sgoodwin@microbio.umass.edu & rphillis@bio.umass.edu

We have redesigned the introductory biology course to use a variety of instructional technology resources to support active learning in the large lecture hall. Students are asked to use a 'class preparation' web site to learn basic material, consider important questions about key concepts, and take a very low stakes on-line quiz. In class, students are asked to work together to solve problems in class and then engage in whole-class discussions about problem-solving strategies. These activities are supported by an in-class communication system that allows students to enter their solutions into a computer for compilation and display. A key focus of the course redesign project was to assess the impact of these changes on student learning. We have used several approaches to this assessment effort, including quasi-experimental comparisons of student performance between sections and a scientific reasoning test that was administered at the beginning and end of the semester. We found significant gains in student's ability to use unfamiliar scientific models to predict outcomes or interpret results.

10:00 AM      BREAK

10:15 AM

S3-4 Invited Talk 'Teaching Introductory Physics Through Problem Solving: 'I understand the material, I just can't solve the problems'

Ken Heller

Department of Physics, University of Minnesota

heller@umphys.spa.umn.edu

At the university, most physics faculty judge student knowledge in their introductory course by how well they solve problems. The structure of such courses, as reflected in the most common introductory physics textbooks, assumes that students learn physics by doing problems.  Research shows that this reasonable approach does not seem to work. This talk will discuss the justification for emphasizing problem solving, the meaning of problem solving, the beliefs of physics faculty about problem solving in introductory physics classes, and a pedagogical framework for useful problem solving. 

10:45 AM

S3-5  'Geometric Visualization as the Bridge between Abstract Mathematics and Scientific Applications'

Tevian Dray (1) & Corinne A. Manogue (2)

(1) Department of Mathematics and Statistics, Mount Holyoke College

(2) Department of Mathematics/Department of Physics, Oregon State University

tdray@mtholyoke.edu & manogue@mtholyoke.edu

There is an enormous gap between abstract mathematics and scientific applications, which remains largely unrecognized by both sides.  Many of the techniques taught in mathematics classes do not generalize well to applications; students of mathematics are often taught to manipulate symbols without thinking about what they mean physically or geometrically, fundamental skills for applications.  We will report on our experiences trying to bridge this gap by jointly teaching multivariable and vector calculus as part of an NSF-supported project, emphasizing the lessons we have learned which are applicable to more elementary courses. Specifically, we will point out the different ways mathematicians and other physical scientists view such basic concepts as functions and vectors, and offer suggestions for bridging the gap.  But our most important message is that the gap exists, and both sides must be aware of it!

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Session 4 (S4): Research-based Curriculum Innovation and Curriculum Assessment (Middle and Secondary)                                    

Monday, June 24, 2002 - 9:00 AM to 11:00 AM

140 Little Hall                      

Presider: Molly Schauffler

9:00 AM

S4-1 Invited Talk 'Reforming Middle School Physical Science: Building a curriculum from the ground up'

Patricia Heller

Department of Curriculum and Instruction, University of Minnesota

helle002@maroon.tc.umn.edu

This talk will describe the efforts of the CIPS team (Constructing Ideas in Physical Science) to build an entire 8th grade physical science curriculum that meets the National Standards as described by the National Academy of Sciences and the American Association for the Advancement of Science, uses modern pedagogical techniques and the results of research on learning, uses modern technology in an appropriate manner, conforms to the reality of the classroom, conforms to the reality of teacher preparation, and recognizes the constraints of today's schools.

9:30 AM

S4-2  'CIPS - A Middle School Physical Science Curriculum: Challenges in promoting student learning and teacher implementation'

April Maskiewicz, Fred Goldberg, and Sharon Bendall

Center for Research in Math and Science Education, San Diego State University

amaskiewicz@ucsd.edu

CIPS, Constructing Ideas in Physical Science, is an inquiry-based, yearlong physical science course for middle school students (7th and 8th grade).  Funded by NSF, CIPS is based on research in student learning, NSE Standards, Project 2061 Benchmarks, and was guided by Project 2061 evaluation criteria. CIPS employs a learning-cycle pedagogy where the sequencing of activities is carefully designed to provide opportunities for students to develop a deep understanding of science ideas. The data suggest that the CIPS curriculum may have a significant and substantial positive impact on students' content knowledge.

Successful implementation of CIPS will require a fundamental change in the beliefs, attitudes, and teaching practices of teachers whose own science learning experiences were very different from those reflected in the national standards (Loucks-Horseley, et al., 1998). Thus, a two-year professional development package is being designed to develop teachers' practical and integrated knowledge of students, student learning, the CIPS physical science content, and the CIPS pedagogy.

