January/February 2018 – Vol. 31 No. 2

A Year in the Life of Two First Year Teachers: Part Seven

Posted: Friday, April 1st, 2011

by Rick Pomeroy, with Sara and Ellen

It has been a busy few months for Sara and Ellen. Both have been enrolled in a masters of arts in education program as a continuation of their teaching credential programs.  That program wrapped up on the first weekend in March with Sara and Ellen presenting their research along with nine other first or second year science teachers. Listening to their presentation was inspiring and provided me with lots of ideas for my State of Science Education in California presentation at NSTA in San Francisco.  All of the students investigated ways to improve student learning by looking at their own teaching techniques.  The overwhelming finding, regardless of subject matter or grade level, was that students have become skilled at answering simple, formulaic problems but almost totally incapable of applying that same knowledge to the same questions when it was asked as part of a word problem or a scenario questions. Whether calculating density, speed, or molar masses, or connecting chemistry concepts to real life examples, the students in their studies struggled tremendously with applying their rote knowledge to problem solving situations.  As a way of honoring the effort that Sara and Ellen put into their projects and to give them a little breathing room at the end of their M.A. program, I have included their research questions and a summary of their findings, conclusions, or implications here for you to enjoy.

Ellen’s Research Question: Does the use of chemistry model kits help bridge students’ knowledge of balancing equations to the law of conservation of mass?

Conclusion: Research has shown repeatedly that many students have a hard time understanding scientific concepts well enough so that they are able to make connections across concepts, such as balancing equations and the law of conservation of mass (Bruxvoort et al., 2007, Gamble et al., 2008). Bruxvoort et al. showed that students were able to bridge concepts in chemistry more frequently when they were able to write down their understanding using their own language rather than repeating the academic language taught.

The findings of this research supports both the use of manipulatives to help students visualize chemistry concepts that are otherwise abstract, and the use of quick writes to allow students to use their own language to explain chemistry concepts. I will continue to apply this new information to my teaching by using more manipulatives and increasing the amount of writing that I assign to students. Future inquiry studies should include which writing-prompt questions will elicit deeper student understanding, and which units of instruction in chemistry will benefit from the students’ use of manipulatives.

Sara’s Research Question: How does using real-life examples during chemistry instruction change student perceptions of the importance and relevance of chemistry in their lives?

Conclusion: I was extremely pleased with my research and found it very helpful. I was able to gain a lot of insight into my students’ perspectives of chemistry, which, then influenced my teaching. One of my main goals as a teacher is to get students interested in chemistry and to break down any negative feelings that students bring with them to the classroom. I truly believe that relating chemistry topics to real-world situations is a way to do that, and my research suggested it as well. My findings also corroborated well with the literature, as my students had similar initial perceptions as other researchers have found, and using real-life examples in multiple ways seemed to improve those perceptions.

I was inspired by all of the students who presented their research.  Their dedication to their teaching and their commitment to their students encouraged me to think that all is not lost in the battle of science education vs. the world.  There are many ways that teachers can impact their students’ learning and careful attention to the needs of their students is the first step to promoting student success.

You can send comments and messages to Sara and Ellen at SaraandEllen@gmail.com

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis, and is CSTA’s president-elect.

Powered By DT Author Box

Written by Rick Pomeroy

Rick Pomeroy

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis and is a past-president of CSTA.

Leave a Reply

LATEST POST

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

Powered By DT Author Box

Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.