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Developing An Interest In Stem Careers Through Integrated Stem Experiences, Megan Mullen 2019 University of Nebraska-Lincoln

Developing An Interest In Stem Careers Through Integrated Stem Experiences, Megan Mullen

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

This study will investigate the effects of integrated STEM experiences on increasing student interest in STEM careers. A qualitative design was conducted. Two research questions were addressed in this study: What happens to students’ interest in STEM careers when I integrate STEM lessons into my classroom? What happens to students’ interest in STEM subjects when I integrate STEM lessons into my classroom? Participants included all students in grade 5 in a rural PK-12 school. Data were collected through student surveys conducted at the beginning and end of the study. Structured interviews were conducted of grade 5 students. Observations of STEM ...


The Impacts Of Family Stem Events For Young Children On Parents' Perceptions In A Rural Remote School, Cheyenne Jeffers 2019 University of Nebraska - Lincoln

The Impacts Of Family Stem Events For Young Children On Parents' Perceptions In A Rural Remote School, Cheyenne Jeffers

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

STEM education is an interdisciplinary approach to creating learning experiences, preparing the children of today to become the workforce and global citizens of a digital tomorrow. Young children are natural explorers of their world, participating in STEM learning through real world experiences. Public and parental misconceptions are hurdles to implementing STEM learning with young children. Many believe young children are not capable of participating in STEM learning and should be taught foundational skills first. On the contrary, STEM learning should be a priority in the educational environment of young children, most beneficially combining efforts at home as well as at ...


Improving Kindergartener’S Initiative To Problem Solve Through Integrated Stem, Jessica Walston 2019 University of Nebraska-Lincoln

Improving Kindergartener’S Initiative To Problem Solve Through Integrated Stem, Jessica Walston

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

Many teachers are familiar with students who are scared to try to solve a problem and instead look to adults for specific answers. Students need to be prepared to solve problems independently and collaboratively. One of the necessary skills to solve a problem is to first try, or take initiative. The purpose of this action research was to identify Kindergarten students’ initial initiative to problem solve by formal evaluation of student learning-related skills, taken from the Cooper-Farran Behavioral Rating Scale (1991). In this study, students were provided opportunities to take the initiative to problem solve through a series of integrated ...


Strategies That Promote Elementary Student Stem Engagement, Jennifer Bauer 2019 University of Nebraska-Lincoln

Strategies That Promote Elementary Student Stem Engagement, Jennifer Bauer

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

Collaboration, creativity, persistence, and critical thinking are all skills encompassed when integrating STEM into today’s classrooms. Empowering students in STEM related areas is essential for students’ future success in the 21st century and educators must prepare citizens for these types of creative skills (Cook & Bush, 2018). Integrating STEM disciplines through project-based learning and providing real-world situations to solve problems enhances student engagement and achievement in STEM concepts (Cook & Bush, 2018; Hall & Miro, 2016). The topic defined in this research plan focuses on instructional strategies that make STEM more meaningful to science curriculum, as well as engaging for upper elementary students. This research action utilized a qualitative approach and was conducted using a combination of student interviews, assessments, and student self-reflections, and instructor observation notes ...


Hands-On, Guided Inquiry Science Investigation And Science Vocabulary Acquisition In A Rural Elementary School, Jennifer Mulder 2019 University of Nebraska-Lincoln

Hands-On, Guided Inquiry Science Investigation And Science Vocabulary Acquisition In A Rural Elementary School, Jennifer Mulder

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

Much research has been done to show how inquiry science instruction and inquiry student investigation provide students with hands-on experiences to effectively learn science content in the classroom. Additionally, many methods to efficaciously teach students vocabulary has been thoroughly investigated. However, not much research has been done to study what effect hands-on, guided inquiry science investigation has on student content vocabulary acquisition. Within one rural classroom, fourth graders engaged in hands-on, guided inquiry investigation, and then vocabulary words were explicitly taught and discussed. After that, students practiced the vocabulary words in a variety of ways in pairs and as a ...


Hexapod Herald, August 2019 (Vol 31, No 3), 2019 University of Nebraska - Lincoln

Hexapod Herald, August 2019 (Vol 31, No 3)

Hexapod Herald & Other Entomology Department Newsletters

Welcome: Dr. Kyle Koch, Dr. Débora Montezano, Dr. Lise Pingault, Dr. Prince Zogli, Dr. Tobiasz Druciarek, Zuguo Guo, Vilma Montenegro, Sabrina Ongaratto, Emily Reinders, Otávio Silva Xavier, plus Online M.S. students for Fall 2019:

Faculty News: Dr. Jeff Bradshaw, Dr. Louise Lynch-O’Brien, Dr. Matthew Smart, Dr. Ana Vélez, Dr. Judy Wu-Smart

Publications

Congratulations

Student News

Grants

Inaugural 10 week NIFA-funded Beneficial Insects Research and Extension Ex-periences for Undergraduates (REEU) program

Insects and Murder: educational murder mystery game created by graduate student Justine LaViolette.