10:00 AM      BREAK

10:15 AM

S4-3  'Application of Computer-Aided Mathematics Teaching in a Secondary School'

Mehmet Emin Yenitepe

Department of Education, Mathematics Teaching, Bosphorus University, Turkey

meminyenitepe@hotmail.com

This is a case study that examines the effect of using presentations developed by teachers using commercially-produced educational software CD-ROM in a computer laboratory.  The study looks at the impact of using this technology on student learning and as a method of teaching mathematics compared with traditional classroom teaching strategies.

In order to identify the effects of the different methods used, 82 students were taken from a military secondary school.  The students were classified homogenously into three groups. The teacher who developed and used these presentations was a subject-matter expert and acted as an instructional designer.

The topic focus was understanding how the unit circle can be used to find trigonometric ratios and to calculate Sine or Cosine values of an angle.  Two different techniques were used to show the unit circle and to help them imagine it: blackboard drawings and a Power Point slide presentation.

Results from survey questions administered immediately after the study showed that students from the first group were 18.5% more successful than the second group and 15.5% more successful than the third.  We will share implications of these results.

10:30 AM 

S4-4 'Investigating Linear and Exponential Reasoning of Students in a Reformed College Algebra Course'

Eric Pandiscio

College of Education and Human Development, The University of Maine

eric.pandiscio@umit.maine.edu

The Mathematics Department and the College of Education and Human Development at The University of Maine cooperatively developed and piloted a new general algebra course in the 2001-2002 academic year.  The reformed course focused on developing the conceptual underpinning of algebraic concepts (specifically linear and exponential functions) and the ability to translate between algebraic representations (i.e., data, graphs, and equations). This talk will present the results of comparative student performances on tests of algebraic knowledge in the traditionally-taught algebra section and the reformed algebra section.

10:45 AM

S4-5  'Seeing with Light: Spectroscopy in the High School Chemistry Class'

Michele Benoit

Chemistry Teacher, Bangor High School

mybenoit@msn.com

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Session 5 (S5):  Teacher Preparation and Professional Development II

Tuesday, June 25, 2002 - 9:00 AM to 11:00 AM

110 Little Hall                      

Presider: to be announced

9:00 AM

S5-1 Invited Talk 'Process and Inquiry in the Earth Sciences: Research into the design of active, inquiry-based content courses for pre-service and in-service elementary teachers'

Eric Riggs

Department of Geological Sciences, San Diego State University

eriggs@geology.sdsu.edu

As the Earth sciences gain prominence in the K-12 curriculum and in national and local science standards, many districts are now faced with a chronic shortage of teachers with the background to confidently teach geoscience, especially in the elementary grades. In response to local demand, we have initiated an overhaul of Natural Sciences 412D, a content course covering some of the 'big ideas' in Earth science for pre-service teachers at San Diego State University. Along with this work comes many opportunities for development and assessment of new curricular units, and for associated research in basic teaching and learning issues in the Earth sciences. Pre-service elementary teachers at SDSU also often report mild to extreme science and math anxiety, are usually women, and represent a more culturally and ethnically diverse population than the general student body. All of these factors combined offer a unique teaching and learning research environment, and allow the development of curricula and pedagogy which are easily exported to the K-6 level with minimal adjustment. We will present the general approach to the design of this Earth science class, and also the design and results of some studies we have conducted in the development and implementation of our new curricular units in this course and in related professional development for in-service teachers.

9:30 AM
S5-2  'Effectiveness of Student Investigations in High School Science'

Mark Miksic

Queens College of CUNY

mgmiksic@qc.edu

The use of the Scientific Method in the teaching of laboratory science to science students has become ubiquitous. This paper reports on an investigation of a group of high school teachers within the structure of a graduate seminar at Queens College.  They were encouraged into investigating their teaching practice and that of their colleagues as well as the experiences and responses of their students who employed some version of the 'Scientific Method' while doing science laboratories. The results cast some doubt on the effectiveness of the Scientific Method as a vehicle for teaching the practice of science and  the concepts of science to high school students. 

