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Wednesday, January 7
 

7:30am PST

Science and Cultural Intersections of the Oregon Coast- ASTE Environmental Education Forum Sponsored Field Trip
Explore the science and cultural development of the Pacific Northwest. Topics include ecology, resource usage, coastal hazards, and cultural maritime events relevant to the Columbia River System and the waters of the North Pacific. Workshop includes Columbia River Maritime Museum and Ft.Clatsop access, lunch and transportation. Cost is $59
Wednesday January 7, 2015 7:30am - 6:00pm PST
TBA
  Field Trip

12:00pm PST

Pearl: ASTE Executive Board Meeting
Wednesday January 7, 2015 12:00pm - 2:00pm PST
Pearl
  Meeting

12:00pm PST

Salon A: Supporting Newly Hired Teachers of Science: Current Work in the Field
The science teaching workforce in the United States is changing, and consists primarily of newly hired teachers of science (NHTS). This workshop is for ASTE members who are interested in learning more about how to support or how to conduct research on NHTS. Participants will have ample opportunities to engage with experts who work with NHTS in order to enhance or develop their own programs.

Julie A. Luft (University of Georgia)

Shannon L. Dubois (University of Virginia)
Wednesday January 7, 2015 12:00pm - 3:00pm PST
Salon A
  Professional Development Workshop

1:00pm PST

Portland: Reading, Writing, and Talking Science: Preparing Secondary Science Teachers to use Next Generation Science Standards and Common Core State Standards in Linguistically Diverse Classrooms
SSTELLA is designed to prepare science teachers to better serve English learners (ELs) by integrating disciplinary language and literacy development with contextualized scientific sense-making. SSTELLA instructors highlight how SSTELLA instructional practices, communicated through science methods activities, help preservice teachers promote argumentation and model-based inquiry for EL students.

Sara Tolbert (University of Arizona)

Barry Roth (University of Arizona)

Kimberly Bilica (University of Texas-San Antonio)
Wednesday January 7, 2015 1:00pm - 3:00pm PST
Portland
  Professional Development Workshop

3:00pm PST

Portland: STEM Integration in Life Science Education
There is a growing need to teach science through integrated approaches so that students learn concepts from STEM disciplines and make coherent connections among them. In this workshop, we will present several STEM integration approaches and then improvement a STEM unit that focuses on evolution, data analysis, and engineering design.

Tamara J Moore (Purdue University)

Siddika Selcen Guzey (University of Minnesota)

Wendy Niesl (University of Minnesota)

Gillian H. Roehrig (University of Minnesota)
Wednesday January 7, 2015 3:00pm - 5:00pm PST
Portland
  Professional Development Workshop

3:00pm PST

Salon B: Reviewing for ASTE (Sponsored by the Publications Committee)
Reviewing for the journal – This session offers new and experienced conference attendees a chance to learn the "ins and outs" of being an editorial reviewer for the journal. Participants will have the opportunity to see actual reviews of manuscripts and discuss the good, bad, and helpful (to authors) of various reviews. It is hoped that participants will eventually become editorial reviewers for the journal.

Norman G. Lederman (Illinois Institute of Technology

Judith S. Lederman (Illinois Institute of Technology)

Deborah Hanuscin (University of Missouri)
Wednesday January 7, 2015 3:00pm - 5:00pm PST
Salon B
  Professional Development Workshop

5:00pm PST

Pearl: ASTE Board Meeting
Wednesday January 7, 2015 5:00pm - 9:00pm PST
Pearl
  Meeting

5:30pm PST

Salon B: Presider Training
Wednesday January 7, 2015 5:30pm - 6:30pm PST
Salon B
  Meeting
 
Thursday, January 8
 

6:45am PST

Annual Fun Run: Get out and exercise here in Portland where running (or walking!!) is king!


Get out and exercise here in Portland where running (or walking!!) is king!
Thursday January 8, 2015 6:45am - 7:45am PST
Hotel Lobby
  Social Event

7:00am PST

Willamette: Mentor Meeting
Thursday January 8, 2015 7:00am - 8:00am PST
Willamette
  Meeting

7:00am PST

Salon E-F: Breakfast
Thursday January 8, 2015 7:00am - 8:30am PST
Salons E-F
  Social Event

8:00am PST

Salon B: CCSS + NGSS = STEM + ELA
This experiential session will engage science educators and methods instructors in a hands-on engineering design lesson based on the classic children's book The Wind in the Willows to assist educators on the integration of the Common Core State Standards and the Next Generation Science Standards.

Jamie Rumage (Oregon Department of Education)

Nicole Dalton (Oregon Department of Education)

Thursday January 8, 2015 8:00am - 9:00am PST
Salon B
  Experiential Session, Preservice Science Teacher Preparation

8:00am PST

Willamette: Presider Training
Thursday January 8, 2015 8:00am - 9:00am PST
Willamette
  Meeting

8:00am PST

Eugene: A Modern Measurement of K-12 Teachers Understanding of NGSS Astronomy Concepts
Tightly aligned with various national education reform documents, the Test Of Astronomy STandards (TOAST) assessment instrument is a multiple-choice survey being used to assess K-12 teachers' conceptual understanding of astronomy in the service of creating more effective curricula and professional development.

Debra J. Stork (University of Dubuque)

Stephanie J. Slater (CAPER Center for Astronomy & Physics Education Research)

Timothy F. Slater (University of Wyoming)

J. Christopher Haynes (University of Wyoming)

Thursday January 8, 2015 8:00am - 9:00am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

8:00am PST

Eugene: The Intersection of Formal and Informal Science Education: Development, Motivations, and Contributions of Amateur Astronomers and Birder Hobbyists
In depth interviews were conducted with amateur astronomers and birders. Results showed that the importance of early hobby experiences, and influence of significant others and informal and formal educational experiences on the development of the hobby. Differences by gender and motivations of astronomy and birding hobbyists are described.

M. Gail Jones (NC State University)

Tom Andre (Iowa State University)

Gina Chlders (NC State University)

Elysa Corin (NC State University)

Rebecca Hite (NC State University)

Thursday January 8, 2015 8:00am - 9:00am PST
Eugene
  Traditional Paper Set, Informal Science Education

8:00am PST

Medford: Food Discourse in Science Read-Alouds
This study examines food discourse - discussions about food led by three elementary teachers while reading aloud. Our findings underscore the many benefits and potential challenges of engaging students in talk about food in science, and reveal the need to take into account children's complex relationships with food.

Ingrid Weiland (Metropolitan State University of Denver)

Alandeom Oliveira (SUNY-Albany)

Ting-Fang Hsu

Thursday January 8, 2015 8:00am - 9:00am PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

8:00am PST

Medford: Title: Evaluation of representations in general chemistry textbooks: Affordances and challenges
Using an adapted form of the Graphical Analysis protocol (GAP) this study looked at representations in general chemistry textbooks for elements likely to enhance or hinder learning such as physical integration with associated text, captions, indexing of representations, and number of representations requiring conceptual integration on a page.

James M. Nyachwaya (North Dakota State University)

Merry Gillaspie (Wartburg College)

Thursday January 8, 2015 8:00am - 9:00am PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

8:00am PST

Medford: Using Scientific Humor to Help Students Remember, Understand, and Apply Knowledge
This study examined of the manner in which an educator used scientific content humor and how that humor was perceived by her students. Content humor is a useful for cognitive processes intended to achieve factual, conceptual, procedural, and metacognitive knowledge. Students perceived that the teacher did use humor toward instructional objectives.

Francine Wizner (University at Albany)

Thursday January 8, 2015 8:00am - 9:00am PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

8:00am PST

Portland: Critical Science Education and Student Interest in a Suburban Chemistry Class
This pilot study reports preliminary findings of a successful method for implementing critical science education in a suburban high school chemistry class as well as documents student interest in a critical approach.

Patrick D Ashby (Teachers College, Columbia University)

Felicia Moore Mensah (Teachers College, Columbia University)

Thursday January 8, 2015 8:00am - 9:00am PST
Portland
  Traditional Paper Set, Ethnoscience and Environmental Education

8:00am PST

Portland: Developing conceptual understanding and academic language for English language learners
We studied ELL content and language as they engage in inquiry-based instruction using the 5R Instructional Model. Data collected as interviews were submitted to a series of 2-way repeated-measures ANOVAs with topic as a between-subjects factor and time as the within-subject factor. Results show positive learning with ELLs.

Molly H Weinburgh (Texas Christian University)

Cecilia Silva (Texas Christian Univesity)

Kathy H Smith (Tarleton State University)

Thursday January 8, 2015 8:00am - 9:00am PST
Portland
  Traditional Paper Set, Equity & Diversity

8:00am PST

Portland: Supporting environmental literacy in elementary classrooms: Obstacles and solutions
Elementary school teachers seem to face significant barriers to including EL in their instruction. This exploratory study surveyed 627 randomly selected elementary school teachers. Survey results report teacher needs such as in person PD, integration with children's literature, and curricula and potential solutions are discussed.

Sarah J Carrier (North Carolina State University)

Kathryn T Stevenson (NCSU)

M. Nils Peterson (NCSU)

Thursday January 8, 2015 8:00am - 9:00am PST
Portland
  Traditional Paper Set, Ethnoscience and Environmental Education

8:00am PST

Salon A: Triumphs and Tensions - What We have Learned from Four Years of Single Sex Classes for At-risk Boys
We report upon 4 years of work with single-sex male classes in 9th and 10th grades for science and mathematics in a Canadian public secondary school. A strong active-learning approach was found to be most successful, as students saw meaning in their mathematics and science classrooms. Built relationships from 9th and 10th grade were vital factors.

Anthony W Bartley (Lakehead University)

Molly Weinburgh (Texas Christian University)

Douglas Jones (Lakehead Schools)

Heather Campbell (Lakehead Schools)

Andrea Lampo (Lakehead Schools)

Nicholas Sacevich (Lakehead Schools)

Thursday January 8, 2015 8:00am - 9:00am PST
Salon A
  Traditional Paper Set, Equity & Diversity

8:00am PST

Salon A: Underrepresented Minority Students Find Balance in Science: Implications for Science Teacher Education
This study explored underrepresented minority (URM) college students' perspectives of the challenges, support, and success they experienced through participation in a STEM minority student support program while being enrolled in a science major. Based on the findings, implications for science teacher education are discussed.

Aaron J. McKim (Oregon State University)

Tyson J. Sorensen (Oregon State University)

Jonathan J. Velez (Oregon State University)

Kate G. Field (Oregon State University)

Wanda K. Crannell (Oregon State University)

Larry R. Curtis (Oregon State University)

Penelope L. Diebel (Oregon State University)

Dave L. Stone (Oregon State University)

Thursday January 8, 2015 8:00am - 9:00am PST
Salon A
  Traditional Paper Set, Equity & Diversity

8:00am PST

Salon H: A cross-cultural examination of U.S. and Turkish preschoolers' ideas about objects in the sky
This cross-cultural study describes young children's (ages 48-60 months) observational knowledge of day and night cycles, which is foundational in the development of mental models. The purpose was to compare U.S. and Turkish children's knowledge to identify similarities predicted by framework theory.

Mandy McCormick Smith (The Ohio State University)

Mesut Saçkes (Balikesir University)

Kathy Cabe Trundle (North Carolina State University)

Thursday January 8, 2015 8:00am - 9:00am PST
Salon H
  Traditional Paper Set, Student Learning P-12

8:00am PST

Salon H: A Study of the Implementation of Student-Centered Scientific Research in K-12 Education
Implementing student-centered scientific research in k-12 education is essential in preparing students for the current global workforce. This study proposed a professional development that directly benefited novice teachers (115-117% growth) in guiding students through the process of self-guided scientific research and presentation of the research.

