Browsing by Subject "Science education"

Now showing 1 - 5 of 5
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    Introduction: Shifting Perspectives from Universalism to Cross-Culturalism
    (Wiley, 2001-01-01) Lewis, Bradford F.; Aikenhead, Glen; School of Education
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    Relevance and Beyond: The Role of Socially Transformative Curriculum in Science and Mathematics Education. Equity by Design
    (Midwest and Plains Equity Assistance Center, 2022) Morton, Crystal; Mutegi, Jomo W.; Smith-Mutegi, Demetrice
    The curriculum design of educational programs is pivotal to the success of Black students in mathematics and science. It is essential to implement a curricular approach that values the experiences of Black students. In this "Equity by Design" brief, we will provide an overview and framework of/for socially transformative curriculum, and discuss how it can help to rehumanize the mathematics and science learning experiences of Black students.
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    Scientists in the Making: Promoting African American Students’ Interest in Science through Inquiry-based, Culturally Relevant Instruction
    (Clute Institute, 2011) Mutegi, Jomo W.; School of Education
    The low number of African Americans pursuing careers in the natural sciences has been (and continues to be) a concern for science educators. While science educators have sought to explain the science-career decisions of African Americans through research (Hager & Elton, 1971; Lewis, 2003; Lewis & Collins, 2001; Lewis & Connell, 2005; Lewis, Pitts, & Collins, 2002; Maple & Stage, 1991), we have also worked to increase African American representation in science through various intervention programs (Barisa & Holland, 1993; Carmichael & Sevenair, 1991; Hrabowski, 1999; Maton, Hrabowski, & Schmitt, 2000; Tobias, 1992). Unfortunately, the problem has been a resilient one and African Americans (comprising fewer than 2% of practicing, Ph.D.-holding scientists since 1977) continue to be underrepresented in science and science-related careers (National Science Board, 2000).
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    Teachers’ beliefs and practices around argumentation during a curriculum enactment
    (2013) McNeill, Katherine L.; Gonzalez-Howard, Maria; Katsh-Singer, Rebecca; Price, Jeremy F.; Loper, Suzanna
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    Using Zebrafish to Implement a Course-Based Undergraduate Research Experience to Study Teratogenesis in Two Biology Laboratory Courses
    (Mary Ann Liebert, 2016-08) Sarmah, Swapnalee; Chism, Grady W., III; Vaughan, Martin A.; Muralidharan, Pooja; Marrs, Jim A.; Marrs, Kathleen A.; Biology, School of Science
    A course-based undergraduate research experience (CURE) spanning three semesters was introduced into freshman and sophomore biology classes, with the hypothesis that participation in a CURE affects skills in research, communication, and collaboration, which may help students persist in science. Student research projects were centered on the hypothesis that nicotine and caffeine exposure during early development affects gastrulation and heart development in zebrafish. First, freshmen generated original data showing distinct effects of embryonic nicotine and caffeine exposure on zebrafish heart development and function. Next, Cell Biology laboratory students continued the CURE studies and identified novel teratogenic effects of nicotine and caffeine during gastrulation. Finally, new freshmen continued the CURE research, examining additional toxicant effects on development. Students designed new protocols, made measurements, presented results, and generated high-quality preliminary data that were studied in successive semesters. By implementing this project, the CURE extended faculty research and provided a scalable model to address national goals to involve more undergraduates in authentic scientific research. In addition, student survey results support the hypothesis that CUREs provide significant gains in student ability to (1) design experiments, (2) analyze data, and (3) make scientific presentations, translating into high student satisfaction and enhanced learning.