10:00 AM

S5-3 'An Initial Analysis of a Masters Program for In-service High School Science Teachers in Mexico (Morelos)'

Authors: Laura Osornio (1) and Janet Paul de Verjovsky (2)

(1) Coordinator of Department of Educational Mathematics, UAEM, Morelos, Mexico

(2) Coordinator of Biology in the Masters in Science Teaching, UAEM, Morelos, Mexico

ume@buzon.uaem.mx, janet_verjovsky@yahoo.com

The Autonomous University of Morelos (UAEM) began a masters program for science teaching  (MEC)  in July, 1999, for teachers of the ten incorporated preparatories. Very low achievement of these students in national and local examinations indicate a particularly serious problem in science teaching. Relevant factors identified include teachers' contracts and salaries, absence of teacher training, teaching of subjects outside their specialties.

Eleven inservice teachers have completed the coursework and begun their theses.  In May, 2000, their conceptualization of the nature of science (NOS) was analyzed, with a second application in May, 2001, given also to 13 non-MEC science teachers. The MEC teachers showed a notable improvement in the coherency of their positions compared to their first results and the non-MEC. Interviews also showed changes in attitudes and practices of the MEC teachers.  A case study of two biology teachers is in progress, from 2000 to 2003, to identify their beliefs and practices.

10:15 AM      BREAK

10:30 AM

S5-4 Invited Talk 'Second Teaching: Small groups act as mentors in science learning'

Lisa Novemsky

Brooklyn College School of Education

novemsky@brooklyn.cuny.edu

Non-traditional students have not succeeded in traditional science education.  Second teaching is a new pedagogical construct Ð a model of small group activity designed to follow initial instruction, or first teaching. Following Vygotsky's ideas, second teaching works to facilitate individual learning processes in a diversity of students who find a new academic domain foreign.  In the process of second teaching, the collective wisdom of a small group acts as a mentor to individual learners. Many non-traditional students do well in a learning environment where second teaching is fostered.  In various situations that use second teaching, non-traditional students have done well.

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Session 6 (S6):  Research into Student Learning II

Tuesday, June 25, 2002 - 9:00 AM to 11:00 AM

120 Little Hall

Presider: to be announced

9:00 AM

S6-1 Invited Talk 'Developing Student Expectations in Algebra-based Physics'

E.F. 'Joe' Redish

Department of Physics, University of Maryland

redish@physics.umd.edu

Students bring to their classes not only misconceptions about how the world works, but about how it is appropriate to learn about how the world works.  These can not only limit and distort their learning, but it can limit and distort what we expect from them and try to accomplish through our instruction. In our project at the University of Maryland, 'Learning to Learn Science,' we are studying students' expectations about the construction of their knowledge in the class and we are developing ways to help them transform their expectations, assumptions, and attitudes into ones that are more productive for learning science.

9:30 AM

S6-2  'Programming as a Powerful Tool for Learning'

Larry Latour

Department of Computer Sciences, The University of Maine

larry.latour@umit.maine.edu

Programming is a powerful tool for constructionist learning.  This talk provides an overview of the work of the PAL (Programming and Adaptive Learning) research group - utilizing a variety of programming models to enable middle school students to harness the power of the computer. We will discuss the art and craft of programming, showing how we help teachers to construct, explore, and analyze real and virtual models.  We will also discuss a wide variety of tools available to us - Logo, Lego robotics software, Starlogo, Stagecast Creator, and Agentsheets.

9:45 AM

S6-3  'From Bouncing Balls To Kinetic Theory: Model-based reasoning as an emergent process'

Nicole M. Gillespie

Graduate School of Education, University of California, Berkeley

ngillesp@uclink.berkeley.edu

How scientists construct and use models constitutes a large part of the science studies literature, and a similarly large percentage of science education literature focuses on the development of model-based reasoning in students.  However, the actual process by which students come to productively use models is often treated as a 'black box' or 'revolutionary' conceptual change in the education literature.  The aim of this paper is to explore how model-based reasoning develops among a group of undergraduate physics students trying to make sense of the behavior of gases. I analyze the students' discussion from three related perspectives: interactional frames, gestures and the types of responses the students gave to my questions.   The convergence of these three analyses suggest that the development of model-based reasoning can be seen as a process which is emergent in interaction rather than a revolutionary change in the way students think.