Christina L McDaniel (Misissippi State University)

Ryan M Walker (Mississippi State University)

Nathan Eric Heiselt (Mississippi State University)

Thursday January 8, 2015 8:00am - 9:00am PST
Salon H
  Traditional Paper Set, Student Learning P-12

8:00am PST

Salon H: The Chasing aurora Project: Teaching and learning secondary level astronomy in a new way
Join us as we share aspects and findings of the Chasing aurora Project that was designed to develop a multi-disciplinary curriculum resource that integrated STEM-based elements for studying Manitoba's unique geographic and cultural relationship with the aurora borealis, and was subsequently introduced in a secondary level science classroom.

Richard P. Hechter (University of Manitoba)

Elliot Macdonald (West Kildonan Collegiate)

Thursday January 8, 2015 8:00am - 9:00am PST
Salon H
  Traditional Paper Set, Student Learning P-12

8:00am PST

Salon I: Effects of Serious Educational Game Design Process on Student Content Knowledge and Interest.
This study examines the role of the design process in creating student understanding of content knowledge and interest in science. Building upon previous work that demonstrated between-group differences for students completing a Serious Educational Game project, this study focuses on subjects' participation in the design process as an explanatory m

David B Vallett (University of Nevada Las Vegas)

Richard L Lamb (Washington State University)

Leonard A Annetta (George Mason University)

Rebecca Cheng (George Mason University)

Thursday January 8, 2015 8:00am - 9:00am PST
Salon I
  Traditional Paper Set, Educational Technology

8:00am PST

Salon I: The UVA Bay Game simulation: Striving to improve student understanding of the Chesapeake Bay watershed ecosystem
We will describe a participatory simulation built from authentic data and its potential teaching applications. Initial research on pre/post-simulation 32 students' Chesapeake Bay ecosystem understandings also will be presented.

Bridget K. Mulvey (Kent State University)

Christopher A. Rates (University of Virginia)

David F. Feldon (Utah State University)

Thursday January 8, 2015 8:00am - 9:00am PST
Salon I
  Traditional Paper Set, Educational Technology

8:00am PST

Salon I: Use of Game-Based Learning to Teach Next Generation Science and Engineering Practices
This study examines the efficacy of a scenario-based educational game, Water Gauge Warrior, designed to teach climate change science and engineering practices. Fifty-one students at two high schools participated in the study. The game design, theoretical framework, the design features and the preliminary results will be presented in this paper.

Ora Tanner (University of South Florida)

Yiping Lou (University of South Florida)

Ping Wang (University of South Florida)

Allan Feldman (University of South Florida)

Denise Davis (University of South Florida)

Lucille Moon-Michel (University of South Florida)

Glenn Smith (University of South Florida)

Molly Trendell Nation (University of South Florida)

Thursday January 8, 2015 8:00am - 9:00am PST
Salon I
  Traditional Paper Set, Educational Technology

8:15am PST

Columbia: How to utilize Participatory Action Research (PAR) as a way of teacher education
This workshop offers an opportunity to explore PAR as a way of teacher education. Attendees will learn characteristics of PAR in comparison with mentoring, teacher action research and self-study. Based on the testimonials and experiences of presenters, attendees will engage in developing ideas about applying PAR in their own context(s).

Columbia), Kelsey Gilstrom (Lawson Elementary School)

Deborah L Hanuscin (University of Missouri)

Eun Ju Lee (University of Missouri
Thursday January 8, 2015 8:15am - 10:15am PST
Columbia
  Professional Development Workshop

8:15am PST

Salon C: Secondary Science and English Learners
Workshop will focus on ideas for increasing science and English learning for middle and high school students.  Participants will watch, practice and gather proven strategies.

Malcolm B. Butler (University of Central Florida)

Nazan U. Bautista (Miami University)

Jelitza Rivera (University of Central Florida)
Thursday January 8, 2015 8:15am - 10:15am PST
Salon C
  Professional Development Workshop

8:15am PST

Salon G: The steps of the scientific method: If only it were that simple
In this workshop, participants will experience science as a creative endeavor by comparing several models that describe the practices of science as they maneuver through a variety of pathways showcasing these scientific practices during a case study on experimental design.

Carrie J. Miller-DeBoer (University of Oklahoma)

Wendy M. Martin (University of Oklahoma)
Thursday January 8, 2015 8:15am - 10:30am PST
Salon G
  Professional Development Workshop

9:15am PST

Medford: Beyond Just Learning Science: Let's Imagine and Invent
Trend lines show that we are not supporting creative thinking and innovativeness at any level near where we should. Overemphasis on standards and testing is driving creative development from the curriculum. This session suggests the use of "Imagineering" techniques to encourage creativity of both K-12 students and prospective teachers.

Alan J McCormack (San Diego State University)

Thursday January 8, 2015 9:15am - 10:15am PST
Medford
  Experiential Session, Curriculum, Pedagogy, and Assessment

9:15am PST

Salon B: Implementing Inclusive STEM across a Rural K-12 District
This session will report the mid-year perspectives of various stakeholders involved in the inception year of a rural, K-12, district-wide STEM initiative. Participants will hear from and participate in roundtable discussions with teachers, administrators, researchers, a STEM Coach and others.

Michael Giamellaro (Oregon State University- Cascades)

Julie Gess-Newsome (Oregon State University- Cascades)

Debbie Siegel (Oregon State University- Cascades)

Natalie Dollar (Oregon State University- Cascades)

Margaret Prevenas (Oregon State University- Cascades)

Brad Kudlac (Culver School District)

Stefanie Garber (Culver School District)

Naomi Little (Culver School District)

Thursday January 8, 2015 9:15am - 10:15am PST
Salon B
  Experiential Session, STEM Education

9:15am PST

Willamette: Graduate Student Forum
Thursday January 8, 2015 9:15am - 10:15am PST
Willamette
  Meeting

9:15am PST

Eugene: Addressing Inquiry During Professional Development at an Informal Science Institution
This study looked at content courses that were offered at and taught by education staff of a large Informal Science Institution (ISI) located in the Midwest USA. Aside from these courses being broad based and interdisciplinary, it explored how to further the incorporation of inquiry-based teaching methods into the classroom.

Gary M. Holliday (The University of Akron)

Judith S. Lederman (Illinois Institute of Technology)

Norman G. Lederman (Illinois Institute of Technology)

Thursday January 8, 2015 9:15am - 10:15am PST
Eugene
  Traditional Paper Set, Informal Science Education

9:15am PST

Eugene: Evaluating a Professional Development Program Consistent with Learning Science in Informal Environments: People, Places, and Pursuits (NRC, 2009)
We report a case study, part of a larger program evaluation, of one experienced informal science educator's (ISE) journey completing an online graduate certificate specifically designed to provide professional development for ISEs consistent with the 2009 NRC Report, Learning Science in Informal Environments; People, Places, and Pursuits.

Jeremy P. Lake (University of South Florida)

Barbara S. Spector (University of South Florida)

Thursday January 8, 2015 9:15am - 10:15am PST
Eugene
  Traditional Paper Set, Informal Science Education

9:15am PST

Eugene: The Value-Added Benefit of Distance-Based Instructional Coaching on Science Teachers' Inquiry Instruction and Student Achievement
This is a case study of a science teacher who participated in two professional development programs with distance-based instructional coaching for two consecutive years. The results revealed value-added benefits of distance-based instructional coaching on science teachers' instructional changes, confidence in inquiry and student achievement.

SoonChun Lee (Wichita State University)

Thursday January 8, 2015 9:15am - 10:15am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Portland: Energy as a Unifying Concept for Science Teaching: A Hybrid Course for Teachers in Grades 4-8
This presentation will share the design and results of an online/onsite hybrid course focusing on teachers' understanding of energy in grades 4-8 as defined by the NGSS. Pre and post data from the Energy Concept Inventory show an increase in all participants' test scores. Data also show an increase on individual item scores on the post-test.

Jeffrey R Peake (University of Kentucky)

Jeffery S Townsend (Eastern Kentucky University)

Thursday January 8, 2015 9:15am - 10:15am PST
Portland
  Traditional Paper Set, College & University Science Education

9:15am PST

Portland: Fostering Pre-Service Science Teacher Engagement in the Practices of Science with Team-Based Learning
This research concerns the implementation Team-Based Learning (TBL) in a large introductory lecture course for biology majors, including all pre-service science teachers, as a means of fostering engagement in the Practices of Science, promoting team work, and promoting higher-order thinking skills.

Sandra L Westmoreland (Texas Woman's University)

Thursday January 8, 2015 9:15am - 10:15am PST
Portland
  Traditional Paper Set, College & University Science Education

9:15am PST

Portland: Integrating Elementary Preservice Teachers Learning of Science Content with Application to Classroom Practice
This study explores a redesign of an electricity unit within a science course designated for elementary education majors, showing connections between the content being learned and participants' future teaching of the content. Discussion of the participants learning of the content and sequencing of ideas for teaching the content will be shared.

Meredith Park Rogers (Indiana University - Bloomington)

Stacy McCormack (Indiana University - Bloomington)

Thursday January 8, 2015 9:15am - 10:15am PST
Portland
  Traditional Paper Set, College & University Science Education

9:15am PST

Salon A: Urban Science Education: A study of equitable education for girls in urban schools
An examination of culturally relevant approaches to educating girls in urban school districts. Various research points to the marginalization of girls in science education. Many treat the equitable education of girls in urban schools as an issue of social justice, however, the problem extends beyond the scope of social injustices.

Kim C Cherry (George Mason University)

Robert W Simmons III, Ed.D. (Loyola University)

Thursday January 8, 2015 9:15am - 10:15am PST
Salon A
  Traditional Paper Set, Equity & Diversity

9:15am PST

Salon A: Using scaffolding to promote meaningful instruction for English language learners in a sheltered instruction classroom
This study investigates a high school science teacher's practice of using scaffolding with ELLs. Six indicators are identified from empirical data for promoting meaningful science instruction for ELLs, including scientific knowledge base, English language emphasis, student thinking, discourse, assessment, and differentiated instruction.

Jingjing Ma (Texas Christian University)

Tanya Warren (International Newcomer Academy)

Thursday January 8, 2015 9:15am - 10:15am PST
Salon A
  Traditional Paper Set, Equity & Diversity

9:15am PST

Salon A: What Factors Influence African American Males' Enrollment in Advanced Science Courses?
This qualitative study investigates why twelve African American males enrolled in advanced science courses in an urban, high poverty high school. These young men describe the relative costs and benefits of taking these courses, the social factors that influence their choices and future goals, and how they identify with science.

Diane W Johnson (North Carolina State University)

Margaret Blanchard (North Carolina State University)

Thursday January 8, 2015 9:15am - 10:15am PST
Salon A
  Traditional Paper Set, Equity & Diversity

9:15am PST

Salon H: Science Notebooks in the 21st Century
Science notebooks are fixtures in elementary classrooms. With the influx of tablet devices, there is potential for a digital science notebook. We examined how fourth and fifth graders incorporated notebook elements in paper and digital notebooks, and found a higher incidence of drawing and writing in the paper notebook than in the digital notebook.