Traffic Noise And Sexual Selection: Studies Of Anthropogenic Impact On Bird Songs And Undergraduate Student Reasoning Of Evolutionary Mechanisms, Sarah Spier 2019 University of Nebraska - Lincoln

Traffic Noise And Sexual Selection: Studies Of Anthropogenic Impact On Bird Songs And Undergraduate Student Reasoning Of Evolutionary Mechanisms, Sarah Spier

Dissertations & Theses in Natural Resources

Humans have transformed much of the natural landscape and are continuing to do so at an accelerated rate, compromising natural areas that serve as important habitat for many species. Roads impact much of the environment as they fragment habitat and introduce traffic noise into the acoustic environment, deferentially affecting wildlife in roadside habitat. I explored how traffic noise affects the detection of birds based on whether their vocalizations were masked by traffic noise. Masked species detection was not affected by an increase in traffic noise amplitude, while there was a negative effect of traffic noise amplitude on unmasked species detection ...


Traffic Noise And Sexual Selection: Studies Of Anthropogenic Impact On Bird Songs And Undergraduate Student Reasoning Of Evolutionary Mechanisms, Sarah Spier 2019 University of Nebraska - Lincoln

Traffic Noise And Sexual Selection: Studies Of Anthropogenic Impact On Bird Songs And Undergraduate Student Reasoning Of Evolutionary Mechanisms, Sarah Spier

Dissertations & Theses in Natural Resources

Humans have transformed much of the natural landscape and are continuing to do so at an accelerated rate, compromising natural areas that serve as important habitat for many species. Roads impact much of the environment as they fragment habitat and introduce traffic noise into the acoustic environment, deferentially affecting wildlife in roadside habitat. I explored how traffic noise affects the detection of birds based on whether their vocalizations were masked by traffic noise. Masked species detection was not affected by an increase in traffic noise amplitude, while there was a negative effect of traffic noise amplitude on unmasked species detection ...


The Relationship Between Student Math Achievement And Teachers Utilizing A Process Involving Interim Instructional Assessments, Douglas B. Greer 2019 Western Michigan University

The Relationship Between Student Math Achievement And Teachers Utilizing A Process Involving Interim Instructional Assessments, Douglas B. Greer

Dissertations

According to recent national and state level assessments, only about one-third of Michigan students are proficient in secondary math. Previous studies have been inconsistent in demonstrating the impact of an interim assessment process on student achievement, especially with high school mathematics. Moreover, previous studies were not found to utilize Hierarchical Linear Models (HLM) to test such a relationship, especially a three level HLM that links secondary students to a primary math teacher. Therefore, the purpose of my study was to ascertain the extent to which math teachers utilized an interim instructional assessment (IIA) process within middle and high schools, and ...


The Signaling Problem: Using Exploding Dots To Solve An Accessible Mystery In An Elementary-Aged Math Circle, Rodi Steinig 2019 Talking Stick Learning Center

The Signaling Problem: Using Exploding Dots To Solve An Accessible Mystery In An Elementary-Aged Math Circle, Rodi Steinig

Journal of Math Circles

Many people want to facilitate Math Circles for younger students but don’t know how. This article provides a model for how to create an engaging Math Circle for students aged 8-10 to explore different number bases and gives a detailed narrative to guide prospective instructors through the class. The narrative follows a group of eight students spending six weeks joyfully discovering underlying mathematical structure without being told what to do.


Exploding Dots At The Msu-Billings Math Circle, Tien Chih 2019 Montana State University-Billings

Exploding Dots At The Msu-Billings Math Circle, Tien Chih

Journal of Math Circles

Global Math Week is an annual event started by Dr. James Tanton and the Global Math Project, connecting students around the world with the mathematics of Exploding Dots. Exploding Dots is a reconceptualization of the mechanics of arithmetic, which allows for a visually intuitive and accessible representation of a variety of mathematical topics ranging from different base representations to the arithmetic of polynomials and series. In this manuscript, we describe the first implementation of Exploding Dots at the MSU-Billings Math Circle. The actual itemized agenda of the session is described, followed by highlights of the session and observations by the ...


Commentary From The Field: Elimu Haina Mwisho “Education Has No Limits”, Erick Mathew 2019 Central Washington University

Commentary From The Field: Elimu Haina Mwisho “Education Has No Limits”, Erick Mathew

Journal of Math Circles

Commentary From the Field: ELIMU HAINA MWISHO “Education has no Limits”


Editorial Introduction To The Journal Of Math Circles, Emilie Hancock, Brandy Wiegers 2019 Central Washington University

Editorial Introduction To The Journal Of Math Circles, Emilie Hancock, Brandy Wiegers

Journal of Math Circles

Editorial Introduction to the Journal of Math Circles.