10:00 AM

S6-4 Invited Talk 'Setting the Stage: Task choice for rich mathematical discussion in differential equations'

Karen King

Department of Mathematics, Michigan State University

kdking@math.msu.edu

This talk will discuss the use of two separate but complimentary theoretical constructs that influenced task choice on the first day of a differential equations course in order to develop rich mathematical discussions. The first theoretical construct, progressive mathematization, part of the Realistic Mathematics Education theoretical framework, influenced the content of the task and our hypothetical learning trajectory that placed this task in the curriculum stream to advance mathematical learning. The second theoretical construction, sociomathematical norms, influenced the organization and framing of the task and our wish to have students participate in the classroom in particular ways in order to advance their mathematical practices. I will end the talk with implications for future curriculum design

10:30 AM

S6-5  'A Methodology for Investigating Students' Understanding of Mathematical

Concepts'

John E. Donovan II (The University of Maine after August, 2002)

Department of Mathematics & College of Education and Human Development, The University of Maine (Beginning Fall 2002)

jed3@buffalo.edu

Concepts in mathematics are often represented with equations and graphs yet the meaning these symbols have for individuals is not universal.  What may have a deep and varied meaning for one person may hold very little, or no, meaning for another.  To oversimplify this point, consider the meaning an algebraic differential equation like dy/dt = 3y - 6 might have for a pre-calculus student.  What does it mean to you?

In this talk a methodology used to investigate the students' understanding of algebraic and graphical representations of first-order ordinary differential equations will be discussed.  A three-interview sequence that included open-ended prompts, a card sorting activity, and non-routine tasks allowed participants to be observed in repeated interactions with the same type of representation.  From this data, detailed descriptions of the participants' understanding of the different representation types were produced.  Potential uses of this methodology as a tool to investigate students' understanding of other mathematical concepts will be discussed.

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Session 7 (S7):  Research-based Curriculum Innovation and Curriculum Assessment III

Tuesday, June 25, 2002 - 9:00 AM to 11:00 AM

130 Little Hall

Presider: to be announced

9:00 AM

S7-1 Invited Talk 'Lecture-Free Teaching In College Science Courses'

Bonnie Wood

Department of Biology, University of Maine at Presque Isle

wood@polaris.umpi.maine.edu

My desire for reform grew out of my frustration and disappointment with the inability of my generally under-prepared students to apply scientific knowledge to questions requiring critical thinking. Two years ago during a sabbatical semester, I researched and designed a fundamental departure from my previous didactic pedagogy. As a result, I now teach all my college science courses using lecture-free active learning.

During the talk and the subsequent workshop, I will briefly describe the steps I use to remodel a science lecture course into an active learning format. With participants assuming the role of students, I will simulate a typical class meeting of an introductory level science course. I will demonstrate the interplay of student preparation before class, peer instruction, and active learning exercises to achieve course content identical to that of a lecture-based course.

I will conclude by describing the methods by which I am assessing the effectiveness of lecture-free teaching.

9:30 AM

S7-2 Invited Talk 'Getting Serious About Thinking in College General Chemistry'

Chris Bauer

Department of Chemistry, University of New Hampshire

chris.bauer@unh.edu

Developments in the learning sciences, encompassing studies in cognition, motivation, instruction, assessment, technology design, and neuroscience, are providing groundwork for instructional decisions. I will discuss how we have applied these ideas in making decisions about curricular goals and structure for college general chemistry. In particular, we have begun an attempt to build a learning community in a 700-person general chemistry course by melding key features of the NSF Chemistry Systemic Initiatives with existing computer-based laboratory facilities and with the unique UNH Preparing Future Faculty programs.  We hope to demonstrate student intellectual growth along three dimensions - conceptual understanding, metacognitive ability, and motivation to learn.  We also hope to create an environment in which students feel "known" despite the large population and in which helping each other learn is valued.  I will highlight the Peer-Led Team Learning groups and Calibrated Peer Review web-based writing assignments.

10:00 AM

S7-3 Invited Talk 'New Directions in Teaching Chemistry'

James Spencer

Department of Chemistry, Franklin and Marshall College

J_SPENCER@acad.fandm.edu

Over the past 20 years research in cognitive science, educational psychology, and classroom experiments has shown that there is an alternate philosophical and pedagogical approach to learning in the sciences. The new paradigm differs considerably from the teacher-centered practices of the past 1000 years. Research has made clear that active students learn more than passive students, that greater student involvement in the learning process is needed, and that the emphasis should be placed on producing learning rather than on providing instruction. Constructivist principles and the learning cycle may be combined to produce a student focused active classroom environment that conforms more closely to the structure described by recent research than is provided by the traditional model. A brief overview of the theoretical underpinnings and how the results of research on learning translate into a changed classroom setting will be presented. A practical application of the new understanding of the student role in a typical cooperative learning classroom will be demonstrated. The conduct of the class and materials that conform to the guided inquiry educational hypothesis will be detailed.

