John L. Pecore

Beyond Beliefs: Teachers Adapting Problem-based Learning to Preexisting Systems of Practice

Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scientific literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops offered to teachers in secondary learning environments. This research presents a case study of four teachers’ alignment of classroom practice with constructivist principles after participating in a one-week PBL workshop. Teachers assimilated PBL instruction into their current system of teaching; therefore, despite congruent beliefs, those teachers without a constructivist system of practice taught the PBL method with less alignment to constructivist principles. This discrepancy between beliefs and practice could be addressed by helping PBL workshop participants contemplate how components of PBL encourage reform-based constructivist practices and by assisting teachers with modifying preexisting routines to better assimilate PBL instruction.

A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates

Doing scientific research benefits undergraduates, but relatively few research mentors are available. Using stratified random assignment of students to conditions, this study shows that a collaborative learning model produces student outcomes just as positive as a traditional apprenticeship.

Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-Based Neuroscience Professional Development.

Abstract Informal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge, attitudes, and classroom lessons. Our findings suggest that the PD improved science content, but made no impact on already high attitudes toward science. In light of the high level of self-reported satisfaction and high frequency of teacher lesson plan use, we propose that the PD had other positive outcomes such as pedagogical knowledge and authentic learning experiences.

Interplay of Creativity and Giftedness in Science

Creativity is what separates good scientists from truly great scientists who can open up new avenues of investigation. Although the interaction of creativity with giftedness in the scientific arena is often overlooked, it is well established that successful scientists are intellectually gifted, and the idea that creativity is important to the successful scientist was eloquently described by Albert Einstein (1931). “Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution.” Thus, gifted learners must be taught how to create new postulates, to think logically, and to reason rather than to be taught strategies to memorize a set of potentially irrelevant facts. This work by a diverse field of international authors focuses discussion on the interplay of giftedness and creativity within the scientific enterprise and provides evidence and theoretical constructs which can be used to adjust learning environments to be conducive to the development of superior scientists. The book also explores the interplay of creativity and giftedness for scientists in a historical context, describes the importance of creativity in scientific advances, and examines the impact of the current educational system and various cultural expectations on diverse gifted and creative science students including those with special needs. Furthermore, the Interplay of Creativity and Giftedness in Science provides a mechanism for communicating exemplary examples of programs, which have successfully combined creativity, giftedness and science, across linguistic, cultural, racial, geographic, socioeconomic, and situational educational settings.

Formal Lessons Improve Informal Educational Experiences: The Influence of Prior Knowledge on Student Engagement

ABSTRACT Educational experiences can be influenced by novel experiences, yet educators often overlook the influence novelty exerts on students. This quasi-experimental study manipulated prior knowledge before a zoo field trip for 210 urban 7th-grade students from 2 schools, 1 comprised mostly of low-socioeconomic status (SES) families and 1 comprised mostly of middle-SES families. Students participated in 1 of 2 preparatory lessons, only 1 of which previewed field trip-related content, thereby increasing prior knowledge for half the students from each school. Prior knowledge significantly increased learner engagement, measured through attentiveness, from both schools, but in different types of behaviors. Students from the low-SES school demonstrated more attentiveness if their preparatory lesson previewed field trip material than if it was unrelated to the field trip. Students from the middle SES school displayed the same level of attentiveness in both conditions (and overall higher than the low-SES students). This study highlights complexities associated with prior knowledge and reveals strategies to help improve engagement levels for students visiting informal learning environments.

Twentieth Century Scientists Who Exemplify the Interplay of Creativity and Giftedness

In the 20th century, innovative scientists made many contributions to our society and well-being, as well as expanded our basic understanding of natural phenomena. Children today study the structure and function of cells, DNA, and the atom using computer simulations and videos at home and at school. In this chapter, we focus on the life histories and accomplishments of three 20th century Nobel Prize-winning scientists to gain an understanding of the factors that may have influenced their interest in science and unlocked their creative potential. In particular, we examine the lives and creative achievements of Luis Walter Alvarez, Barbara McClintock, and Peter Mitchell.