A Message From The Global Math Project Team, James Tanton 2019 Central Washington University

A Message From The Global Math Project Team, James Tanton

Journal of Math Circles

A Message From the Global Math Project Team


Mathematics Out Of Nothing: Talking About Powerful Mathematical Ideas With Children, Matthew Oldridge 2019 Peel District School Board

Mathematics Out Of Nothing: Talking About Powerful Mathematical Ideas With Children, Matthew Oldridge

Journal of Humanistic Mathematics

Parents and educators have powerful opportunities to introduce children to big mathematical ideas, when those ideas become necessary. Children are capable and curious. They don’t need to be sheltered from big mathematical ideas. Bring out mathematical ideas when kids are ready, or when they are needed. This article describes one such instance, when I helped my six-year-old son move beyond zero in the negative direction when subtracting.


Mathematics Students As Artists: Broadening The Mathematics Curriculum, Marshall Gordon 2019 Claremont Colleges

Mathematics Students As Artists: Broadening The Mathematics Curriculum, Marshall Gordon

Journal of Humanistic Mathematics

Mathematics has often been referred to as an art. For some it is “the purest of the arts”, where the mathematicians’ art is “asking simple and elegant questions about our imaginary creations, and crafting satisfying and beautiful explanations”. Yet with classroom time given primarily to “covering the curriculum”, testing, and practicing problem-solving procedures, students’ opportunities to appreciate the aesthetic dimension of mathematics are often limited. To promote a responsive environment in an effort to enable students to become artists of their own mathematics experience, I consider in this paper two facets of the mathematics classroom. Content-wise I make the argument ...


Telling Women's Stories: A Resource For College Mathematics Instructors, Sarah Mayes-Tang 2019 University of Toronto

Telling Women's Stories: A Resource For College Mathematics Instructors, Sarah Mayes-Tang

Journal of Humanistic Mathematics

Stereotypes about mathematicians that conflict with ``traditionally feminine" identities are widely held by people from middle-school-age onwards, and can influence their participation in mathematics and related fields. Simply being exposed to women in mathematics is not enough to change students' perceptions of mathematicians, and may even decrease girls' interest in mathematics. This paper proposes a storytelling strategy to help change students' perceptions of mathematicians. It includes several activities for intentionally incorporating women's stories into the post-secondary classroom and a list of resources for finding existing powerful stories. The diverse stories of women mathematicians, including details of their personal lives ...


Html5.Docx, Zoe Walker 2019 Bryant University

Html5.Docx, Zoe Walker

Zoe Walker

No abstract provided.


Pathways For Analyzing And Responding To Student Work For Formative Assessment: The Role Of Teachers’ Goals For Student Learning, Caroline Brayer Ebby, Janine Remillard, Jordan H. D'Olier 2019 University of Pennsylvania

Pathways For Analyzing And Responding To Student Work For Formative Assessment: The Role Of Teachers’ Goals For Student Learning, Caroline Brayer Ebby, Janine Remillard, Jordan H. D'Olier

CPRE Working Papers

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. The study involved a purposefully selected sample of 32 teachers in grades K-5 who had been trained by the Ongoing Assessment Project (OGAP) to use learning progressions to analyze and respond to evidence in student work. Since formative assessment is fundamentally an interpretive process, involving continually eliciting and interpreting evidence of student thinking from student work in order to inform teaching and learning (Black & Wiliam, 2009), the study analyzed data collected through semi-structured interviews.

The study found variations in the way teachers make sense of their student work for formative assessment that were related to their underlying goals for student learning. Teachers with an achievement orientation tended to focus on performance goals: giving formative assessment items to gauge student performance on problems that reflected what had recently been taught and focused on singular or multiple components of performance to make a binary judgment (i.e. students who “get it or don’t get it”). Teachers with a learning orientation gave items to learn more about what students were able to do on different types of problems and focused on student strategies as an indicator of underlying understanding and development. These orientations also had implications for the instructional response teachers developed; as teachers looked beyond surface features of student work and binary distinctions, they developed more differentiated responses ...


Students With Visual Impairments' Access And Participation In The Science Curriculum: Views Of Teachers Of Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild 2019 Shawnee State University

Students With Visual Impairments' Access And Participation In The Science Curriculum: Views Of Teachers Of Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild

Journal of Science Education for Students with Disabilities

Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous standards. While, most students with visual impairments are educated in the general science classroom, few studies have been done to determine whether appropriate accommodations and modifications are being made in those classrooms to meet the specialized needs of these students. A 35 question survey instrument was disseminated to ...


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