Lori A Fulton (University of Hawaii at Manoa)

Seungoh Paek (University of Hawaii at Manoa)

Thursday January 8, 2015 9:15am - 10:15am PST
Salon H
  Traditional Paper Set, Student Learning P-12

9:15am PST

Salon H: The Effectiveness of the Blended/Tiered Vocabulary Approach in Teaching Science in English Only Compared to English with Spanish Supports
This study used the Blended/Tiered Approach to Vocabulary Instruction to find out if there was a difference in learning between English Language Learners and English speakers when Spanish supports were used versus only English. The results supported the use of the approach and suggested that Spanish supports may positively affect retention.

Kelsey Conklin (University of Nevada, Reno)

David Crowther (university of Nevada, Reno)

Thursday January 8, 2015 9:15am - 10:15am PST
Salon H
  Traditional Paper Set, Student Learning P-12

9:15am PST

Salon H: Visually Rich Integrated Science and Language Instruction to Strengthen Science Attitudes for Newcomer Middle School English Learners
Mastery of the language of science is particularly daunting for newcomer (newly arrived) English learners (EL), and developing positive science attitudes can be challenging. This study explored the efficacy of 3 instructional supports on 90 EL for half a year. Results document positive attitude growth and judgments of experience quality.

Tom Tretter (University of Louisville)

Yuliya Ardasheva (Washington State University Tri-Cities)

Judy Morrison (Washington State University Tri-Cities)

Thursday January 8, 2015 9:15am - 10:15am PST
Salon H
  Traditional Paper Set, Student Learning P-12

9:15am PST

Salon I: Preparing elementary and middle school pre-service and in-service teachers to effectively use digital technologies for science instruction
This presentation explores the use of iPad and Web 2.0 technologies for pre-service and in-service teachers. Evidence from both research populations supports a significant positive change in their Technological Pedagogical Content Knowledge (TPACK). Implications include intentionally linking the constructs of TPACK with edTPA.

Leslie A. Suters (Tennessee Technological University)

Melissa J. Comer (Tennessee Technological University)

Thursday January 8, 2015 9:15am - 10:15am PST
Salon I
  Traditional Paper Set, Educational Technology

9:15am PST

Salon I: Student-teacher interaction through online reflective journals in a high school science classroom: What have we learned?
The findings of this exploratory study describe the integration of technology, reading and writing, and differentiation of instruction in a high school science classroom implementing asynchronous electronic journals. The students' and the teacher's perspectives on the dialogue, the journaling process, and benefits to both of them are reported.

Megan E Ehlers (Sarasota High School)

Barbara S. Spector (University of South Florida)

Thursday January 8, 2015 9:15am - 10:15am PST
Salon I
  Traditional Paper Set, Educational Technology

10:30am PST

Salon E-F: Keynote, Jim Clark
Jim Clark is the creative overseer of HIVE-FX, a visual image studio that integrates STEM with animation and Visual FX for the production of numerous television, film and commercial projects. His creative team is currently engaged in key creature sequences for the NBC TV series Grimm and photo-real 3D visualizations for Nike's retail division.  Jim will expose you to unique STEM processes that bridge art, science, math and technology to create entertaining and engaging stories. Learn how this creative application of STEAM can help us motivate while we educate.
Thursday January 8, 2015 10:30am - 12:00pm PST
Salons E-F
  Plenary Session

12:00pm PST

On Your Own: Lunch
Thursday January 8, 2015 12:00pm - 1:30pm PST
On Your Own
  Social Event

12:30pm PST

Salon I: Helping California Transition to NGSS
Recognizing the enormous shift required by California's adoption of NGSS, several science professional development providers joined forces to jointly develop/deliver a NGSS 2-day professional development program. This session will provide an overview of CA's plan to adopt/implement NGSS and this PD program including an abbreviated experience with t

Susan Gomez Zwiep (CSU Long Beach)

Laura Henriques (CSU Long Beach)

Thursday January 8, 2015 12:30pm - 1:25pm PST
Salon I
  Experiential Session, Science Teacher Professional Development

1:00pm PST

Columbia: Employing the Scan & Post Technique for Continuous Formative Assessment of Student Problem-Solving Skills in Science Classes
Using the scan & post technique, science instructors can now collect photographs, scans, and movies of student diagrams, multi-step solutions, observations and experimental results in real-time to make formative assessments of student skills. Participants will learn to use mobile devices and cloud-based file synchronization systems to perform continuous formative assessment.

Norman E. Herr (California State University Northridge)

Mike Rivas (California State University Northridge)

Tae Chang (California State University Northridge) 
Thursday January 8, 2015 1:00pm - 3:00pm PST
Columbia
  Professional Development Workshop

1:30pm PST

Salon G: Ready, Set, Grow!
The focus of this hands-on session is to facilitate an inquiry-based course module to teach Life Science concepts. This lesson is one of thirty-five innovative course modules developed by a Tuskegee University led partnership to teach 6th grade through 8th grade Science in the educationally disadvantaged Alabama Black Belt with promising learning outcomes.

Mohammed A. Qazi (Tuskegee University)

Gerald Griffin (Tuskegee University)

Adrinece Beard (Tuskegee University)

D'Shayla Chappell (Tuskegee University)

Angela Player (Tuskegee University)

Carol Banks (Tuskegee University)

Shaik Jeelani (Tuskegee University)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon G
  Experiential Session, Student Learning P-12

1:30pm PST

Willamette: Publication Committee
Thursday January 8, 2015 1:30pm - 2:30pm PST
Willamette
  Meeting

1:30pm PST

Salon C: Educating Science Teachers for Sustainability: Lessons Learned in the Production of an ASTE Sponsored Volume
"Educating Science Teachers for Sustainability" is an upcoming ASTE sponsored book that focuses on education for sustainability content and pedagogy in science teacher preparation. This roundtable will share the components of the volume, allow contributing authors to share their research, and describe the process of editing an ASTE sponsored book.

Mark Bloom (Dallas Baptist University)

Susan Stratton (SUNY Cortland)

Rita Hagevik (University of North Carolina, Pembroke)

Allan Feldman (University of South Florida)

Hui Jin (Ohio State University)

George O'Brien (Florida International University)

Deborah Tippins (University of Georgia)

Yael Wyner (City College of New York)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon C
  Roundtable, Science Teacher Professional Development

1:30pm PST

Salon B: STEM Schools and Curricula: Research at the Elementary, Middle, and High School Levels
The three papers will include work focused on a new elementary school and its interdisciplinary STEM curriculum; three middle schools where teachers are implementing STEM curricula, project-based learning, and STEM practices; and a high school where the science and engineering teachers collaborate on interdisciplinary projects.

Judith A Morrison (Washington State University Tri-Cities)

Jonah Firestone (Washington State University Tri-Cities)

Tamara Nelson (Washington State University Vancouver)

Krisitn Lessig (Washington State University Vancouver)

David Slavit (Washington State University Vancouver)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon B
  Themed Paper Set, STEM Education

1:30pm PST

Eugene: Building a Rube Goldgerg maching: How youth use evidence-based argument to identify the best solution to a problem
In an out-of school setting that youth formed a team to participate a Rube Goldberg machine (RGM) contest. The study focused on how youth use evidence-based argument to identify the best solution to a problem. They study provided information for educators who are interested in how youth use evidence-based argument in an engineering project.

Hui-Hui Wang (University of Minnesota)

Engin Karahan (University of Minnesota)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Eugene
  Traditional Paper Set, Informal Science Education

1:30pm PST

Eugene: Exploring Science Communication in Panels of Exhibitions and Proposing its Development Direction in Exhibition Education: The Cases of Dinosaur Exhibitions of UK, USA, Korea, and Taiwan
The purposes of this study were to explore what components of science communication and its level are contained in text panels of exhibitions in natural history museums and to propose its development direction of exhibition education. It is suggestible for exhibitions to be designed through various type of 'media' to enhance science communication.

Young Shin Park (Chosun University)

Jenny de la Hoz (Oregon State University)

Laia Cari Robichaux (Oregon State University)

Angie Chen (National Science and Technology Museum of Kaohsiung)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Eugene
  Traditional Paper Set, Informal Science Education

1:30pm PST

Eugene: Students' Learning at Science Exhibits of Light, Waves, and Gravity
It presents the current findings of a study that was conducted with 1,000 students (5th "“ 9th) who freely explored exhibits at a science education center as their field trip. When the purpose and its variables of exhibits were clearly given and easily recognizable, students came to a better understanding of what the exhibit presented.

Hyunju Lee (University of South Florida)

Allan Feldman (University of South Florida)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Eugene
  Traditional Paper Set, Informal Science Education

1:30pm PST

Medford: A case study of a Kindergarten teacher's beliefs about teaching science through inquiry before, during and after professional development
This case-study investigates a Kindergarten teacher's beliefs about teaching science before, during and after a professional development project on teaching literacy and math through scientific inquiry. The teacher's instructional models for teaching science as well as student outcomes were examined.

Kimberly H Lott (Utah State University)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Medford
  Traditional Paper Set, Science Teacher Professional Development

1:30pm PST

Medford: Assessing High School Science Teachers' Conceptions of Inquiry through Scenarios and Lesson Narratives
This study examined teachers' conceptions of inquiry. Teachers viewed inquiry as putting more priority on gathering evidence, and engaging students in questions that can make them explain the evidence. They didn't think students should go further to communicate, justify and connect their explanations to scientific knowledge.

Nathan Dolenc (University of Virginia)

Frackson Mumba (University of Virginia)

Vivien M Chabalengula (University of Virginia)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

1:30pm PST

Medford: Science Teachers' Strategies and Actions for Motivating Science Learners in PlantingScience
Science teachers often struggle finding ways to motivate students in classroom learning. This presentation reveals field-based strategies and actions that have successfully motivated and engaged high school science learners in PlantingScience, an innovative inquiry-based curriculum developed by the Botanical Society of America.

Stephen C. Scogin (Hope College)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

1:30pm PST

Portland: Science education faculty vexations and ventures with standardized testing
This study characterized perceptions of science education faculty about issues surrounding standardized testing. Participants' individual solutions to these issues were analyzed as well as how a professional development experience focused on sharing ideas about standardized testing changed participants thinking around these issues.

Tyler L St.Clair (Oregon State University)

Jennifer L Maeng (University of Virginia)

Randy L Bell (Oregon State University)

Lindsay B Wheeler (University of Virginia)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Portland
  Traditional Paper Set, College & University Science Education

1:30pm PST

Portland: What happens after the funding ends? Examining the persistence of professional development outcomes in elementary science education
In this session, we discuss findings from research that extended over a five-year period and investigated the extent to which a three-year, state-funded teacher professional development program designed to improve elementary science education led to changes that persisted beyond the funding period.

Judith H. Sandholtz (University of California, Irvine)

Cathy Ringstaff (WestEd)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Portland
  Traditional Paper Set, Science Teacher Professional Development

1:30pm PST

Salon A: An Outreach Program to Prepare our Future K-8 Teachers for Culturally Relevant and Literacy Integrated Science Teaching for English Language Learners
In effort to provide our future teachers with skills for and confidence in being effective and welcoming science teaches for ELLs, we created an outreach program in which preservice teachers design and implement engaging science experiences that integrate literacy objectives and the cultures with which the ELLs and their families identify.

