Reading and References
Reading and References
Nomenclature review games:
USED IN : EMS 205
TITLE: How do children learn science?
CITATION: Llewellyn, D. (2007). Inquire within (2nd ed.). Chapter 4: How do children learn science? Thousand Oaks, CA: Corwin Press.
SUMMARY: This book delves into inquiry-based science learning and what is involved in the construction of a constructivist and inquiry approach in a science classroom, with various level-specific (elementary-college) anecdotes and examples.
DATE READ IN CLASS: o1/16/24
USED IN: Personal research
TITLE: Socio-scientific Issues (SSI) in Chemistry Education: Enhancing Both Students’ Chemical Literacy & Transferable Skills.
CITATION: Rahayu, S. (2019). Socio-scientific Issues (SSI) in Chemistry Education: Enhancing Both Students’ Chemical Literacy & Transferable Skills. Journal of Physics. Conference Series, 1227(1), 012008. https://doi.org/10.1088/1742-6596/1227/1/012008
SUMMARY: This article focuses on the challenges faced in chemistry education, such as scientific literacy rates, transferable skillsets, and utility value of chemistry graduates. The authors also go into potential solutions, including integrating SSI into instruction.
DATE: Opened 01/19/2024
USED IN: EDP 304
TITLE: Strengthening the Student Toolbox: Study Strategies to Boost Learning
CITATION: Dunlosky, J. (2013). American Educator. Strengthening the Student Toolbox: Study Strategies to Boost Learning.
SUMMARY: Students have a tendency to use some of the least effective study techniques for long-term memorization, such as rereading, etc. More effective techniques include distributive practice using practice tests for mastery. Another effective technique is Interleaved practice, which is the same as distributive practice but mixes up the content or problems practiced over a period of time. Another interesting technique is Elaborative Interrogation and Self Explaination, although that can lead to the formation of unfounded misconceptions regarding topics.
DATE: Opened 01/24/2024
USED IN: EDP 304
TITLE: Expert teachers’ perceptions of their students’ environmental literacy and the practice of environmental education.
CITATION: Huoponen, A. (2023). Expert teachers’ perceptions of their students’ environmental literacy and the practice of environmental education. Discourse and Communication for Sustainable Education, 14(1), 112-136. doi:https://doi.org/10.2478/dcse-2023-0010
SUMMARY: This article examines potential explanations as to why environmental literacy rates are not currently operational, including specific barriers experienced by environmental education teachers, and what factors can support EE. The key component mentioned in this article relates to a lack of behavioral literacy content!
DATE: 03/29/2024
USED IN: EDP 304
TITLE: The impact of place-based education on middle school students’ environmental literacy and stewardship.
CITATION: Hamilton, E., & Marckini-Polk, L. (2023). The impact of place-based education on middle school students’ environmental literacy and stewardship. Cogent Education, 10(1) doi:https://doi.org/10.1080/2331186X.2022.2163789
SUMMARY: This article hones in on PBE and its correlation with student environmental stewardship capacity, most specifically regarding student's MWEEs.
DATE: 04/01/2024
USED IN: Personal research
TITLE: Reflections of a first-year chemistry teacher: Intersecting PCK, responsiveness, and inquiry instruction.
CITATION: Morris, D. L. (2024). Reflections of a first-year chemistry teacher: Intersecting PCK, responsiveness, and inquiry instruction. Education Sciences, 14(1), 93. doi:https://doi.org/10.3390/educsci14010093
SUMMARY: This article examines the intersections between responsiveness (related to PCK) and inquiry-based approaches to science learning to determine the effectiveness of these intersections within the framework of K-12 science instruction. This study was a qualitative, single-case focusing on reflections of a first-year chemistry teacher.
DATE: 04/02/2024
USED IN: Personal research
TITLE: Inquiry-based chemistry education activities in a non-formal educational setting for gifted students.
CITATION: Slapničar, M., Ribič, L., Devetak, I., & Vinko, L. (2024). Inquiry-Based chemistry education activities in a non-formal educational setting for gifted students. CEPS Journal, 14(1), 143–169. https://doi.org/10.26529/cepsj.1706
SUMMARY: "The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented in a non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motivation, comparing different groups of students. We investigate how these activities affect the students' attitudes towards inquiry-based learning, their situational interest and their interest in science careers."
This article delves into specific practices chemistry teachers can implement to achieve an inquiry-based approach to science learning, enabling all students to learn chemistry.