10:30 AM

S7-4 Invited Talk 'Studio Calc/Phys: Combining calculus, physics, and active learning'

Dawn Meredith

Department of Physics, University of New Hampshire

dawn.meredith@unh.edu

            To help students make connections between calculus and physics, we developed a curriculum that combines the two subjects.  Wherever possible, students immediately apply the mathematics to physical applications; the physics is then applied to real-world situations. In addition to making clear the connections between calculus and physics, we used other effective pedagogical techniques: group work, project-based learning, structured problem solving, writing to learn, and focus on conceptual understanding.  This talk will focus on how education research guided the design and assessment of this course.

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Session 8 (S8):  'Methods of Conducting Research into Student Learning'

Tuesday, June 25, 2002 - 9:30 AM to 10:45 AM

140 Little Hall

Presider: to be announced

9:00 AM

S8-1 'Impact of Peer-Led Team Learning (PLTL) in a PER-Materials-Based Introductory Course'

David Batuski, Jeffrey Morgan, & Stephen Kaback

Department of Physics & Astronomy, University of Maine

david.batuski@umit.maine.edu, jeffrey.morgan@umit.maine.edu & steve.kaback@umit.maine.edu

At the University of Maine, PHY 111/112 is the algebra-based Introductory Physics sequence, and tutorial materials resulting from Physics Education Research (PER) have been used in the twice-weekly recitation periods for these courses for the last two years. Also, beginning in Spring 2001, we have employed peer-leaders in an adaptation of the PLTL Workshop model in most of the recitation sections. We present statistical comparisons of examination results for sections that had peer-leaders and ones that had more traditional TA-only recitations. While the Spring 2001 sections had essentially no difference in exam scores, the Fall 2001 PLTL advantage was substantial but not startling. We consider possible reasons why we are not finding the large performance gains reported by other institutions after implementing PLTL.

9:15 AM        BREAK

9:30 AM

S8-2 Invited Talk 'A Framework for Making Sense of Interviews and Observations'

Patrick Thompson

Department of Mathematics, Vanderbilt University

Pat.Thompson@vanderbilt.edu

While it is relatively easy to gather video data and field notes, making sense of what they've captured can be a challenge. This is often due to not having a well-formed image of what constitutes a theory-guided observation or a theory-oriented hypothesis. This talk will address ways to collect and analyze qualitative data so as to generate reliable, useful knowledge about mathematics learning and teaching.

10:00 AM

S8-3 'Using Individual Student Interviews to Understand Student Models of Current

Flow'

Rachel E. Scherr, Physics Education Research Group, Department of Physics, University of Maryland

Michael C. Wittmann, University of Maine

rescherr@physics.umd.edu & michael.wittmann@umit.maine.edu

In clinical (individual demonstration) interviews, students are challenged to describe their model of the physics of a given situation in a one-on-one discussion with a researcher.  In an open-ended interview, the structure of the discussion is determined by both the student's knowledge and the goals of the interviewer.  This talk will describe one interview in which a student showed several distinct states of physics knowledge, epistemological stance, and model-building ability.  Diagnosing such student states is central to both research contexts and classroom interactions.

10:15 AM      BREAK

10:30 AM

S8-4 Invited Talk  'Science Literacy:  What it is and why there isn't more of it'

Gordon Uno

Department of Botany and Microbiology, Oklahoma University

guno@ou.edu

By several measures, the general public possesses a great interest in issues related to science and technology but lacks scientific literacy.  Literacy, however, is not simply an ability to comprehend news reports and articles that deal with science; a proposed model identifies four different kinds, or levels, of scientific literacy.  We will explore these different levels and discuss what role the instructors of science courses play in the literacy of future citizens and science majors.  In addition, we will determine what are the key elements of contemporary courses that promote the different levels of science literacy.

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Workshop Abstracts

Workshops (W1) - (W5)      

Monday, June 24, 2002

1:30 PM to 3:30 PM                                                                                                 

W1 'Developing and Assessing Inquiry-Based Materials for Teacher Education'

110 Little Hall

Jacqueline E. Huntoon

Department of Geological Engineering and Sciences, Michigan Technological University

jeh@mtu.edu & gbluth@mtu.edu

In this workshop participants will first work through an inquiry-based module designed for teacher training. Participants will then design a basic assessment tool for the module.  The module focuses on earth science and math content areas. It asks participants to collect data from a dinosaur trackway, and then use the data and a set of empirical equations to estimate the size and speed of the dinosaurs that made the tracks.  Participants are then asked to test the method by using the empirical equations to estimate their own size and speed based only on their footprints.  The estimates made using the empirical equations are then compared to actual, measured values of size and speed.  The module allows participants to employ the scientific method by collecting and interpreting data, and developing and testing hypotheses. 