Kerry O Cresawn (James Madison University)

Diane Secord (James Madison University)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon A
  Traditional Paper Set, Equity & Diversity

1:30pm PST

Salon A: Developing Pre-service Teachers' Pedagogical Content Knowledge for teaching Science to English Language Learners
With increasing numbers of English Language Learners (ELLs) and few teachers especially trained to meet their needs, particularly in science, our study on the development of preservice teachers' pedagogical content knowledge (PCK) contributes critically to the field. PCK is the knowledge developed by teachers to help others learn specific content.

Vanashri Nargund-Joshi (New Jersey City University)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon A
  Traditional Paper Set, Equity & Diversity

1:30pm PST

Salon A: Secondary Biology Textbooks and Standards for Teaching English Learners: A Content Analysis
This content analysis explored how the textual tools designed to provide support for ELLs found in three secondary biology textbooks align with national pedagogical (CREDE, 2002), linguistic (WIDA, 2007), cognitive (TIMSS, 2011), and content (AAAS, 2009) standards. Implications for science teacher educators, teachers, and ELs are discussed.

Leigh K. Smith (Brigham Young University)

Joseph H. Hanks (Brigham Young University)

Lynnette B. Erickson (Brigham Young University)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon A
  Traditional Paper Set, Equity & Diversity

1:30pm PST

Salon H: Examining STEM in Early Childhood Education: Action Research in a Pre-Kindergarten Classroom
We take an action research approach to investigate how STEM can be effectively implemented in early childhood (EC) settings, with a Pre-K case study. Objectives include the design and validation of various data collection tools, an exploration of the benefits and challenges of EC STEM, and the development of suggestions for EC STEM implementation.

Todd M Milford (University of Victoria)

Christine D Tippett (University of Ottawa)

Susan Middlemiss (St. Margaret's School)

Reesa Vermeulen (St. Margaret's School)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon H
  Traditional Paper Set, STEM Education

1:30pm PST

Salon H: Lessons Learned from Teachers Implementing STEM Integration in Their Elementary Classrooms
Despite increasing emphasis on the integration of STEM disciplines, little is known about the nature of this integration in elementary classrooms. This study explores how teachers are implementing STEM integration to gain a better understanding of what factors and supports are important in fostering the teaching and learning of integrated STEM.

Tamara J Moore (Purdue University)

Kristina M Tank (Iowa State University)

Karl G. Jung (University of Minnesota)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon H
  Traditional Paper Set, STEM Education

1:30pm PST

Salon H: Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration
This research presentation will provide insights into the curriculum design process of elementary teachers and graduate students working in design teams while developing a STEM-integrated curricular unit. Topics of discussion will include research results that highlight the common challenges that were encountered and strategies for success.

Justin McFadden (University of Minnesota)

Gillian Roehrig (University of Minnesota)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon H
  Traditional Paper Set, STEM Education

1:30pm PST

Salon I: APP-SO-LUTELY TOO2-Review of STEM/Interdisciplinary APPS Following a Designed and Tested Evaluation System
Ipad usage in classrooms is increasing with little professional development. Current reviews of science APPs identified as "top Apps" provide no evidence of any evaluation process. Last year, we designed and implemented an evaluation process for a Biology/Mathematics topic list. This year, we expanded our research to include a STEM topic list.

Judith A Bazler (Monmouth University)

Letitia Graybill (Monmouth University)

Meta Van Sickle (College of Charleston)

Dorothy Varygiannes (Monmouth University)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon I
  Traditional Paper Set, Educational Technology

1:30pm PST

Salon I: Designing Online Courses in Science Education: Tips from a Blackboard Catalyst Exemplary Course Award Winner
This session will present an online course designed to improve K-8 teachers' understandings of engineering education. Presenters will focus on types of technology integrated throughout the course. They will further share features allowing it to win a Bb Catalyst Award for Exemplary Courses and a Directors' Choice for Course of Distinction.

Jeffery S Townsend (Eastern Kentucky University)

Jennifer C Perkins (Eastern Kentucky University)

Thursday January 8, 2015 1:30pm - 2:30pm PST
Salon I
  Traditional Paper Set, Educational Technology

2:45pm PST

Salon A: Examining Bias and Sensitivity in NGSS: Perspectives from WA State
Join us for a discussion about equity and the NGSS. NGSS calls for new ways of teaching science - including placing equity at the center. In Washington State, we engaged stakeholders from across the education system to identify the needs of diverse student groups to learn about successful teaching models that address these needs.

Jose M. Rios (University of Washington, Tacoma)

Ellen K. Ebert (Office of the Superintendent of Public Instruction)

Gilda Wheeler (Office of the Superintendent of Public Instruction)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon A
  Experiential Session, Equity & Diversity

2:45pm PST

Salon H: Electric Art
Electric Art is a challenging and practical application of electricity and creativity. Participants will be presented with a cross-curricular application of Physics and Art using recycled materials. Art from the global scrap heap is the focus of this endeavor. Workshop includes goals, lesson plans, grading rubrics, and a hands-on portion.

Victoria Eng (Pine Crest School)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon H
  Experiential Session, STEM Education

2:45pm PST

Willamette: Equity Committee
Thursday January 8, 2015 2:45pm - 3:45pm PST
Willamette
  Meeting

2:45pm PST

Eugene: 21st Century Informal Science Education: Building Moral Compasses, Engaging the Past, and Making Pragmatic Connections in Science Teacher Preparation through Informal Education
This paper set explores informal education and science teacher preparation from three distinct perspectives: moral/ethical; expanding integrated STEM; and pragmatic science teacher preparation. This braided discourse provides avenues of critical inquiry for 21st century science teacher preparation.

Rachel A Luther (University of Southern Mississippi)

Michael P Mueller (University of Alaska, Anchorage)

Stacey A Britton (University of Mississippi)

Kimberly Haverkos (Thomas More College)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Eugene
  Themed Paper Set, Informal Science Education

2:45pm PST

Medford: Assessing Validity of Multiple Choice Questions in Measuring Fourth Graders Ability to Interpret Graphs about Motion and Temperature
The purpose of this paper was to assess the validity of multiple-choice questions in measuring fourth graders' ability to interpret graphs about motion and temperature. We found that there can be a mismatch between students' multiple-choice answer selection and their explanations for their multiple-choice answers.

Mehmet Dulger (University of Nevada Las Vegas)

Hasan Deniz (University of Nevada Las Vegas)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

2:45pm PST

Medford: Elementary student understandings of scientific inquiry: Using the Views About Scientific Inquiry (VASI) questionnaire to inform instruction in an elementary science classroom
The purpose of this study was to examine how a teacher used the Views About Science Inquiry questionnaire (VASI) as a reflective tool to discern the impact of her practice when helping elementary students develop understandings of scientific inquiry.

Jennifer C. Parrish (Middle Tennessee State University)

Kim C. Sadler (Middle Tennessee State University)

Stephen A. Bartos (Middle Tennessee State University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Medford
  Traditional Paper Set, and Assessment, Curriculum, Pedagogy

2:45pm PST

Medford: Evaluation of Clicker Use and Student Success
With this presentation, we discuss findings from two studies in which we examined the effect of clicker questions at varying levels of cognitive difficulty as well as the depth of feedback that is practical and sufficient to improve student learning in the college science classroom.

Christina S Melki (Indiana University)

Meredith A Park Rogers (Indiana University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

2:45pm PST

Portland: Investigating a Developing University Faculty-Teacher Partnership in a Second Grade Classroom
This paper will describe the developing partnership between two elementary science educators and a second grade classroom teacher. The discussion will focus on the challenges encountered and opportunities afforded to all participants by these types of university/K-12 partnerships.

Leslie U Bradbury (Appalachian State University)

Rachel E. Wilson (Appalachian State University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Portland
  Traditional Paper Set, College & University Science Education

2:45pm PST

Portland: Science College Professors Managing Multiple Identities
This study details findings from exploring the multiple identities of college science professors and its relation to their teaching practice.

Luronne Vaval (Teachers College, Columbia University)

Felicia Moore Mensah (Teachers College, Columbia University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Portland
  Traditional Paper Set, College & University Science Education

2:45pm PST

Portland: The Impact of SoTL Conferences on University STEM Faculty Teaching Practices
This study examines how attending a statewide SoTL (scholarship of teaching and learning) conference focused on university-level STEM (science, teaching, engineering, and mathematics) education impacted faculty attendees' pedagogical practices. To assess impact, we conducted interviews and on-site observations with selected faculty attendees.

Katie Brkich (Georgia Southern University)

Tom Koballa (Georgia Southern University)

Christopher Andrew Brkich (BASE-2 Group)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Portland
  Traditional Paper Set, College & University Science Education

2:45pm PST

Salon B: Can I see myself in this STEM Career? How Middle School Students Talk about their Motivation and Values when Making Career Choices
This study examines how personal and social identity influence the motivation and achievement values of eighth grade students in a rural, middle school in the Southeastern US. Motivational values and identity constructs are examined and operationalized by students in a STEM career video intervention.

Meredith W. Kier (Howard University)

Margaret R. Blanchard (North Carolina State University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon B
  Traditional Paper Set, STEM Education

2:45pm PST

Salon B: Exploration of an Elementary STEM program
This study examines the effectiveness of an elementary STEM program on student cognitive and affective outcomes in an urban elementary school environment.

Rebekah E. Lamb (Washington State University)

Richard L. Lamb (Washington State University)

Kaylan B. Petrie (Washington State University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon B
  Traditional Paper Set, STEM Education

2:45pm PST

Salon B: Using the Next Generation Science Standards (NGSS): Some Unexpected Findings
This self-study reports some unexpected findings from an examination of teaching and learning experiences in a secondary chemistry, engineering, geometry, and statistics classroom through the lens of the conceptual framework for science education and the Next Generation Science Standards (NGSS).

Arthur F Corvo (Teachers College, Columbia University)

Felicia Moore Mensah (Teachers College, Columbia University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon B
  Traditional Paper Set, STEM Education

2:45pm PST

Salon C: Assessing Elementary Teachers' PCK for Magnetism: Challenges and Insights
Assessing teachers' pedagogical content knowledge (PCK) remains a challenge, as no single instrument may fully capture the complexity of teachers' knowledge. In this NSF-funded project, we develop a three-part data collection strategy for probing elementary teachers' PCK for magnetism prior to their participation in professional development.

Kathryn A Arnone (University of Missouri)

Zandra de Araujo (University of Missouri)

Deborah Hanuscin (University of Missouri)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon C: Engaging Preservice Teachers in Guided Inquiry Through Digital Video Production
Digital video projects developed through guided inquiry, help learners shift from abstract, scientific concepts to practical applications. This study investigates the development of a guided inquiry unit integrating digital video technologies. Delivered to preservice teachers, it models 21st century learning of physical science concepts.

Karen D. Chassereau (Georgia Southern University)

Lucy S. Green (Georgia Southern University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

2:45pm PST

Salon C: High School Teacher and Student Understanding and Views of Climate Change
This study examined high school teachers' and their students' understanding and views about climate change. T-tests showed that students demonstrated higher climate change science knowledge after participation in lessons taught by teachers involved in a NASA-funded professional learning project.

Robert E Bleicher (California State University Channel Islands)

Julie L. Lambert (Florida Atlantic University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon I: Adventure: Mississippi River (AMR)--An approach to engaging audiences around an adventure narrative to teach science.
AMR is an annual education series that is based on a source to sea expedition down the Mississippi River. AMR blended real-life adventure with technology to reach students. The curriculum was designed around the research-based Adventure Learning approach and was delivered direct to classrooms via the latest cloud-based technologies.

