Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Oct 30, 2014
This paper outlines the development, implementation, and assessment of a newly created online col... more This paper outlines the development, implementation, and assessment of a newly created online college course to teach science laboratory and demonstration skills and techniques to pre-service science teachers. The participants in the class were required, along with more traditional coursework, to create six science content videos (post to YouTube) and critique the videos (using YouDemo.info) of their classmates. The creation, direction, and critique of the videos became the highlight of the course. Overall, the participants reported that the video production allowed them to connect more closely with the science content as well as improve their ability to teach that science content to others. The instructor learned, through an action research study, four major lessons about video productions and critique, which are outlined. Implications for moving towards pre- service science teacher video creation and critique are also discussed.
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Purpose: The overarching motivation of this work is to understand authentic science learning of STEM dataset skills within an astronomy context. Specifically, when participants work with a 200-entry Google Sheets dataset of astronomical data, what are they learning, how are they learning it, and who is doing the learning?
Sample: The authors studied a total of 82 post-secondary participants, including a matched set of 54 pre/post-test (34 males, 18 females), 26 video recorded (22 males, 2 females), and 3 interviewed (2 males, 1 female) participants.
Design and methods: In this mixed-methods study, participants explored a three-phase dataset activity and were given an eight-question multiple-choice pre/post-test covering skills of analyzing datasets and astronomy content, with the cognitive load of questions spanning from recognition of terms through synthesizing multiple ideas. Pre/post-test scores were compared and ANOVA performed for subsamples by gender. Select examples of qualitative data are shown, including written answers to questions, video recordings, and interviews.
Results: This project expands existing literature on authentic science experiences into the domain of dataset education in astronomy. Participants exhibited learning in both recall and synthesis questions. Females exhibited lower levels of learning than males which could be connected to gender influence. Conversations of both males and females included gendered topics.
Conclusions: Implications of the study include a stronger dataset focus in post-secondary STEM education, and the need for further investigation into how instructors can ameliorate the challenges faced by female post-secondary students.
Citation: Burrows, A.C.; Borowczak, M.; Myers, A.; Schwortz, A.C.; McKim, C. Integrated STEM for Teacher Professional Learning and Development: "I Need Time for Practice". Educ. Sci. 2021, 11, 21.
French, D., & Burrows, A. C. (2017). Inquiring astronomy: Incorporating student-centered pedagogical techniques in an introductory college science course. Journal of College Science Teaching, 46(4), 24-32
[Final abstract above; file is pre-print]
http://www.citejournal.org/volume-16/issue-2-16/science/enabling-collaboration-and-video-assessment-exposing-trends-in-science-preservice-teachers-assessments/
This article details a new, free resource for continuous video assessment named YouDemo. The tool enables real time rating of uploaded YouTube videos for use in science, technology, engineering, and mathematics (STEM) education and beyond. The authors discuss trends of preservice science teachers’ assessments of self- and peer-created videos using the tool. The trends were identified from over 900 assessments of 170 videos, with over 131 unique users. Included in this data set is a 2-year study focusing on 27 preservice science teachers (from a 5-year study of 76 total science preservice teachers) and their use of the tool. The authors collected both quantitative (numerical scores) and qualitative data (open-ended questions) from the 27 participants. Findings show that (a) rating two metrics had a non-zero bias between the two metrics; (b) preservice teachers found continuous video rating beneficial in enabling video assessment, promoting critical thinking, and increasing engagement; and (c) preservice teacher’s self-assessment was uncorrelated with their peers’ assessment. Additionally, the elements to enable skill improvement were met, including (a) a well defined task, (b) a challenging task, (c) immediate feedback, (d) error correction, and (e) practice. Implications include improvement in preservice teacher reflection and discussions, especially related to STEM content and pedagogy.
participants as unlikely partners to create change. This study helps
to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented.
http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/
Key words: teacher professional development, systemic nature, partnership, reflection, inquiry.
Purpose: The overarching motivation of this work is to understand authentic science learning of STEM dataset skills within an astronomy context. Specifically, when participants work with a 200-entry Google Sheets dataset of astronomical data, what are they learning, how are they learning it, and who is doing the learning?
Sample: The authors studied a total of 82 post-secondary participants, including a matched set of 54 pre/post-test (34 males, 18 females), 26 video recorded (22 males, 2 females), and 3 interviewed (2 males, 1 female) participants.
Design and methods: In this mixed-methods study, participants explored a three-phase dataset activity and were given an eight-question multiple-choice pre/post-test covering skills of analyzing datasets and astronomy content, with the cognitive load of questions spanning from recognition of terms through synthesizing multiple ideas. Pre/post-test scores were compared and ANOVA performed for subsamples by gender. Select examples of qualitative data are shown, including written answers to questions, video recordings, and interviews.
