced to real‐world research and were able to engage in outdoor learning during a time when online, indoor, desk‐based learning dominated their studies. The unique context of restrictions imposed by the social isolation policies, as well as government Public Health and Department of Education directives, allowed the team to respond by adapting teaching and research activity to develop and trial learning modules and citizen science tools. The project provided a focus to motivate and connect teachers, academic staff, and school students during a difficult circumstance. Extension of this citizen project for the purposes of research and secondary school learning has the potential to offer ongoing benefits for grassland ecology data acquisition and student exposure to real‐world science.     

Race to the Future: Integrating 21st Century Skills into Science Instruction

Race to the Future is an exciting and dynamic activity modeled after the reality television show The Amazing Race. It exemplifies how 21st century skills can be incorporated into core subject instruction and at the same time positively enhance student engagement. In this activity, students work quickly and cooperatively with their teammates and use 21st century skills to successfully decipher five clues related to science content. We have used this activity with excellent results with different groups of students (middle school, high school, and university students), for different purposes (ice-breaker, team-building, course assessment, and evaluation), and in broad curriculum areas (science and math). However, the activity is especially powerful when introduced during the first day or week of class. The meaningful and enjoyable student collaboration, the upbeat class environment, and the enhanced student engagement achieved at the conclusion of this challenging activity set an optimal teaching and learning environment for the entire quarter/semester.     

Metacognitive inquiry activities for instructing the central dogma concept: ‘button code’ and ‘beaded bracelet making’

ABSTRACT

The central dogma of biology is difficult to learn because its microscopic processes cannot be visualized. This study aimed to devise two inquiry activities: ‘Button Code’ and ‘Beaded Bracelet Making,’ involving the concepts of DNA replication and protein synthesis based on the Metacognitive Learning Cycle (MLC) for students, and to explore the effectiveness of concept learning of the central dogma, how students’ metacognition may be expressed, and students’ perceptions of their inquiry performance. We developed a ‘Concept journal’ including metacognitive scaffolds, and employed the ‘Central Dogma Achievement Test’ as a tool for the above purpose. A total of 18 junior high school students participated in this inquiry course instructed by two of the authors. The results showed that students’ achievement performance was significantly improved on the whole, the students’ metacognition was expressed during the process of inquiry with scaffolding, and most students gave positive responses about their learning performance. According to the results, this inquiry course could develop students’ comprehension of the central dogma concept, and give students opportunities to practice metacognition that might lead to effective learning in inquiry activities. The implications and expandability of this course are discussed.     

Learning genetics through a scientific inquiry game

In this paper we discuss an activity through which students learn basic concepts in genetics by taking part in a police investigation game. The activity, which we have called Recal, immerses students in a scientific-based scenario in which they play a role of a scientific assessor. Players have to develop and use scientific reasoning and evidence-based decision-making to solve the given enigmas along the game. The activity aims to improve students’ knowledge of genetics and show them how genetic evidence can be applied in forensic science. The activity (known as ‘the Recal case’) uses a problem-based learning educational methodology. It is learner-centred and students play an active collaborative role. The methodology requires students to structure their knowledge, and develop their reasoning processes and self-directed learning skills. The activity has been developed for a range of audiences, including high school students, undergraduates engaged in pre-service teaching and adults of all ages. A case study has also been carried out with a group of 120 pre-service student teachers from the Universitat Rovira i Virgili (Tarragona, Spain) to check whether the coherence in the running of the game, whether its effectiveness as a learning activity and whether its dynamics and motivational aspects are acceptable.     

The University of Alabama at Birmingham Center for Community OutReach Development Summer Science Institute Program: a 3-yr laboratory research experience for inner-city secondary-level students

This article describes and assesses the effectiveness of a 3-yr, laboratory-based summer science program to improve the academic performance of inner-city high school students. The program was designed to gradually introduce such students to increasingly more rigorous laboratory experiences in an attempt to interest them in and model what "real" science is like. The students are also exposed to scientific seminars and university tours as well as English and mathematics workshops designed to help them analyze their laboratory data and prepare for their closing ceremony presentations. Qualitative and quantitative analysis of student performance in these programs indicates that participants not only learn the vocabulary, facts, and concepts of science, but also develop a better appreciation of what it is like to be a "real" scientist. In addition, the college-bound 3-yr graduates of this program appear to be better prepared to successfully academically compete with graduates of other high schools; they also report learning useful job-related life skills. Finally, the critical conceptual components of this program are discussed so that science educators interested in using this model can modify it to fit the individual resources and strengths of their particular setting.     

The Ups and Downs of Frogs

Vocabulary is the essential element of comprehending concepts in content areas. Many words used in science content-area materials are used to define concepts and to increase the conceptual development of the content area. Conceptual development is a major goal of content-area instruction. Without a clear understanding of the language of the science content, students will certainly experience difficulty and a lack of interest with their science content-area material. Providing students with inquiry strategic vocabulary strategies can significantly support their understanding and interest concerning the language of science. As a result of using engaged vocabulary strategies, teachers can help students bridge the gap between the language of the science content and the language and background knowledge that students bring to the class. This article is easily adaptable for grades 6-12, and it is applicable to all science areas. It provides the middle and high school science teacher with five engaged learning vocabulary strategies that will help students become active participants in the learning process as they master their content area material. In addition, the article offers a pre- and postevaluation Science Vocabulary Questionnaire.     