Brant G. Miller (University of Idaho)

R. Justin Hougham (University of Wisconsin - Madison)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon I
  Traditional Paper Set, Educational Technology

2:45pm PST

Salon I: An Online Instructional Unit for Understanding Biological Evolution
The implementation of a Web-based instructional unit that includes substantial educative materials designed to promote the development of skills and content knowledge associated with the Next Generation Science Standards among high school biology students and teachers is presented.

Robert B Marsteller (Lehigh University)

Alec M Bodzin (Lehigh University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon I
  Traditional Paper Set, Educational Technology

2:45pm PST

Salon I: Media-Driven Inquiry to Promote Environmental Education
The Great Smoky Mountains Institute at Tremont developed a program to promote student-centered inquiry through the use of media and technology-driven instruction. Participating school groups produced music videos parodying popular songs to deliver accurate scientific content. Program evaluation revealed areas of growth for students and teachers.

Ryan M Walker (Mississippi State University)

Avery Ezell (Mississippi State University)

Thursday January 8, 2015 2:45pm - 3:45pm PST
Salon I
  Traditional Paper Set, Educational Technology

2:45pm PST

Salon G: Preparing secondary science teacher candidates for the edTPA: Implementing parallel edTPA assignments in an existing curriculum and instruction course within a residency program.
In this workshop teacher educators will examine three assignments focused on planning, instruction, and assessment from a graduate-level, secondary science, curriculum and instruction course within a residency program. These assignments provide teacher candidates with formative experiences to prepare for the edTPA, a performance-based assessment required for teacher certification in NYS.

Julie Contino (American Museum of Natural History)

Jim Short (American Museum of Natural History) Elaine Howes (American Museum of Natural History)
Thursday January 8, 2015 2:45pm - 4:45pm PST
Salon G
  Professional Development Workshop

3:00pm PST

Columbia: Using the NSTA Learning Center as an e-Textbook for Teaching Science Pre-service Teachers
Learn about the Learning Center, NSTA’s online portal, and how it can be used to create a customized e-textbook to teach science pre-service teachers. Create a free account, make a course page, add resources to library, assemble collections, and explore the instructor’s dashboard. Ask questions to professors using the portal.

Flavio J. Mendez (National Science Teachers Association)

Al Byers (National Science Teachers Association)

Kate Baird (Indiana University-Purdue University Columbus)

William Veal (College of Charleston)

Wendy Ruchti (Idaho State University)

Kathy Sparrow (Florida International University)

Susan Blunck (University of Maryland, Baltimore County)
Thursday January 8, 2015 3:00pm - 5:00pm PST
Columbia
  Professional Development Workshop

4:00pm PST

Salon I: Using TeachLivE TLE Virtual Teaching Avatar Simulation in Science Teacher Preparation and Professional Development
TeachLivE TLE is a virtual teaching simulation, used in our science teacher preparation program to assess for, and develop, specific teaching skills. See how it works, hear how it is used in our program, and the evidence indicating it changes teaching. Also get the opportunity to try it out by teaching or talking to five avatar students.

Craig Berg (The University of Wisconsin-Milwaukee)

Raymond Scolavino (The University of Wisconsin-Milwaukee)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Salon I
  Experiential Session, Preservice Science Teacher Preparation

4:00pm PST

Willamette: Seniors as Resources
Thursday January 8, 2015 4:00pm - 5:00pm PST
Willamette
  Meeting

4:00pm PST

Salon A: Applications of Visual Data in the Science Classroom
This is a themed paper set representing science education research about effective utilization of visual data within PK-16 science classrooms. Five representative projects out of 18 will be the framework of the set. The session will focus on addressing 6 foundational questions about visual data for classroom use.

Kevin D. Finson (Bradley University)

Joanne K. Olson (Iowa State University)

Brandon Emig (North Carolina State University)

Miller T. Miller (University of South Carolina)

Gerald H. Krockover (Purdue University)

Hyunju Lee (Univeristy of South Florida)

Allan Feldman (University of South Florida)

Alec M. Bodzin (Lehigh University)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Salon A
  Themed Paper Set, College & University Science Education

4:00pm PST

Salon H: From Professional Development to Classroom Implementation: Exploring STEM Integration in K-12 Science Education
This paper set presents various research surrounding STEM integration in grades 4 "“8 science classrooms. This presentation will explore teachers' experiences with professional development that includes instructional coaching, teacher and student discourse, and science teachers' experiences with incorporating STEM into their curriculum.

Emily A Dare (University of Minnesota)

Lisa Ortmann (University of Minnesota)

Tasneem Anwar (University of Minnesota)

Joshua A Ellis (University of Minnesota)

Justin McFadden (University of Minnesota)

Sousada Chidthachack (University of Minnesota)

Tamara J Moore (Purdue University)

Gillian H Roehrig (University of Minnesota)

S. Selcen Guzey 

Thursday January 8, 2015 4:00pm - 5:00pm PST
Salon H
  Themed Paper Set, STEM Education

4:00pm PST

Eugene: The Value of Childhool Experiences with Nature
This study explores the use of environmental socialization (ES) measures in conjunction with the New Ecological Paradigm (NEP) as a means to explain children's attitudes about their natural environment. Resulting typologies are introduced and then used to explore how participants responded to learning experiences conducted in the outdoors.

Lisa A Gross (Appalachian State University)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Eugene
  Traditional Paper Set, Informal Science Education

4:00pm PST

Eugene: Understanding the Delivered Curriculum at a Residential Environmental Learning Center
Stakeholders' perceptions of the delivered curriculum inform connections to classroom instruction. Although students, admin, program staff confirmed developing an appreciation for inquiry/discovery as a desired outcome, teachers did not. Researchers identified aspects of the formal/informal relationship that encourage an enthusiasm for learning.

Ryan M Walker (Mississippi State University)

Cathy Wissehr (University of Arkansas)

Lisa Wood (University of Arkansas)

Jen Jones (The Great Smoky Mountains Institute at Tremont)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Eugene
  Traditional Paper Set, Informal Science Education

4:00pm PST

Eugene: What middle school students want and what teachers desire in a middle school summer science camp
This presentation aims to illustrate research findings of a week-long full-day interactive camp designed to engage middle school age children in the excitement of neuroscience by making learning about the nervous system infectious and fun as well as to increase student confidence in learning about science.

John L. Pecore (University of West Florida)

Melissa K. Demetrikopoulos (Institute for Biomedical Philosophy)

Laura L. Carruth (Georgia State University)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Eugene
  Traditional Paper Set, Informal Science Education

4:00pm PST

Medford: Biology Majors' Misconceptions in Ecology
This study investigated biology majors' misconceptions in ecology before and after instruction in a large lecture and lab enhanced ecology class. A pre and post-test assessment revealed many questions showed no significant changes in misconceptions from the beginning of the course to the end.

Katherine A. Mangione (Middle Tennessee State University)

Angelique M. Troelstrup (Middle Tennessee State University)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

4:00pm PST

Medford: High School Biology Teachers' Formative Assessment Practices During Instruction on the Cell Unit
This study examines three high school biology teachers' formative assessment practices during instruction on the cell unit and has implications for science teacher preparation programs and professional development.

Melissa A Jurkiewicz (University of Nevada)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

4:00pm PST

Medford: Perspectives from College Biology Majors: Is Knowledge of Evolution Useful?
This mixed methods study explores college biology students' evolution acceptance and perceptions of the utility of evolution knowledge. The findings can inform science teacher educators and preservice teachers about how to better engage evolution learners.

Lisa A Borgerding (Kent State University)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

4:00pm PST

Portland: An Investigation of Student Meaning Making During Instruction about Earthquakes and Plate Tectonics
We observed five undergraduate students as they experienced inquiry rich, historically contextualized instruction in plate tectonics. Record of their conversations reveals instances of arrested model development. We assert that the metaphor, plate, in plate tectonics, and Stent's idea of prematurity can explain these hindrances to learning.

Glenn R Dolphin (University of Calgary)

Wendy Benoit (University of Calgary)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Portland
  Traditional Paper Set, College & University Science Education

4:00pm PST

Portland: Aspects of Transformative Learning in a College Preparatory Program
This study reports the findings from a group of 29 high school students of color participating in a two-year college preparatory program and at various points have had positive transformative experiences and achieved some goals of the program.

Robin E. Fleshman (Columbia University/Teachers College)

Felicia Moore Mensah (Columbia Unversity/Teachers College)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Portland
  Traditional Paper Set, College & University Science Education

4:00pm PST

Portland: Making Sense of the Modern Synthesis: Investigating How Biology Majors Understand Evolution.
The purpose of this presentation is to discuss research on the development of junior and senior level biology majors' perceptions of evolution. Specifically, the biology major's perceptions of the connections between the concepts of evolution, natural selection, speciation and extinction will be presented and discussed.

Austin M. Hitt (Coastal Carolina University)

Sharon L. Gilman (Coastal Carolina University)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Portland
  Traditional Paper Set, College & University Science Education

4:00pm PST

Salon B: Effects of Epistemological Beliefs on NOS Instruction
The purpose of this study was to investigate teacher epistemological beliefs and the influence of those beliefs on practice during a nine-week NOS unit. The timing of this study was centered on a nine-week NOS unit. Both quantitative and qualitative data were collected.

Milton D Huling (University of South Florida)

Dana Zeidler (University of South Florida)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Salon B
  Traditional Paper Set, History, Philosophy, and Nature of Science

4:00pm PST

Salon B: How scientists and preservice teachers describe anomalous data and justification in science
This study explores (1) scientists' and preservice science teachers' ideas of how scientists know when to make their results public (needs for justification), (2) scientists' and preservice teachers' ideas of how scientists deal with anomalous data; and (3) how preservice teachers think students deal with anomalous data.

Renee S. Schwartz (Georgia State University)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Salon B
  Traditional Paper Set, History, Philosophy, and Nature of Science

4:00pm PST

Salon B: Issues Concerning Scientific Processes in Science Lessons Involving Outdoor and Indoor Activities: A Comparative Study of Scientific Processes in Japanese Science Classes and the Chronological Development of Scientific Processes in the US
This study examined scientific processes in the science portion of the Course of Study of Japan. Also, a comparative study of scientific processes in the US and Japan was conducted among Japanese models, BSCS models, Yager's model, NGSS models, and the W-type problem-solving model developed in 2009.

Yoshisuke Kumano (Shizuoka University)

Masakazu Goto (National Research Institution of Educational Policy)

Thursday January 8, 2015 4:00pm - 5:00pm PST
Salon B
  Traditional Paper Set, History Philosophy and Nature of Science

5:00pm PST

Mt. Hood: 'I walk in nature more confidently': Using photoessays to understand ecological mindfulness in pre-service elementary teachers
This study investigated evolution of pre-service teachers' eco-mindfulness in an elementary science methods course. Through an eco-mindfulness survey, interviews and photoessays about the role of nature in their lives and their expected classrooms, increased self-awareness about place in nature and shifts toward environmental stewardship were seen.

Heather Rudolph (University of Georgia)

Gretchen Perkins (University of Georgia)

Young Ae Kim (University of Georgia)

Deborah Tippins (University of Georgia)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: Addressing Pre-Service Teachers' Readiness to Teach in Increasingly Diverse Science Classrooms
Many culturally responsive models do exist that in practice remain unsustainable particularly among science teachers. Through their teacher education coursework, pre-service science teachers should be able to embrace multicultural values as a lens through which all students, regardless of background have equal opportunities for success.

