Gili Marbach-Ad

A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course

We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’ experiences. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation and evaluation of developing views and understandings related to global climate change.

Online interactive teaching modules enhance quantitative proficiency of introductory biology students.

There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increases in quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer. A survey of spring 2009 graduates indicated that those who had experienced MathBench in their course work had a greater appreciation for the role of mathematics in modern biology than those who had not used MathBench. MathBench modules allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses.

Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers

This essay offers a contemporary social science perspective on test validity and the validation process. The instructional piece explores the concepts of test validity, the validation process, validity evidence, and key threats to validity. The essay also includes an in-depth example of a validity argument and validation approach for a test of student argument analysis. In addition to discipline-based education researchers, this essay should benefit practitioners (e.g., lab directors, faculty members) in the development, evaluation, and/or selection of instruments for their work assessing students or evaluating pedagogical innovations.

The Use of E-Mail and In-Class Writing to Facilitate Student–Instructor Interaction in Large-Enrollment Traditional and Active Learning Classes

Student–instructor communication was examined in freshman biology classes taught either in traditional lecture style or by using a variety of student-centered, active learning approaches to engage students in the learning process (cooperative learning groups, wireless microphones, permanent name tags, in-class and out-of-class writing). In both classes students were encouraged to send questions, comments, and suggestions to the instructor via e-mail. In the active learning class, students also wrote in-class notes to the instructor. All messages could be classified as either content-related or procedural. More content-related messages were received in the active learning class than in the traditional class. Also, the percentage of students who sent content-related messages was much higher in the active learning class than in the traditional class. Finally, content-related messages from students in the active learning class were generally more thoughtful and insightful than those from students in the traditional class.

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

Faculty and staff were surveyed to assess the professional development (PD) for teaching provided to biology graduate students at academic institutions. Although more than 90% of institutions provided PD, it was most often presemester and less than 10 h. Respondents most satisfied with their PD had programs with greater breadth and institutional support.

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning–qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

Informal Science Education in Formal Science Teacher Preparation

This chapter examines what is known about the use and the potential of including informal science education in formal science teacher preparation. The chapter’s first section provides an introduction to the argument for innovation in formal science teacher preparation and the potential positive inclusion of informal science education. The second section provides a definition with conceptual understandings and common features of informal science education. The third section presents a review of the literature on including informal science education in formal science education for preservice teachers. The chapter closes by presenting implications for science education researchers.

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

This essay proposes a conceptual framework for biology graduate teaching assistant professional development evaluation and research with three overarching variables for consideration: outcome variables, contextual variables, and moderating variables.

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students †

This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology) is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198) employed three lectures per week. The other section (n = 136) replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students). Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students) showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.

Student Use of Internet Study Rooms for Out-of-Class Group Study in Introductory Biology

This paper describes a pilot study in which undergraduates in an active introductory biology class (Biol 100) used online, virtual study rooms to study together outside of class in small groups. The study was conducted (a) to determine whether students who had access to Internet study rooms would make use of them for out-of-class group study, and (b) to find out how students perceived their online group study experience in comparison with face-to-face group study. Self-reported data were obtained at the time that multiple-choice exams were administered in the large class of Biology 100. The survey was completed by 90 of the students who had signed up for online study rooms. The results indicated that 47 students used their online study rooms to study for the final exam together with other members of their in-class teams. More than half of the students who provided written comments were positive about their online experience. Even those who strongly preferred face-to-face meetings expressed willingness to use online study rooms in a pinch.