Graduate students, Post-docs, and Visiting Scholars lunch with Dr. Stephanie Vasko on Monday afternoon. Dr. Vasko will be speaking in the afternoon as part of the CREATE Science Seminar Series on Driving New Frontiers in STEM Education in Rm 252 Erickson at 12:00pm.
Online/distance education, teaching computer programming, and introducing the arts into STEM classrooms have been recently touted as seductive new ways to reach new audiences and retain students in the STEM pipeline. While in truth none of these techniques themselves are new or novel, the current applications of these techniques, as well as the practitioners and audiences involved, create new and flexible educational opportunities. In this talk, I’ll highlight the ways in which technical advances can drive educational approaches, some best practices for online education and introducing programming into the classroom, and potential methods for skills-development in the classroom.
Science education is increasingly emphasizing students participation in disciplinary practices such as scientific argumentation, engineering design, modeling, etc. While an exciting and potentially powerful turn, much work in this area treats these practices as skills that students must learn. My work examines the context in which students engage in disciplinary practices – demonstrating that this context, and the ways in which students interpret it, fundamentally changes the ways in which students enact these practices.
"Building a 3D structure of science knowledge: the role and use of crosscutting concepts" - Beginning from a general discussion of how all three dimensions of science learning (as defined by "A framework for k-12 science education") are needed for students to build coherent science knowledge, I will suggest that students can use the crosscutting concepts as conceptual guideposts. They point the way to some penetrating questions that students can ask as they seek to investigate or understand any new topic in science, or to apply their existing knowledge in new situations.
"Modeling Physics Education Transformation as an Educational Ecosystem" - In an effort to describe the successful on-going educational outreach and reform efforts in physics at Florida International University we consider the complex context of the educational ecosystem (Aubusson 2002, 2006). Through the application of this theoretical perspective we identify elements of the reform effort and propose a research driven model for sustainable educational reform. Dr. Eric Brewe is an Assistant Professor at Florida International University.
"Styles of Scientific Reasoning, Scientific Practices and Argument in Science and Science Education" - This talk will examine the rationale for the teaching of practices in the Framework for K-12 Science Education. The argument will be made that there are essentially six distinct styles of scientific reasoning – each of which draws on one or more of the 8 scientific practices outlined in the Framework document.
"Motivating Meaningful Learning" - The characteristics identified with meaningful learning (self-regulation, effort, long-term memory, transfer, positive attitudes, etc.) are remarkably (or perhaps not so remarkably) similar to the characteristics associated with mastery orientation. Perhaps our efforts to support meaningful learning in science should focus not only on core disciplinary and crosscutting ideas, scientific practices, scaffolding, representations, and curricular coherence, but also on helping students develop a mastery orientation toward science?