Kemunto M. Nyaema (University of Iowa)

Soonhye Park
Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Equity & Diversity

5:00pm PST

Mt. Hood: Advancing Science Performance with Emerging Computer Technologies (ASPECT)
This poster chronicles the Year 1 work of ASPECT, a 3-year NSF DRK-12 Exploratory Project. The project leverages advanced technology (game engine and haptic controller) to develop and test simulations for the teaching and learning of core upper elementary (grade 3-5) science content including forces and matter and its interactions.

James Minogue (North Carolina State University)

Shengyen Tony Chen (North Carolina State University)

David Borland (North Carolina State University)

Marc Russo (North Carolina State University)

Ryan Grady (North Carolina State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Educational Technology

5:00pm PST

Mt. Hood: African-American Girls and Scientific Argumentation: Lived Experiences, Identities, and their Roles in Constructing and Evaluating Claims
This qualitative study explores 10 African-American female students' in two environmental science classrooms at a midwestern suburban high school. It will use discourse analysis as a way to understand the various characteristics of scientific argumentation and lived experiences for these students.

Phyllis H Pennock (Western Michigan University)

Renee' Schwartz (Georgia State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Equity & Diversity

5:00pm PST

Mt. Hood: An Analysis of Middle School Science Teachers' Topic-Specific Pedagogical Content Knowledge on Astronomy Contents
Pedagogical content knowledge (PCK) is intrinsically domain/topic-specific knowledge for teachers' expertise. In this study, based on this premise, we explored science teachers' PCK specific to astronomy contents through the lens of teacher knowledge and science practices.

Ki-Young Lee (Kangwon National University)

Seungho Maeng (Seoul National University)

Young-Shin Park (Chosun University)

Hyungsoo Kim (Kyungpook National University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Science Teacher Professional Development

5:00pm PST

Mt. Hood: An Exploration of Students' and Teachers' Perceived Realness of a Remote Electron Microscopy Investigation
This study explored students' and teachers' perceptions of virtual presence during a remote microscopy investigation. Students indicated the remote investigation was very real; however, the teachers were less likely to describe the investigation as being real. Issues of ownership and virtual presence in remote investigations are discussed.

Gina Childers (North Carolina State University)

M. Gail Jones (North Carolina State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Educational Technology

5:00pm PST

Mt. Hood: An Exploration of Systems Thinking among Elementary Pre-Service Teachers: Selection and Use of Multiple Pictorial Representations for a Proposed Lesson on the Water Cycle
Elementary pre-service teachers use many resources to plan and select pictorial representations. There is limited information about the selection process and if it is related to teachers' knowledge of systems thinking. This study investigates the pedagogical perspectives used in the selection process when planning a lesson on the water cycle.

Tammy D. Lee (East Carolina University)

M. Gail Jones
Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: Assessing alternative conceptions in an Earth Systems Science SENCER course for undergraduate non-science majors.
Assessment of students' content knowledge can provide us with a broader perspective on student learning in science courses. In this study, a 21-item version of the multiple-choice Geoscience Concept Inventory (GCI) was used to assess learning gains pre and post instruction within an Earth Systems Science undergraduate course.

Meredith L. McAllister (Butler University)

Bob Holm (Auburn University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, College & University Science Education

5:00pm PST

Mt. Hood: BACOT - An iPad App for Classroom Observation Data Collection and Teacher Development
Throughout their careers, science teachers are observed, not only by students, but also by methods instructors, cooperating teachers, university supervisors, school administrators, and others. To assist a teacher in enhancing their teaching practice, objective, valid, and reliable data can be useful. BACOT is an iPad App fulfills this need.

Scott Ashmann (The University of Wisconsin-Green Bay)

Craig Berg (University of Wisconsin-Milwaukee)

Raymond Scolavino (University of Wisconsin-Milwaukee)

Michael Clough (Iowa State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Educational Technology

5:00pm PST

Mt. Hood: Barriers to student transfer of the evolutionary principle of variation.
The teaching of evolutionary principles is essential to the understanding of biology; however, students poorly understand evolution. To uncover student barriers to understanding the evolutionary principle of variation, students are given a short reading about variation, given a card-sort task, then assessed for in-domain and out-of-domain transfer.

James C Marr (Washington State University)

Garrett Honke (Binghamton University)

Michelle Tao (Binghamton University)

Nolan Conaway (Binghamton University)

John D Patterson (Binghamton University)

Kenneth Kurtz (Binghamton University)

Andy R Cavagnetto (Washington State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Student Learning P-12

5:00pm PST

Mt. Hood: Bridging Home and School Literacies through a Food-Based Curriculum
The border city of El Paso, Texas ranks consistently low in literacy rates. Opposing this deficit model, we present a pilot food-based curriculum that allows students' cultural wealth to connect to different content literacies, and encourages them to explicitly synthesize various funds of knowledge and make connections with science learning.

William Medina-Jerez (University of Texas at El Paso)

Lucia Dura (University of Texas at El Paso)

Meredith Abarca (University of Texas at El Paso)

Consuelo Salas (University of Texas at El Paso)

Marisela Lopez (Ysleta Independent School District - El Paso, TX)

Virginia Hill (The Housing Authority of the City of El Paso (HACEP))

Sonia Legarretta (The Housing Authority of the City of El Paso (HACEP))

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Informal Science Education

5:00pm PST

Mt. Hood: Bridging the Gap Between Research and Practice
A gap between research and practice exists. Educators feel researchers are far removed from the classroom to suggest practical improvements to classroom practice. I explored the following research question from the classroom teacher's perspective: "What are the perceptions of teachers toward research articles and how do they read and unpack them?"

Julie Alexander (University of Missouri)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Science Teacher Professional Development

5:00pm PST

Mt. Hood: Critical Review of the Literature on Pedagogical Content Knowledge (PCK)
Since first suggested by Shulman, many researchers have attempted to provide theoretical frameworks and models to articulate the nature and the construct of pedagogical content knowledge (PCK). This study aimed to critically examine the convergences and divergences of PCK conceptualization in empirical studies published between 1986 and 2013.

Kyungwoon Seo (University of Iowa)

Jee Kyung Suh (University of Iowa)

Soonhye Park (University of Iowa)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, College & University Science Education

5:00pm PST

Mt. Hood: Development and Effects of an Application for the Diagnostic and Formative Assessment in Elementary Science Classes
The aim of this study is to make diagnostic and formative assessment questions based on class design procedure and to develop apps (applications) based on the learning objectives in elementary science subjects in order to discuss their effect on learning achievement and self-directed learning attitudes.

Jun Ho Son (Seoil Elementary School)

Jonghee Kim (Chonnam National University)

Hyeong Soo Kim (Kyungpook National University)

Da Woon Hong (Kyungpook National University)


Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Educational Technology

5:00pm PST

Mt. Hood: Do Not Underestimate the Power of an Image
We will share results of a study of submicroscopic representations of solids, liquids and gases presented to K-8 students in textbooks. The images were analyzed for scientific accuracy and potential for creating non-scientific conceptions. We found similarities amongst the images as well as concerns about density and depictions of matter.

Susan A Everett (University of Michigan-Dearborn)

Charlotte A Otto (University of Michigan-Dearborn)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Student Learning P-12

5:00pm PST

Mt. Hood: Dr. E. Laurence Palmer: STEM Pioneer in Environmental and Teacher Education
This poster will highlight the contributions of E. Laurence Palmer to the field of science education. Dr. Palmer was a pioneer in environmental education and science teacher education. His scholarly contributions and leadership in various organizations helped forge the fields of science teacher and environmental education.

Starlin D Weaver (Salisbury University)

Beth Klein (SUNY Cortland)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, History, Philosophy, and Nature of Science

5:00pm PST

Mt. Hood: Engaging preservice elementary teachers in multidisciplinary lesson planning around socioscientific issues through the collaborative efforts of science and social studies educators
In this presentation we will share an innovative idea for engaging preservice elementary teachers in multidisciplinary lesson planning around socioscientific issues (SSI) that involved co-planning and co-instruction by science and social studies educators in methods courses.

Stephen R. Burgin (Old Dominion University)

Brandon M. Butler (Old Dominion University)

William J. McConnell (Old Dominion University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: Engineering and Teacher Partners in STEM Education: What do Engineers Think?
The presenters offer partnership perceptions of early career engineers. An open-response survey was given to a group of early career engineers working on an educational product. The responses were analyzed for themes and the results show that the engineers have misconceptions about the roles and skill sets of the engineer/teacher groups.

Mike Borowczak (Erebus Labs)

Andrea C. Burrows (University of Wyoming)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, STEM Education

5:00pm PST

Mt. Hood: Exploring Elementary Teacher Candidates' Home Inquiry Experiences and the Impact on their Science Knowledge, Beliefs, and Attitude
This study focuses on the impact of the Home Inquiry Project experiences on elementary pre-service teachers' attitude, beliefs, and knowledge with regard to specific science content and the general process of scientific inquiry. This line of study has immense implications for the preparation of a scientific literate teacher population.

Mahsa Kazempour (Penn State University (Berks Campus))

Aidin Amirshokoohi (DeSales University)

Stephen Croft (Carlton Elementary School)

Christina Lebo (Crestview Elementary School)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: Exploring the Relationship Between Elementary Teachers' Scientific and Practitioner Selves
This proposal reflects research in progress. In this poster, we will present the case of one teacher's science life narrative showing how we characterized the relationship between her retrospective narrative and current narrative of practice as being about what constitutes "good science teaching ".

Ashley N. Murphy (West Virginia University)

Melissa J. Luna (West Virginia University)

Malayna B. Bernstein (West Virginia University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, and Assessment, Curriculum, Pedagogy

5:00pm PST

Mt. Hood: Females' Persistence in the STEM Pipeline: Lessons for Science Educators
The probability for women to leave STEM is higher than for men. In this proposal, we present interview data from women who have persisted in STEM fields. Our theoretical frame allows for new ways of examining how females develop STEM identity. Analysis indicates a strong relationship between critical factors for STEM persistence.

Julie Haun-Frank (Michigan Department of Education)

Vanessa L Wyss (Ferris State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Equity & Diversity

5:00pm PST

Mt. Hood: First LEGO League's Effect on Student Attitudes Towards Science and Engineering
This poster details a study involving twenty-six students from four different schools who participated in the First LEGO League robotics competition and the effect the program had on their attitudes towards science and engineering.

Richard L Sanchez (University of Wyoming)

Dr. Andrea Burrows

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Informal Science Education

5:00pm PST

Mt. Hood: Gardens of the Future: What Can Preservice Science Teachers Learn From Permaculture Inspired Innovations?
Presentation describes an example of a contemporary children's garden used with preservice teachers to study their knowledge of gardening as a vehicle for teaching science ideas. This study explores preservice science teachers' thinking about science learning, systems thinking, and sustainability, at a garden with permaculture inspired features.

Susan K. Stratton (SUNY Cortland)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Informal Science Education

5:00pm PST

Mt. Hood: How teachers and students with known NOS views make sense of the NOS portrayed in trade books during science read-alouds
Eliciting understanding of the NOS may be difficult at the elementary-school level because students are still developing as readers and writers. This study looks at how read-alouds may be used to elicit those NOS views through discourse analysis.

Seema Rivera (University at Albany)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Student Learning P-12

5:00pm PST

Mt. Hood: Integrating Historical Short Stories and the Nature of Science in Secondary Science Instruction: Teachers' Implementation Decisions and Students' Reactions
A mixed methods study exploring the use of historical short stories as nature of science instruction in secondary science classes is presented. The study examines factors influencing teachers' implementation, the impact on students' NOS understanding, students' interest in the stories and factors correlated with student interest.