After completing the module, participants will learn to develop pre- and post-module assessments to identify attitudinal shifts, and changes in lower and higher-order thinking skills.  This type of module can serve as a model for development of inquiry-based teacher education materials because its content emphasizes performing scientific investigations, and its content can be readily modified for use in K-12 classrooms.

W2 'Non-Traditional Ways of Assessing Chemistry Learning'

120 Little Hall

William R. Robinson

Department of Chemistry, Purdue University

wrrobin@purdue.edu

Assessment falls into two categories: formative assessment that is used to find out how our students are understanding our courses, and summative assessment that we generally use for assigning grades. This workshop will consider several techniques, other than standard questions and problem sets, that can be used for such assessment.

W3 ' Cooperative Group Problem Solving'

130 Little Hall

Ken Heller & Patricia Heller

Department of Physics, University of Minnesota

heller@umphys.spa.umn.edu & helle002@maroon.tc.umn.edu

         This workshop will focus on developing effective curriculum to teach physics through problem-solving.  The workshop will include designing problems, designing a student problem-solving framework, and designing the learning environment.

W4 'With Microscopes and Moccasins: American Indian success in math and science'

140 Little Hall

Maureen Smith

Department of Interdisciplinary Studies, The University of Maine

maureen.smith@umit.maine.edu

In this workshop, participants will discover strategies that work with American Indian students in the fields of math and science. Included in this workshop will be a comprehensive model for the inclusion of math and science within a culture circle, an overview of American Indian learning styles, cultural obstacles to engagement, suggestions for assessment and motivational tools for American Indian students.  I will also briefly present some of the success we have found at the University of Maine with our grant from MU-SPIN, a branch of NASA in working with American Indian students in math and science, with the hope of expanding our outreach. As an interactive workshop, we will begin to develop approaches for use in participants' classrooms.

As an American Indian, I found that math and science seemed to be separate from my cultural background. Through my research, I found out how wrong my perception was. It is my hope that the current practice will prove my experience to be a relic of the past, that American Indian students of the future will not need to decide between moccasins or microscopes.

W5 'Programming as a Powerful Tool for Learning'

224 East Annex Hall [NOTE: Enrollment limited to 20 participants]

Larry Latour

Department of Computer Science, The University

of Maine

larry.latou

Programming is a powerful tool for constructionist learning.  This workshop provides an introduction to Logo, Lego Robotics, and multi-agent programming for middle school.  We will explore the art and craft of programming, helping teachers to construct, explore, and analyze real and virtual models.  We will look at various forms of programming, visual and textual, simple and complex, building virtual worlds on the computer and real robots performing real tasks.

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Workshops (W6) - (W9)      

Tuesday, June 25, 2002

1:30 PM to 3:30 PM

W6 'Lecture-Free Teaching In College Science Courses'

110 Little Hall

Bonnie Wood

Department of Biology, University of Maine at Presque Isle

wood@polaris.umpi.maine.edu

My desire for reform grew out of my frustration and disappointment with the inability of my generally under-prepared students to apply scientific knowledge to questions requiring critical thinking. Two years ago during a sabbatical semester, I researched and designed a fundamental departure from my previous didactic pedagogy. As a result, I now teach all my college science courses using lecture-free active learning.

During the workshop I will briefly describe the steps I use to remodel a science lecture course into an active learning format. With participants assuming the role of students, I will simulate a typical class meeting of an introductory level science course. I will demonstrate the interplay of student preparation before class, peer instruction, and active learning exercises to achieve course content identical to that of a lecture-based course.

I will conclude by describing the methods by which I am assessing the effectiveness of lecture-free teaching.

W7 ' Analyzing Qualitative Data'

120 Little Hall

Patrick Thompson

Department of Mathematics, Vanderbilt University

pat.thompson@vanderbilt.edu

This workshop will elaborate the examples given in my talk. Participants will engage in small-group activities aimed at highlighting conceptual and methodological issues at play when attempting to make sense of interview and observational data.

W8 'Workshop on Guided-inquiry Instruction in Chemistry'

130 Little Hall

James Spencer

Department of Chemistry, Franklin and Marshall College

J_SPENCER@acad.fandm.edu

This workshop will allow participants to experience a cooperative learning classroom structured according to constructivist and learning cycle principles. The philosophical and pedagogical basis on which this approach is based will be described. The set-up and conduct of a lecture-less, student focused environment in which students work in small groups under the mentorship of an instructor will be demonstrated. Guided inquiry worksheets designed to guide students to develop concepts for themselves provide the basis for group work. A classroom set up in this way provides for social interaction by giving the learner the opportunity to test new knowledge through interaction with peers. The instructor is then in a position to listen to and learn from the students. The focus of the workshop will be the demonstration of the group learning experience in general chemistry. Examples of discovery or guided inquiry general chemistry laboratory experiences will be presented. The same principles have been applied to group learning in physical chemistry and organic chemistry and courses in both areas have been developed using the same cooperative structure.