The Heat Is On! Using Particle Models to Change Students' Conceptions of Heat and Temperature

Elementary, middle-level, and high school science teachers commonly find their students have misconceptions about heat and temperature. Unfortunately, student misconceptions are difficult to modify or change and can prevent students from learning the accurate scientific explanation. In order to improve our students' understanding of heat and temperature, we created a three-part instructional activity designed to engage them in the development of kinetic particle models. First, the students use household materials—food coloring and water—to investigate and create particle models depicting motion at the molecular level. Second, the students complete a similar activity designed to help them visualize the connections between heat and particle motion. Third, the students build a thermometer, observe it in action, and create particle models explaining how the thermometer works. By the end of the series of activities, the students are able develop their own definitions for heat and temperature. Through this hands-on and minds-on series of activities, students learn to define and differentiate the concepts of heat and temperature.     

生物技术专业《生命科学进展》双语教学初探

为提高学生的外语水平,适应社会经济高速发展对人才的更高要求,通过对《生命科学进展》课程进行了双语教学的实践探索,探讨了教学手段和方法的改革,教学效果调查评估结果显示,认为课程总评及满意程度达良好及以上等级的学生占94%,表明开展的《生命科学进展》双语教学活动所采用的教学方法和手段基本适合学生目前的英语和专业知识水平,《生命科学进展》双语教学改革实践是成功的。     

How do Detergents Work? A Qualitative Assay to Measure Amylase Activity

We present a practical activity focusing on two main goals: to give learners the opportunity to experience how the scientific method works and to increase their knowledge about enzymes in everyday situations. The exercise consists of determining the amylase activity of commercial detergents. The methodology is based on a qualitative assay using a colorimetric process. Quantitative results are also obtained by measuring the halo formed. This activity is suitable for and adaptable to learners at different levels of education: primary school, secondary education or even for pre-service teachers, which is the group the version described in this paper was intended for. This laboratory activity was designed to include the scientific method as a learning outcome. This was especially important in pre-service teachers, as increasing scientific literacy is one of the primary goals of science education. Through the activity, students also learn about micro-organisms and their applications in their daily lives, which is one of the tenets of Science–Technology–Society–Environment programs. A case study was conducted with a group of learners made up of 75 pre-service teachers from Universitat Rovira i Virgili in Tarragona, in order to verify whether this lab activity is well designed and can be satisfactorily implemented.     

A case for project based learning to enact semantic waves: towards cumulative knowledge building

ABSTRACT

First-year undergraduate curricula and their delivery should assist students in the transition from previous learning experiences to learning in higher education. However, the so-called articulation gap or discontinuity between secondary and higher education has been identified as a key structural curriculum problem for first-year success in South Africa and abroad. Valuable insights into this problem came from a recent study that drew on Legitimation Code Theory (LCT). Findings revealed an unexpectedly wide gap between the high school and the university biology curricula. The high school biology curriculum displays minimal movement between context-dependent, simpler meaning and relatively decontextualized, condensed meaning common in first-year biology. LCT Semantics was also found to be a valuable tool for restructuring curricula and pedagogy to intentionally enact semantic movement and thereby a more gradual transition for students from high school to university. This paper reports on an integrative first-year biology project aimed intentionally at taking students’ concept knowledge through a wide contextual range, and repeatedly between less and more complex meaning. I reflect on how the project design steers students towards creating semantic movement during their presentations, thereby contributing to cumulative knowledge building and a more gradual transition towards first-year epistemological access.     

Tailoring science outreach through E-matching using a community-based participatory approach

In an effort to increase science exposure for pre-college (K-12) students and as part of the science education reform agenda, many biomedical research institutions have established university-community partnerships. Typically, these science outreach programs consist of pre-structured, generic exposure for students, with little community engagement. However, the use of a medium that is accessible to both teachers and scientists, electronic web-based matchmaking (E-matching) provides an opportunity for tailored outreach utilizing a community-based participatory approach (CBPA), which involves all stakeholders in the planning and implementation of the science outreach based on the interests of teachers/students and scientists. E-matching is a timely and urgent endeavor that provides a rapid connection for science engagement between teachers/students and experts in an effort to fill the science outreach gap. National Lab Network (formerly National Lab Day), an ongoing initiative to increase science equity and literacy, provides a model for engaging the public in science via an E-matching and hands-on learning approach. We argue that science outreach should be a dynamic endeavor that changes according to the needs of a target school. We will describe a case study of a tailored science outreach activity in which a public school that serves mostly under-represented minority students from disadvantaged backgrounds were E-matched with a university, and subsequently became equal partners in the development of the science outreach plan. In addition, we will show how global science outreach endeavors may utilize a CBPA, like E-matching, to support a pipeline to science among under-represented minority students and students from disadvantaged backgrounds. By merging the CBPA concept with a practical case example, we hope to inform science outreach practices via the lens of a tailored E-matching approach.     

Is my footprint too big? Exploring the ecological footprint concept with high school students

The ecological footprint concept is important in order to evaluate the human impact on the environment and propose sustainable solutions in our life. By calculating ecological footprint, people could analyze the impact of their lifestyle on the natural environment. The purpose of this study is to share an ecological footprint education module for high school students in order to increase their awareness and understanding related to this concept. This module included theoretical and activity parts and was applied to 140 ninth-grade high school students. Through the activity, students could understand the connection between ecological footprint, bio-capacity, and population and explore how our actions influence our ecological footprint and bio-capacity. Teachers could adapt this ecological footprint education module so that their students could understand the connection between human activities and earth systems.