MaryKay Orgill

Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007

In order to provide a picture of how inquiry is practiced in everyday science classrooms, the articles published in The Science Teacher from 1998 to 2007 were analyzed for explicit evidence of features of inquiry. Inquiry was operationally defined by the essential features detailed in Inquiry and the National Science Education Standards (NRC 2000). Few articles described full inquiry. Gathering and analyzing evidence were significantly more prominent than the other features of inquiry, which were present in less than 25% of the articles. This pattern may be related to teachers’ viewing inquiry more as a process than as a vehicle for learning science content. Each feature found was also rated for whether it was student- or teacher-directed. Most activities were teacher-directed.

Understanding Teachers’ Conceptions of Classroom Inquiry With a Teaching Scenario Survey Instrument

A survey instrument using everyday teaching scenarios was developed to measure teacher conceptions of inquiry. Validity of the instrument was established by comparing responses for a group of secondary teachers to narrative writing and group discussion. Participating teachers used only three of the five essential features of inquiry detailed in the standards documents (NRC 2000) when expressing their ideas of classroom inquiry. The features of ‘evaluating explanations in connection with scientific knowledge’ and ‘communicating explanations’ were rarely mentioned. These missing components indicate a gap between the teachers’ conceptions of inquiry and the ideals of the reform movement.

Variation theory: A theory of learning and a useful theoretical framework for chemical education research

Instructors are constantly baffled by the fact that two students who are sitting in the same class, who have access to the same materials, can come to understand a particular chemistry concept differently. Variation theory offers a theoretical framework from which to explore possible variations in experience and the resulting differences in learning and understanding. According to variation theory, there are a limited number of features of a given phenomenon to which we can pay attention at any given time. Our experience of that phenomenon depends on the specific features to which we direct our attention. Two individuals who experience the same phenomenon may focus on different features and, thus, come to understand the phenomenon differently. The purpose of this article is to present variation theory as (1) a useful way for instructors to think about student learning and (2) a potentially powerful theoretical framework from which to conduct chemical education research.

What do biochemistry students pay attention to in external representations of protein translation? The case of the Shine–Dalgarno sequence

Biochemistry instructors often use external representations—ranging from static diagrams to dynamic animations and from simplistic, stylized illustrations to more complex, realistic presentations—to help their students visualize abstract cellular and molecular processes, mechanisms, and components. However, relatively little is known about how students use and interpret external representations in biochemistry courses. In the current study, variation theory was used to explore the potential for student learning about protein translation from a stylized, dynamic animation. The results of this study indicate that students learned from this animation, in that they noticed many critical features of the animation and integrated those features into their understandings of protein translation. However, many students also focused on a particular feature of the animation, the Shine–Dalgarno sequence, that their instructors did not feel was critical to promote an overall understanding of this metabolic process. Student attention was focused on this feature because of the design of the animation, which cued students to notice this feature by significantly varying the appearance of the Shine–Dalgarno sequence.

How Effective Is the Use of Analogies in Science Textbooks

Science instructors and textbook authors often use analogies – both oral and textual – to help students learn new concepts. Textual analogies, in particular, are an omnipresent learning resource that students can consult when a teacher is not available to make new information more understandable. Additionally, because textbook authors can devote time and thought to constructing them, textual analogies have the potential of being more complete and explicit than oral analogies. However, research shows that many textual analogies are not explained appropriately or in enough detail to be helpful to students. In this chapter, I review the research literature about the use of analogies in science textbooks, focusing on the potential learning effects of textual analogies and the factors related to effective analogy use. I then summarize the results of several published analyses of analogy use in science textbooks and describe two classroom teaching models that could be used to promote the effective use of analogies in science textbooks.

Teaching High School Chemistry as a University Science Educator: One Small Investment with a Significant Return

MaryKay Orgill taught high school chemistry during her first year as a university faculty member. To make sense of her experience as a first-time high school science teacher, she wrote an extensive journal. Using a community of practice lens, MaryKay and her collaborator examined her journal to identify the obstacles she encountered: lack of common, jointly negotiated goals and expectations for her K-12 teaching experience; struggles to become a member of the high school science department community; lack of knowledge about and experience with K-12 teaching practice; and a mismatch between the help she was given and help she felt she needed. To overcome these obstacles, MaryKay used the following strategies: investment in the high school and her high school colleagues and the establishment of a virtual support/mentoring group outside the school. In addition to these strategies, we offer proactive advice for avoiding these obstacles prior to returning to a K-12 classroom. Finally, MaryKay reflects on how her K-12 teaching experience has influenced her current work as a chemistry educator and professional developer.