W9 ' Studio Calc/Phys: The challenges in creating an interdisciplinary course'

140 Little Hall

Dawn Meredith

Department of Physics, University of New Hampshire

dawn.meredith@unh.edu

This workshop will give details on how we managed (both pedagogically and administratively) to combine two courses.   Participants will have the opportunity to work on combined calculus/physics activities and to consider the challenges at their own institution to creating a similar course.

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Poster Abstracts

Poster Session (P1) 

Sunday, June 23, 2002

7:30 PM to 9:00 PM                                                                                                 

P1-1 'Bringing Education and Science Research into the Classroom: Two New Courses for Teachers'

Molly Schauffler & Jeffrey Owen

Department of Earth Systems Science, The University of Maine

mschauff@maine.edu & jeffrey.owen@umit.maine.edu

Two new courses offer 6-12 teachers integrated instruction in pedagogy, educational research, and environmental science research experience.  One course, Earth Systems Science (piloted for Fall 2002), focuses on teaching Earth System concepts in middle- and high-school science classes using research-based pedagogy. The other course, Monitoring Environmental Change (taught in Fall 2000 and 2001), gives teachers direct experience in scientific research and environmental science concepts through designing and conducting an open-ended, locally-relevant environmental research question. (For example, 'A full-year watershed approach to K-16 monitoring of vernal pools'.) 

Evaluations from teachers who have taken Monitoring Environmental Change placed high value on gaining science skills and confidence-building experience, and the applicability of bringing research into the classroom.

Both courses are sponsored in collaboration by University of Maine Dept. of Continuing Education, Dept. of Geological Sciences, Center for Science and Mathematics Education Research, and with support from National Science Foundation.

The project, Assessment in the Service of Standards-Based Teaching, seeks  to expand and define the content and pedagogical knowledge of K-8 teachers in order to promote universal student attainment of New York State and National Science Standards. Our philosophy brings teachers into the design and implementation of on-going professional development. Begun in 2000, this 5-year, NSF-funded project partners the University at Albany, SUNY, with four local school districts. The project plan focuses on building a self-sustained professional development culture that supports all the stakeholders throughout the life of the grant and beyond. This project uses relational concept maps and diagrams to enhance teacher content knowledge by illustrating the connections between scientific concepts and principles. In the classroom, teachers can use similar maps for formative assessment to enhance student content knowledge. It is projected that this professional development will increase student learning as evidenced by greater achievement on state-mandated tests.

P1-3 'Research in Changes in Conceptual Understanding as Reflected in Changes in Discourse Practices in Continuing Medical Education'

(1) Mary Banach, (2) Bernard Gifford, (2) Mark Holodniy

(1) University of California at Berkeley

(2) Stanford University Medical Center

mbanach@uclink4.berkeley.edu

This study focuses on measuring changes in conceptual understanding as reflected in changes in discourse practices during a one-day workshop on HIV treatment practice.  The field of HIV medicine has changed dramatically in the last seven years with the advent of highly active antiretroviral therapy (HAART).  One of the ways that clinicians remain up-to-date on decision-making strategies in HIV treatment practice is by attending one-day workshops.  These clinicians have a diverse set of backgrounds, representing many types of specialties (infectious disease physicians, family practitioners, nurse practitioners, physician's assistants), practices (individual to large group), and geographic locations (rural to urban inner city).  After presentations on molecular biology, studies on the use of resistance testing, and the latest findings in drug-related HIV genetic mutations, case studies are discussed.  These discussions are used as a tool to evaluate the integration of the material that was presented earlier in the workshop.

P1-4 'Preparing Pre-service and In-service Elementary Teachers to Teach Sound'

John R. Thompson

Department of Physics, Grand Valley State University (The University of Maine after August, 2002)

John.Thompson@umit.maine.edu

Sound is a topic that is covered at many levels.  I am investigating the extent to which in-service and pre-service elementary teachers understand sound.  This research is taking place in the context of the development of an inquiry-based curriculum to prepare these teachers to teach sound.  Many teachers had difficulties connecting the properties of the perceived qualities of a sound (pitch, volume) to the properties of the physical quantities (frequency, amplitude).  This poster will display research results drawn from responses to written pre- and post-test questions during the curriculum development process, as well as informal classroom observations. 

