Ann M. L. Cavallo

Development of an informal learning opportunities assay

Learning that takes place outside the formal classroom, called informal learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday learning situations. To date, no instrument has been developed to effectively examine the wide variety of informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of informal learning opportunities.

Eliciting students' understandings of chemical reactions using two forms of essay questions during a learning cycle

We examined ninth-grade students’ explanations of chemical reactions using two forms of an open-ended essay question during a learning cycle. One form provided students with key terms to be used as ‘anchors’ upon which to base their essay, whereas the second form did not. The essays were administered at three points: pre-learning cycle, post-concept application, and after additional concept application activities. Students’ explanations were qualitatively examined and grouped according to common patterns representing their understandings or misunderstandings. Findings indicated that more misunderstandings were elicited by the use of key terms as compared to the non-use of key terms in the pre-test. Misunderstandings in the key term essay responses generally involved the misuse of these terms and their association with the concept. Findings also indicated significant positive shifts in students’ understanding over the learning cycle. No perceptible increase in understanding occurred after additional application activities. Differences in gender were observed, with females showing equal or greater understanding compared to males, contradicting reports that males typically outperform females in the physical sciences and supporting the need to reconstruct assessment techniques to better reveal the conceptual understandings of all students.

Motivation and Affect toward Learning Science among Preservice Elementary School Teachers: Implications for Classroom Teaching.

Positive motivation and affect toward learning science are valued qualities among elementary school teachers. Such positive dispositions toward science may translate to increased teaching of science and greater general interest in the subject, ultimately benefiting the students in the teachers’ classrooms. Specific motivational and affective qualities distinguished in the literature as particularly relevant to the teaching and learning of science include motivational goal orientation and self-concept of ability. In addition, a variable that seems to promote elementary teachers’ positive attitude and interest in science teaching is experience with inquiry-based science instruction such as the learning cycle. The purpose of this study was to explore relationships between motivational goal orientation and self-concept of ability as preservice elementary teachers (N=45) participate in a science learning cycle during methods course instruction. The results indicated significant positive relationships among self-concept of ability and learning goal orientation as the teachers engaged in the learning cycle. Implications of this study include an emphasis on inquiry-based teaching procedures in teacher education programs to help promote positive motivational and affective dispositions among new teachers.

A Problem Solving Model for Use in Science Student Teacher Supervision.

ConclusionThe period of time student teachers have to receive feedback from their supervisors and cooperating teachers is relatively short. Techniques and ideas suggested by university supervisors and cooperating teachers are clearly beneficial to beginning teachers, but the students also need direct experience in addressing classroom concerns themselves. Student teachers need to develop techniques for evaluating their own teaching and for solving instructional problems autonomously such as suggested through the use of this model. The problem solving model forces student teachers to take responsibility for their learning about teaching. It forces them to analyze and reflect on their own lessons and to deal with their own problems. Importantly, the model may serve as a tool for self-evaluation that can be used during students’ first few years of teaching and throughout their science teaching career.Student teachers will still undergo the complex and sometimes overwhelming experience of teaching for the first time. However, by addressing each problem they face in a systematic, organized way, the experience may become more manageable, and success may seem more attainable for them.