Jennifer A Reid-Smith (Iowa State University)

Michael P Clough (Iowa State University)

Joanne K Olson (Iowa State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, History, Philosophy, and Nature of Science

5:00pm PST

Mt. Hood: Investigating impacts of the NSF Noyce Program on science and mathematics teachers' self-efficacy, epistemological beliefs, and constructivist practice
This paper presents research on impacts of the NSF Robert Noyce Program at UT Arlington. The program awards scholarships to science and mathematics majors seeking teacher certification through UTeach Arlington, designed to promote self-efficacy, understanding of the content and nature of science/mathematics, and constructivist teaching practices.

Ann M.L. Cavallo (The University of Texas at Arlington)

Gregory Hale (The University of Texas at Arlington)

Ramon Lopez (The University of Texas at Arlington)

David Sparks (The University of Texas at Arlington)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: Moving Beyond Subject Matter Knowledge: Examining Practice-Based Measures of Content Knowledge for Teaching Science
We examine a process for developing and validating assessments of elementary science teachers' content knowledge for teaching (CKT). These CKT assessments can be used for making decisions about what aspects of teachers' knowledge should be the focus of their professional learning opportunities.

Jamie N Mikeska (Educational Testing Service)

Geoffrey Phelps (Educational Testing Service)

Joseph Ciofalo (Educational Testing Service)

Andrew Croft (Educational Testing Service)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Curriculum Pedagogy and Assessment

5:00pm PST

Mt. Hood: Nature of Science Classroom Observation Protocol (NOS-COP)
We present a NOS Classroom Observation Protocol (NOS-COP) that assists researchers in making transparent and comparing many facets of teachers' NOS implementation practices that have often been unclear in prior research.

Michael Clough (Iowa State University)

Benjamin Herman (University of South Florida)

Joanne Olson (Iowa State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, History, Philosophy, and Nature of Science

5:00pm PST

Mt. Hood: Pedagogical Value of a Third Grade Prairie Restoration Project
This qualitative case study described the pedagogical value of a tall grass prairie restoration project integrated into third grade curriculum. The pedagogical value of this environmental education project included addressing state science standards, but also extended beyond the standards in significant ways.

Teresa J. Shume (Minnesota State University Moorhead)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Ethnoscience and Environmental Education

5:00pm PST

Mt. Hood: Perceptions of student performance and teacher preparation in science education
Findings revealed teacher perceptions of how the science education of their students compared to high-performing students in other states and nations. This study also provided information about teacher perceptions of preparation to teach an in-depth scientific curriculum comparable to curricula in high-performing states and nations.

Rhea L.G. Miles (East Carolina University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Curriculum, Pedagogy, and Assessment

5:00pm PST

Mt. Hood: Reaching out beyond traditional science activities '“ bringing non-traditional activities into an elementary science methods course
This proposal describes two non-traditional activities that have been developed and incorporated into an elementary science methods course. The non-traditional assignments include Invitations that encourage students to think about equity issues for science, and Reading adult non-fiction texts and completing non-traditional literature roles for HW.

Jane Leeth (Indiana University - Indianapolis)

Paula A Magee (Indiana University - Indianapolis)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Equity & Diversity

5:00pm PST

Mt. Hood: Saudi Secondary School Students' Views About Climate Change and Global Warming: Beliefs About Actions, and Willingness to Act
A 44- item questionnaire was designed to determine students' views about how useful various specific actions might be in helping to reduce climate change and global warming. The instrument was administered to students in grade 10 at Al Sarwat high school in Al Baha city in Saudi Arabia.

Abdulmonem Alghamdi (Akron University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Ethnoscience and Environmental Education

5:00pm PST

Mt. Hood: Science, Literacy and Teaching: Strategies to Support Pre-service Teachers in Elementary Education
Science and literacy education may be uniquely suited for integration in order to support the development of science content knowledge and skills in literacy. Elementary teachers find less and less time for teaching science in the classroom day. Most of the focus in the classroom must be on literacy and mathematics. Using science texts that are

Kathryn T Watkins (University of New Mexico)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: STEM-focused teacher preparation: Discovering a relationship between beginning teachers' beliefs, teaching goals, and enacted practice
This study examines the beliefs and practices of beginning teachers who completed a STEM focused teacher preparation program. Measures of teachers' reform based and traditional science instruction beliefs are compared to their enacted practice in their first year of teaching. Interview data contribute to data triangulation of data.

Sarah J Carrier (North Carolina State University)

Daniell Difrancesca (NCSU)

Beth Greive (NCSU)

Margareta M Thomson (NCSU)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, STEM Education

5:00pm PST

Mt. Hood: Teaching Strategies and Learning Progressions in Environmental Science
What is a productive model of pedagogical content knowledge (PCK) for noticing, documenting, and developing teaching strategies for a learning progression-based approach to environmental science instruction? We offer a model of PCK that emerged from triangulating information from teacher, researcher, and student perceptions.

Shandy Hauk (WestEd)

Nissa R Yestness (Colorado State University)

Kitty Roach (University of Northern Colorado)

Alan Berkowitz (Cary Institute)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Science Teacher Professional Development

5:00pm PST

Mt. Hood: The best way to learn is to teach: An early field experience in a science content course for preservice elementary teachers
Early field experiences are often used to introduce teaching methods, but what about content? As part of a science content course, future teachers run a lunchtime science/engineering club for 5th graders at a local elementary school. Can future teachers benefit by learning science content in the context of an actual elementary school setting?

Matthew A. d'Alessio (California State University Northridge)

Holliston Coleman (California State University Northridge)

Loraine L. Lundquist (California State University Northridge)

Diane Miller (Los Angeles Unified Schools)

John Rome (Los Angeles Unified Schools)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: The Discourse Analysis of Different Level of Classrooms when teaching with argument based inquiry
The purpose of the study was to explore and explain each level of teachers' discourse analysis when teachers taought with argument based inquiry classroom

Nurcan Keles (University of Iowa)

Brian Hand (University of Iowa)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Student Learning P-12

5:00pm PST

Mt. Hood: The Earlier the Better: Teacher Beliefs About Design, Engineering, and Technology Instruction
This exploratory, qualitative, multiple-case study was conducted with high school STEM teachers. This study addresses STEM teacher beliefs about the instruction of design, engineering, and technology. It further explores the impact teaching experience has on beliefs in regards to design, engineering, and technology.

Abeera P. Rehmat (University of Nevada, Las Vegas)

Marissa C. Owens (University of Nevada, Las Vegas)

Janelle M. Bailey (Temple University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, STEM Education

5:00pm PST

Mt. Hood: The Effects of Inclusive Science Education on the Attitudes of 8th Grade Students
This presentation will be guided by the research findings that will address the attitudes of 8th grade students without disabilities towards students with disabilities in inclusive science classrooms at a charter middle school. Science education researchers, regular science education teachers, and special education teachers are welcome to attend.

Seyithan Demirdag (University of Oklahoma)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Equity & Diversity

5:00pm PST

Mt. Hood: The Relationship between Individual Differences in Science Teachers' Values and their Perceptions of Inquiry-Based Teaching Practices
This mixed methods study examines whether and how middle school science teachers' values and goals towards student learning is related to their perception of learning situations that occur in inquiry-based classrooms.

Daniel M Alston (Clemson University)

Jeff C. Marshall (Clemson University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Science Teacher Professional Development

5:00pm PST

Mt. Hood: The use of coached rehearsals in a science methods course
This poster describes the strategy of coached rehearsals used in a science methods class as a means of giving teacher candidates the opportunity to engage in the practice of ambitious science teaching with the support of in-the-moment feedback and without the typical constraints found in the secondary science classrooms.

Allyson Rogan-Klyve (Oregon State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: Three strategies for mentor teachers to work with student science teachers: Emphasizing scientific modeling, giving feedback, and prompting reflection.
Student teaching experiences in teacher education have a powerful impact on student teachers becoming effective science teacher educators. In a review of literature and my own actions in the area of science educator mentoring, I suggest important criteria to emphasize while hosting student science teachers.

Thomas C McELheny (University of Georgia)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: Using Big Ideas to Structure an Authentic Environmental Inquiry - Wolves and Their Ecosystems
Using an array of methods including video, interviews and surveys, our research examines how a "Big Ideas " approach supports teaching and learning through inquiry in a 9th grade science course. The Biology strand, "Sustainable Ecosystems " will be developed using case studies based on the wolves in Yellowstone and Isle Royale National Parks.

Douglas Jones (Lakehead Schools)

Sanya Sidhu (Lakehead University)

Anthony W Bartley (Lakehead University)
Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Curriculum Pedagogy and Assessment

5:00pm PST

Mt. Hood: Using Scenarios to Assess Pre-service Science Teachers' Pedagogical Strategies for addressing Students' Misconceptions on Electrolysis
This study used instructional scenarios to assess junior high school pre-service science teachers' ability to identify students' misconceptions on electrolysis of acidified water, and their pedagogical strategies for addressing students' misconceptions in junior high school classrooms.

Asiana Banda (Southern Illinois University Carbondale)

Frackson Mumba (University of Virginia)

Vivien M Chabalengula (University of Virginia)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Preservice Science Teacher Preparation

5:00pm PST

Mt. Hood: Using Social Media to Enhance the Practice of Scientific Argumentation
NSF has funded the Center for Research on Learning at the University of Kansas to study how social media can be used in the Biology classroom to foster the practice of scientific argumentation and support the new Next Generation Science Standards. This poster session will report our findings of the first project year.

James D Ellis (University of Kansas)

Amber L Rowland (University of Kansas)

Marilyn M Ault (University of Kansas)

Bulgren A Bulgren (University of Kansas)

Barbara A Bradley (University of Kansas)

Jana C Hare (University of Kansas)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Student Learning P-12

5:00pm PST

Mt. Hood: Vanishing Firefly: A Look at Participant Demographics and Motivations for Volunteering in a Citizen Science Project.
This study examines the demographics and motivational factors influencing initial participation in a citizen science project. The findings are consistent with similar studies and reveal a relatively homogenous group of participants with similar motivational goals.

Renee M Lyons (Clemson University)

Michelle Cook (Clemson University)

David White (Clemson University)

Alex T Chow (Clemson University)

Juang Chong (Clemson University)

Roy Pargas (Clemson University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Ethnoscience and Environmental Education

5:00pm PST

Mt. Hood: Watching What You Say: Science Discourse Interactions Between Teachers and Linguistically Diverse Elementary Students
This study explored discourse between teachers and students in diverse elementary science classrooms. Our results revealed that teachers directed discourse due to perceived testing pressures and limited pedagogical content knowledge. Developing understanding of these interactions may help teachers address the challenges of diverse classrooms.