P1-5 'Field-based Investigations of the Earth System'

Douglas N. Reusch

Department of Geological Sciences, The University of Maine

reusch@maine.edu

            Local field sites afford excellent opportunities for developing understanding of the earth system at every level. The primary objective of this project was to develop field-based earth science resources in accordance with the National Science Education Standards (NSES). The prototype was a two-month unit of instruction in which ninth grade students mapped the area adjacent to their school, collected and analyzed samples, and deciphered the local geological history.  These experiences provided a foundation for developing understanding of plate tectonics, climate and sea-level change, and biologic evolution. The field-based approach was then extended to pre-high school levels (K-8) at North Haven Community School.  Using the NSES as a guide, elementary-level students collected samples from nearby field sites and analyzed various properties of these materials.  Middle-level students concentrated on mapping these materials in the field, making cross sections, and interpreting the local history. Correlation charts (multi-thread time lines) were used to explore connections between local and larger-scale tectonic, sea level, climate, and biologic events.  High school students built and ran a basic computer model pertinent to understanding geochemical cycles, energy flows through the earth system, and population dynamics.

P1-6 'Battling Student Resistance to Linear Reasoning: Attempting to teach linear reasoning through modeling laboratories in introductory physics'

Donald Mountcastle, Jeffrey Morgan, & Stephen Kaback

Department of Physics & Astronomy. The University of Maine

donald.mountcastle@umit.maine.edu, jeffrey.morgan@umit.maine.edu, & steve.kaback@umit.maine.edu

            Physics and mathematics instructors make frequent use of linear models to describe relationships between variables. After ten years of collecting data on linear reasoning, we have found clear indications that students have much more trouble with linear reasoning than many physics and mathematics instructors would like to believe.  This poster will share survey data on one diagnostic question used in this research and describe the results from two different laboratory interventions designed to address linear reasoning deficiencies.  As it turns out, our familiar chorus of y = mx + b sometimes proves to be more of a deterrent to understanding linearity then a help.

P1-7 'Brain Science and Learning Math'

Linda Rottmann

Department of Mathematics, The University of Maine

linda.rottmann@umit.maine.edu

            New technologies have enabled brain researchers to better understand biological processes that occur in the brain as people acquire new learning.  Could it be that helping students understand these processes Ð how their brain works Ð would improve their ability to learn and remember new material in their college courses?  Linda Rottmann has been teaching 'brain Science' to her developmental math students for the past three semesters.  In this poster session, Linda will share her experiences and her approaches to creating a brain friendly learning environment for her students.

P1-8 'Catalyst for Discipline-Based Research and its Applications in the Teaching and Learning of Science and Mathematics'

Susan McKay

Department of Physics & Astronomy, The University of Maine

susan.mckay@umit.maine.edu

            The University of Maine's new Center for Science and Mathematics Education Research brings together University faculty, students, and K-12 teachers from the sciences and mathematics to focus on discipline-based education research and its application to curriculum reform and teacher training initiatives.  One current project includes the development of new courses integrating content, related research and research-guided pedagogy for a Master of Science in Teaching (MST) Program.  Other projects target reform of introductory courses in science and mathematics to attract more students into these disciplines and to make these courses suitable as training laboratories for future teachers.  In connection with these course reforms, active learning strategies such as Peer Led Team Learning have been introduced and their impacts on student achievement and retention are being evaluated in introductory chemistry and physics courses.  New mathematics courses for future teachers are being developed, offered, and assessed. In the Department of Chemistry, on-line assessment tools have been added to the InterChemNet system to evaluate and improve student learning.  Working with current and future teachers, the Department of Computer Science is designing curriculum modules for middle school students that will help them use computers to explore mathematics and science concepts. By spanning many departments and three colleges (Liberal Arts and Sciences, Natural Sciences, Forestry, and Agriculture, and Education and Human Development) on the University of Maine campus, Center activities bring to the campus community and beyond a heightened awareness of the importance of research-based pedagogy.  The Center serves as resource for the establishment of academic programs within science and mathematics departments that include education research in their discipline, such as graduate offerings in chemical education within the Chemistry Department. It also provides opportunities for K-12 teachers to become involved with research projects and curriculum development.

Additional posters will be given by several presenters from the Monday and Tuesday morning sessions.  We hope this will provide you an opportunity to interact with their ideas and research if you cannot attend their talk due to scheduling conflicts with other talks.<

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