Jennifer Cribbs

The makerspace experience and teacher professional development

This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience. The data were gathered in the course of a professional development opportunity at a university during a conference held on campus. The researchers wanted to select an innovative form of professional development for implementation within a traditional conference format. Both to match innovation and to accommodate a traditional time frame (one hour), the concept of makerspace was chosen. Multiple makerspace sessions were developed as professional development opportunities. The participant, practicing teachers would be experiencing the makerspace as if they were students. The research team wanted to explore the experiences and perceptions of the participants from multiple perspectives, including those who participated as learners and those who participated as facilitators, or leaders as termed in this article. A phenomenological approach was used to analyze data collected from three instruments: participant survey; leader reflection; and observer protocol. The data collected allowed researchers to observe a makerspace experience from multiple perspectives, thereby providing insight into the use of makerspaces as professional development and within the educational setting as a whole.

Career Outcome Expectations Related to Sustainability among Students Intending to Major in Civil Engineering

AbstractLearning more about the career outcome expectations of students interested in civil engineering can help identify gaps between their expectations and sustainability challenges. The authors used data from two national surveys to compare students interested in civil engineering and other engineering disciplines. Those interested in civil engineering are more likely to address such sustainability topics as environmental degradation, water supply, and climate change. However, civil engineering students are less likely to have outcome expectations related to disease and saving lives. Particularly, female students interested in civil engineering have similar expectations to males but also hope to address poverty and opportunities for women and minorities. The gaps in outcome expectations related to disease and saving lives are troubling for a profession that is so instrumental in providing, for example, clean water and safe shelter. Showing the connection between societal needs and civil engineering may...

Measuring Transactional Distance in Web-Based Learning Environments: An Initial Instrument Development.

This study was an initial attempt to operationalise Moore’s transactional distance theory by developing and validating an instrument measuring the related constructs: dialogue, structure, learner autonomy and transactional distance. Data were collected from 227 online students and analysed through an exploratory factor analysis. Results suggest that the instrument, in general, shows promise as a valid and reliable measure of the constructs related to transactional distance theory. Potential refinement of the instrument and future research directions are included at the end of the article.

Half of Students Interested in Civil Engineering Do Not Believe in Anthropogenic Climate Change

AbstractThis article describes beliefs related to human-caused climate change and predictors of these beliefs among students intending to pursue civil engineering. Based on a nationally distributed...

High school experiences and climate change beliefs of first year college students in the United States

Abstract Climate change has not been well understood by high school students in the US and the topic is often connected to misconceptions, which is especially damaging since accurate understandings of the concepts are strongly predictive of intent to do something about it. We use data from a national (US) survey of first year college students to identify high school experiences which correlate with the belief that climate change is caused by human activities. In-class coverage of climate change is less predictive of belief than time spent on science homework or science-themed extracurricular activities. These correlations suggest that simply covering climate change in class may not necessarily lead to greater belief in the scientific consensus. While deeper understanding is a worthy goal, the results indicate that, when it comes to high school science education, social factors such as the process and culture of education are also important for belief in climate change. These finding aligns with previous research about college students, which suggest student activities are more strongly correlated with student viewpoints than professor beliefs. Given the potential for curricula to become politicized these finding suggests an alternative route to achieve climate change education goals.

College students’ perceptions of gender stereotypes: making connections to the underrepresentation of women in STEM fields

ABSTRACT In this study, we surveyed 499 college students at two different universities in the United States to determine what they believe are society’s current stereotypes about male and female personality attributes. Data was analyzed using descriptive statistics, Wilcoxon rank-sum tests, ANOVA, and regression. We found that college students do believe that certain personality attributes are stereotypically associated with males while others are stereotypically associated with females within society, and that the strength of these beliefs varied by gender, whether or not they planned to pursue a STEM career, and by parental education. In this paper, we report our findings and relate our results to career choice to better understand how stereotypes might be connected to the shortage of women in many STEM careers.

Interest in STEM is contagious for students in biology, chemistry, and physics classes

Students who perceive a high level of interest among classmates in science classes are more likely to intend pursuing STEM. We report on a study of the effect of peers’ interest in high school biology, chemistry, and physics classes on students’ STEM (science, technology, engineering, and mathematics)–related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students‘ experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students‘ STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students’ intentions toward STEM careers while enhancing or maintaining course performance.

Examples as an instructional tool in mathematics and science classrooms: teachers’ perceptions and attitudes

ABSTRACT This study examined mathematics and science teachers’ perceptions and use of four types of examples, including typical textbook examples (standard worked examples) and erroneous worked examples in the written form as well as mastery modelling examples and peer modelling examples involving the verbalization of the problem-solving process. Data collected from mathematics and science teachers through a survey instrument and a focus group indicated that typical textbook examples were insufficient in terms of either the number of examples presented or the level of details presented in these examples. Moreover, examples containing errors were used less frequently and perceived less useful as compared to examples containing only correct solutions; teachers also felt less comfortable using examples containing errors. In addition, teachers overall had a positive attitude towards computer-based modelling examples, indicating a promising integration of computer-based modelling examples into teachers’ instructional practices.

The Science of Solubility: Using Reverse Engineering to Brew a Perfect Cup of Coffee.

ABSTRACT The Next Generation Science Standards call for the integration of science and engineering. Often, the introduction of engineering activities occurs after instruction in the science content. That is, engineering is used as a way for students to elaborate on science ideas that have already been explored. However, using only this sequence of instruction communicates a limited view of the relationship between science and engineering. In this article, we focus on the process of reverse engineering, and we provide a model 5E lesson in which we flip the typical science-to-engineering sequence and, instead, use principles of engineering design as a springboard from which to develop scientific concepts. Specifically, students use principles of engineering to deconstruct already engineered devices (i.e., different types of coffeemakers) in an effort to propose scientific explanations (i.e., factors affecting solubility) for the design features. These proposed explanations are then tested by isolating individual variables (e.g., solute size, temperature of solution) and testing the results. Students are provided whole coffee beans, grinders, water of different temperatures, timers, and apparatus for brewing samples of coffee and then test the effects of changing the variables by tasting, observing, or quantifying results of the individual samples.