DATE: 04/04/2024
USED IN: ED 311
TITLE: Timeline: How Federal School Accountability Has Waxed and Waned
CITATION: https://drive.google.com/file/d/1sDeOHa2YEJmcCBhnZuJoKas4QhE12XDI/view
SUMMARY:
DATE: 08/25/2024
USED IN: ED 311
TITLE: Criticism of school accountability model grows as more schools are designated ‘low performing’
CITATION: https://drive.google.com/file/d/1pUHVr2XEhJZ2wKqdtWfEDXNiF30K3DRG/view
SUMMARY:
DATE: 08/25/2024
USED IN: EMS 373
TITLE: Reflecting on the Flipped Classroom
CITATION: https://www.nsta.org/blog/reflecting-flipped-classroom
SUMMARY:
DATE: 08/25/2024
USED IN: EMS 373
TITLE: Flipping the Classroom
SUMMARY:
DATE: 08/25/2024
USED IN: EMS 373
TITLE: Learning depends on the information conveyed by temporal relationships between events and is reflected in the dopamine response to cues
CITATION: https://www.science.org/doi/10.1126/sciadv.adi7137
SUMMARY:
DATE: 09/08/2024
USED IN: EMS 373
TITLE: Loughran, Berry, Mulhall (2006) Teaching-Learning Through Experience
CITATION: https://moodle-courses2425.wolfware.ncsu.edu/pluginfile.php/354768/mod_resource/content/1/Loughran%2C%20Berry%2C%20%20Mulhall%20%282006%29%20Teaching-Learning%20Through%20Experience.pdf
SUMMARY:
• Teaching is not telling.
• Learning how to teach is about much more than collecting a set of activities to use in the classroom.
• Ideally teachers understand how students learn and recognize a number of factors that impinge on the quality of students' learning; and, on the basis ofthat understanding, choose and employ teaching procedures and approaches to promote quality learning.
• Teaching is problematic.
• Teachers who teach for understanding develop professional knowledge about teaching and improve their practice through reflecting on their practice and on the experiences and insights of other teachers. This commonly involves trying to think about teaching and learning from different perspectives in order to develop deeper understandings of teaching and learning situations.
• Teachers' professional knowledge requires a special language in order to facilitate better expression and sharing of ideas about teaching and learning.
DATE: 09/08/2024
USED IN: EMS 373
TITLE:
CITATION: http://www.mreisley.com/nomenclature-practice.html
SUMMARY:
USED IN: EMS 373
TITLE:
CITATION: https://moodle-courses2425.wolfware.ncsu.edu/pluginfile.php/354777/mod_resource/content/1/Price%2C%20Wieman%2C%20%20Perkins%20%282019%29%20Teaching%20with%20Simulations.pdf
SUMMARY:
USED IN: ECI 416
TITLE:
SUMMARY:
USED IN: PRT 485
TITLE: ADVANCING ENVIRONMENTAL EDUCATION PRACTICE
CITATION: https://drive.google.com/file/d/1HKjKA6DuwZRhXfmc7nkhPdOkwGEd9xcD/view
SUMMARY: Recognizes and investigates connections between social and environmental developments achieved through using environmental education for the environment and the students simultaneously.
USED IN: EMS 375
TITLE: Common Science Misconceptions
CITATION: https://newyorkscienceteacher.com/sci/pages/miscon/subject-index.php
SUMMARY:
USED IN: ECI 416
TITLE: Supporting Students with Disabilities in the Classroom with MTSS
SUMMARY:
USED IN: NARST Virtual Webinar
TITLE: Learning and teaching in times of science denial and disinformation
CITATION: https://onlinelibrary.wiley.com/doi/toc/10.1002/(ISSN)1098-2736.learning-teaching-times
SUMMARY:
USED IN: NARST Virtual Webinar
TITLE: Scientific Thinking for All: A Toolkit
CITATION: https://scientificthinking.lawrencehallofscience.org/
SUMMARY: "In a world flooded with information, we continually make choices about what information to believe and human limitations and biases can make it easy to fool ourselves. Many people in the scientific community have worked to understand and counter these limitations, developing cognitive tools and techniques to minimize bias and avoid cognitive traps. But these techniques can be learned and used by anyone. For too long, these thinking tools have been missing from high-school education. That is why we have worked with a team of experts to create Scientific thinking for all: a toolkit.
Scientific thinking for all: a toolkit is a six-unit curriculum for 14–18-year-old students. It will prepare your high school students for the challenges and opportunities ahead. It teaches a toolkit of cognitive strategies for real-world issues. By learning to view the world scientifically, students will develop skills in reasoning and collaborating, equipping them to deal with the challenges of the 21st century."
USED IN: ECI 496
TITLE: Getting to Know Your ELLs: Six Steps for Success
Graphic Organizers for Teachers!
CITATION: https://www.colorincolorado.org/article/getting-know-your-ells-six-steps-success
SUMMARY:
USED IN: EDP 304
TITLE: Behind The Lies My Teacher Told Me
CITATION: Npr. (2018, August 15). Behind the lies my teacher told me. NPR. https://www.npr.org/transcripts/638555068
SUMMARY: Speaker James Loewen goes over his experiences growing up and in his first teaching job at a college in Mississippi and the discrimination and bias in history textbooks. They touch on the impact of teachers and their influences in shaping student perspectives of historical happenings such as slavery, the civil rights movement, etc.
DATE: 03/01/2024
USED IN: EDP 304
TITLE: The Miseducation of Larry P.
CITATION: G: The miseducation of Larry P. (n.d.). https://radiolab.org/podcast/g-miseducation-larry-p
SUMMARY: Goes over the life of Larry P. and his experiences in the Larry P. v Riles case in the State of California ruling that black children cannot be given an IQ test for the purpose of placement in a Special Education program.
DATE: 03/01/2024