Results: This project expands existing literature on authentic science experiences into the domain of dataset education in astronomy. Participants exhibited learning in both recall and synthesis questions. Females exhibited lower levels of learning than males which could be connected to gender influence. Conversations of both males and females included gendered topics.
Conclusions: Implications of the study include a stronger dataset focus in post-secondary STEM education, and the need for further investigation into how instructors can ameliorate the challenges faced by female post-secondary students.
Citation: Burrows, A.C.; Borowczak, M.; Myers, A.; Schwortz, A.C.; McKim, C. Integrated STEM for Teacher Professional Learning and Development: "I Need Time for Practice". Educ. Sci. 2021, 11, 21.
French, D., & Burrows, A. C. (2017). Inquiring astronomy: Incorporating student-centered pedagogical techniques in an introductory college science course. Journal of College Science Teaching, 46(4), 24-32
[Final abstract above; file is pre-print]
http://www.citejournal.org/volume-16/issue-2-16/science/enabling-collaboration-and-video-assessment-exposing-trends-in-science-preservice-teachers-assessments/
This article details a new, free resource for continuous video assessment named YouDemo. The tool enables real time rating of uploaded YouTube videos for use in science, technology, engineering, and mathematics (STEM) education and beyond. The authors discuss trends of preservice science teachers’ assessments of self- and peer-created videos using the tool. The trends were identified from over 900 assessments of 170 videos, with over 131 unique users. Included in this data set is a 2-year study focusing on 27 preservice science teachers (from a 5-year study of 76 total science preservice teachers) and their use of the tool. The authors collected both quantitative (numerical scores) and qualitative data (open-ended questions) from the 27 participants. Findings show that (a) rating two metrics had a non-zero bias between the two metrics; (b) preservice teachers found continuous video rating beneficial in enabling video assessment, promoting critical thinking, and increasing engagement; and (c) preservice teacher’s self-assessment was uncorrelated with their peers’ assessment. Additionally, the elements to enable skill improvement were met, including (a) a well defined task, (b) a challenging task, (c) immediate feedback, (d) error correction, and (e) practice. Implications include improvement in preservice teacher reflection and discussions, especially related to STEM content and pedagogy.
participants as unlikely partners to create change. This study helps
to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented.
http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/
Key words: teacher professional development, systemic nature, partnership, reflection, inquiry.
perspective, emulsions turn two liquid phases into what
appears to be one continuous phase through the use of
surfactants. This lesson, created by a chemical
engineering graduate student, allows the secondary
students to observe this phenomenon in the
transformation of vinegar, oil, and egg yolks into
mayonnaise. The students, juniors at Western Hills
Engineering High School, also see the distinct phases of a
colored water and oil in a lava lamp and see the phases
turn into what appears to be one phase as soap is added
the solution. Assessments show the students’ ability to
explain how soap washes away dirt, draw the chemical
components of the emulsion and relate the same
chemistry to surfactants used in the Gulf oil spill
cleanup. The application of emulsions to protein
separation research for pharmaceutical purposes was
also discussed.
I used a qualitative descriptive case study methodology. I conducted nine interviews, four focus groups, 33 classroom field note observations, and collected emails. I detailed each of the three cases, and I conducted a cross case analysis of the three schools. I compared the similarities and differences between the cases in order to understand the partnership themes that defined a specific case and those that were generalized to several cases.
Using grounded theory, my overall findings showed that each case generated six themes. These themes included product, perspective, expectations, decision making, relationships, and habit. I explored all six themes in current literature, and five of the six themes were prevalent there. In my study, habit was the core phenomenon but was not as common in the literature. It was related to the socio-cognitive theory of knowledge construction and Bourdieu’s habitus. Additionally, it was connected to the concept of change in partnerships.
research. Few fields explicitly teach students the skills to analyze datasets, and yet the increasing push for authentic science implies these skills should be taught.
Purpose: The overarching motivation is to understand learning of dataset skills within an astronomy context. Specifically, when participants work with a 200-entry Google Sheets dataset of astronomical data, what are they learning, how are they learning it, and who is doing the learning?
Sample: The authors studied a matched set of participants (n=87) consisting of 54 university undergraduate students (34 male, 18 female), and 33 science educators (16 male, 17 female).

Running Head: STEM Datasets 2
Design and methods: Participants explored a three-phase dataset activity and were given an eight-question multiple-choice pre/post-test covering skills of analyzing datasets and astronomy content, with questions spanning Bloom’s Taxonomy. Pre/post-test scores were compared and a t-test performed for subsamples by population.
Results: Participants exhibited learning of both dataset skills and astronomy content, indicating that dataset skills can be learned through this astronomy activity. Participants exhibited gains in both recall and synthesis questions, indicating learning is non-sequential. Female undergraduate students exhibited lower levels of learning than other populations.
Conclusions: Implications of the study include a stronger dataset focus in post-secondary STEM education and among science educators, and the need for further investigation into how instructors can ameliorate the challenges faced by female undergraduate students.