Jenay Sharp Leach (University of Virginia)

Jennifer L. Maeng (University of Virginia)

Randy L. Bell (Oregon State University)

Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Poster Presentation, Equity & Diversity

5:00pm PST

Mt. Hood: Reception


Poster Session with Pre-Dinner Social



Enjoy an array of snacks while interacting with colleagues at this Social Poster Session.  Cash bar will be available.
Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
  Social Event
 
Friday, January 9
 

7:00am PST

Eugene: Long Range Planning
Friday January 9, 2015 7:00am - 8:00am PST
Eugene
  Meeting

7:00am PST

Medford: Elections Committee
Friday January 9, 2015 7:00am - 8:00am PST
Medford
  Meeting

7:00am PST

Portland: Conference Planning
Friday January 9, 2015 7:00am - 8:00am PST
Portland
  Meeting

7:00am PST

Salon A: Membership Committee
Friday January 9, 2015 7:00am - 8:00am PST
Salon A
  Meeting

7:00am PST

Salon B: Oversight Committee
Friday January 9, 2015 7:00am - 8:00am PST
Salon B
  Meeting

7:00am PST

Salon C: Professional Development
Friday January 9, 2015 7:00am - 8:00am PST
Salon C
  Meeting

7:00am PST

Salon H: Awards Committee
Friday January 9, 2015 7:00am - 8:00am PST
Salon H
  Meeting

7:00am PST

Salon I: Publications Committee
Friday January 9, 2015 7:00am - 8:00am PST
Salon I
  Meeting

7:00am PST

Salon E-F: Breakfast
Friday January 9, 2015 7:00am - 8:30am PST
Salons E-F
  Social Event

8:00am PST

Columbia: Web-based Interactive Mapping Applications for Use in Science Methods Courses
This session presents a variety of free Web GIS interactive mapping applications that can be used in K-12 science methods courses to promote learning of important science concepts and processes while promoting geospatial thinking and reasoning skills.

Alec M. Bodzin (Lehigh University)

Friday January 9, 2015 8:00am - 9:00am PST
Columbia
  Experiential Session, Educational Technology

8:00am PST

Salon A: Earthquake Engineering Activity: Integrating Science/Engineering Standards and Common Core (ELA and Mathematics) Standards
This experiential session is designed for K-12 science teachers and will provide methodologies and strategies that integrate science performance standards, engineering standards, mathematics and ELA common cores, and expansion with inquiry.

Catherine Lange (SUNY Buffalo State College)

Barbara Rascoe (Mercer University)

Friday January 9, 2015 8:00am - 9:00am PST
Salon A
  Experiential Session, STEM Education

8:00am PST

Salon B: Learning to Really See: How to Bring Out the Scientist, Writer, and Artist in STEM Inquiry
Experience an easy, literacy-rich, hands-on method for powering-up close observation, thinking by analogy, writing, art and theorizing in students K-16 "” and instill the NGSS Crosscutting Concepts. Featured in a graduate-level course partnership involving Portland State University, Portland Metro STEM Partnership, and The Private Eye Project.

Kerry Ruef (The Private Eye Project)

Friday January 9, 2015 8:00am - 9:00am PST
Salon B
  Experiential Session, STEM Education

8:00am PST

Salon I: Publications Committee
Friday January 9, 2015 8:00am - 9:00am PST
Salon I
  Meeting

8:00am PST

Willamette: Regional Unit Directors
Friday January 9, 2015 8:00am - 9:00am PST
Willamette
  Meeting

8:00am PST

Salon G: The Champlain Research Experience for Secondary Teachers
The Champlain Research Experience for Secondary Teachers (CREST) provides STEM professional development and mentorship for GEAR-UP teachers to prepare grade 7-12 students for STEM college and career readiness.

Regina E. Toolin (University of Vermont)

Friday January 9, 2015 8:00am - 9:00am PST
Salon G
  Roundtable, Science Teacher Professional Development

8:00am PST

Salon G: Creating Science Identity with Pre-service Elementary Teachers within an Informal Science Education Course
An Informal Science Education (ISE) course was taught to a group of 22 pre-service elementary teachers (PETs). This course was successful in creating an environment to promote science teacher identity among PETs using a variety of methods, resources and, more importantly, ISE contexts for practicing and refining their science teaching.

Bonnie B. Glass (East Carolina University)

Tammy D. Lee (East Carolina University)

Megan L. Garner (East Carolina University)

Friday January 9, 2015 8:00am - 9:00am PST
Salon G
  Syllabus Sharing, Preservice Science Teacher Preparation

8:00am PST

Salon G: Elementary Science Methods: Improving Candidates' Assessment Competence through the Writing Partners Program
This session will examine our elementary science methods syllabus, which integrates a Writing Partners Program, supporting candidates in learning and practicing authentic strategies for effective assessment and instruction.

Jenna M. Porter (Sacramento State University)

Hui-Ju Huang (Sacramento State University)

Friday January 9, 2015 8:00am - 9:00am PST
Salon G
  Syllabus Sharing, Preservice Science Teacher Preparation

8:00am PST

Salon G: Pre-Service Teachers' Science Attitudes and Self-Efficacy in a Life Science Content Course
Improvements in pre-service teachers' science attitudes and self-efficacy result from a content-based life science course incorporating Bloom's Taxonomy, situated learning, active learning, and non-traditional course materials. Syllabi and specific instructional strategies will be shared.

Cindi Smith-Walters (Middle Tennessee State University)

Heather L Barker (Middle Tennessee State University)

Friday January 9, 2015 8:00am - 9:00am PST
Salon G
  Syllabus Sharing, Preservice Science Teacher Preparation

8:00am PST

Salon G: Science Research As A Context for Teacher Professional Development
This syllabus share highlights the first of a 4-part professional development course series. This initial course focuses on science content learning within a scientist's field of research. It is co-taught by a scientist and a science educator. An example is provided of a year the course was taught through the study of a degenerative nerve disease.

Jenny D Ingber (Bank Street Graduate School of Education)

Mona Freidin (mona.freidin@einstein.yu.edu)

JoEllen Schuleman (New York City Department of Education)

Friday January 9, 2015 8:00am - 9:00am PST
Salon G
  Syllabus Sharing, Science Teacher Professional Development

8:00am PST

Salon G: Teaching Engineering Design to In-Service Teachers
With the incorporation of engineering practices and design in NGSS, in-service science teachers need course work and professional development on these topics. This syllabus sharing session provides details and design of a graduate course Engineering Design for the K-12 Science Classroom, co-taught by a science educator and engineering educator.

Sarah B. Boesdorfer (University of Northern Iowa)

Scott Greenhalgh (University of Northern Iowa)

Friday January 9, 2015 8:00am - 9:00am PST
Salon G
  Syllabus Sharing, Science Teacher Professional Development

8:00am PST

Salon G: The Use of Photovoice and Nature Autobiography in the Science in the Natural Enviroment Course
The Science Education Studies in Natural course focuses on establishing a learning community onsite, with group and individual observational and empirical studies in nature. During the course, the students reflect on their relationship with nature, make extensive collections, engage in nature journaling,and plan environmentally-based lessons.

Rita Hagevik (The University of North Carolina at Pembroke)

Patty Stinger-Barnes (The University of Tennessee)

Cheryl Hagevik (Environmental Systems Research Institute)

Friday January 9, 2015 8:00am - 9:00am PST
Salon G
  Syllabus Sharing, Ethnoscience and Environmental Education

8:00am PST

Eugene: Professional Identity of High School Science Teachers Participating in a Reform-based PD
The goal of this presentation is to discuss research involving an emerging model of teacher professional identity applied to a reform-based PD initiative. We will present a multiple case study of five teachers in order to showcase changes and tensions in their professional identity systems that are the impetus for changes in practice.

Stephanie J. Hathcock (Oklahoma State University)

Joanna Garner (Old Dominion University)

Avi Kaplan (Temple University)

Daniel Dickerson (Old Dominion University)

Petros Katsioloudis (Old Dominion University)

Friday January 9, 2015 8:00am - 9:00am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

8:00am PST

Eugene: Teacher and student learning trough a Teacher Design Team (TDT)
Giving students autonomy can be disturbing to teachers. To monitor the "what and how " of student groups working independently, teachers in a team developed learning material plus a student group log that was class enacted. The log stimulated interaction, reflection, influenced learning, and the fast written feedback on student work was appreciated.

Fer Coenders (University of Twente)

Friday January 9, 2015 8:00am - 9:00am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

8:00am PST

Medford: Exploring the Characteristics of PCK displayed by Elementary Teachers for the Topic-Specific Strategies: Preliminary Study of Teaching Progression
This research is preliminary one for students' learning progression research with the focus on astronomical contents as well as practices. To meet this goal of research, the research team investigated the status quo of teachers' PCK at natural setting of teaching astronomy at elementary level as the preliminary one.

Seoungho Maeng (Seoul National University)

Young-Shin Park (Chosun University)

Ki-Young Lee (Kangwon National University)

Jeong-A Lee (Seoul National University)

Hyunseok Oh (Namdaemoon Middle School)

Friday January 9, 2015 8:00am - 9:00am PST
Medford
  Traditional Paper Set, Curriculum Pedagogy and Assessment

8:00am PST

Medford: Perceptions of Science Education among Elementary school Teachers
Elementary teachers' attitude and access to material impacts their willingness to teach science which is often ranked as a least favorite subject (Wilkins, 2010). If teachers do not enjoy science, they will spend minimal time teaching it. The purpose of this pilot study is to examine attitudes toward teaching science among elementary teachers.

Karen L. Cloud (University of Wyoming)

Friday January 9, 2015 8:00am - 9:00am PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

8:00am PST

Medford: The Knowledge Needed to Teach Science: Approaches, Implications, and Potential Research
Science teachers need subject matter knowledge. There are different views about subject matter knowledge that have different instructional and research implications.

Julie A Luft (University of Georgia)

Kathy A Hill (Bethany College)

Ryan S Nixon (University of Georgia)

Ben Campbell (University of Georgia)

Shannon L. Dubois (University of Virginia)

Friday January 9, 2015 8:00am - 9:00am PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

8:00am PST

Portland: Conceptual Changes in Post-Secondary Students Enrolled in an Experiential Environmental Course Embedded with Socioscientific Issue Instruction
An investigation into the extent that students' experienced conceptual change through SSI instruction embedded in an experiential environmental course. Qualitative evidence shows that SSI instruction effectively addresses aspects of the conceptual ecologies model not addressed by other forms of instruction.

Mark H Newton (University of South Florida)

Benjamin Herman (University of South Florida)

Dana Zeidler (University of South Florida)

Friday January 9, 2015 8:00am - 9:00am PST
Portland
  Traditional Paper Set, Ethnoscience and Environmental Education

8:00am PST

Portland: Impact of Experiential Environmental Socioscientific Issues Instruction on Post-Secondary Students' Conceptions of Environmental Issues in the Greater Yellowstone Ecosystem
An investigation into the extent to which students' ability to take multiple perspectives developed through SSI instruction embedded in an experiential environmental education course. Evidence shows that this course successfully facilitated students to consider more sophisticated perspectives and could act as a model for science courses.

Benjamin C Herman (University of South Florida)

Mark Newton (University of South Florida)

Dana Zeidler (University of South Florida)

Friday January 9, 2015 8:00am - 9:00am PST
Portland
  Traditional Paper Set, Ethnoscience and Environmental Education

8:00am PST

Portland: Reason about Climate Issues: Bridging between Cognitive Research and Environmental Education
This study developed a grounded theory to characterize how college students reason about competing arguments on global climate change. The findings provided important implications for climate change education and initiated further discussion on bridging cognitive research with environmental education and teacher professional development.

Shiyu Liu (Pennsylvania State University)   
            
Frances Lawrenz (University of Minnesota)


Friday January 9, 2015 8:00am - 9:00am PST
Portland
  Traditional Paper Set, Ethnoscience and Environmental Education

8:00am PST

Salon C: A biology curriculum model for integrating the three dimensions of the Framework and NGSS using data from published scientific research
The Framework for K-12 Science Education and the Next Generation Science Standards call for curricula that integrate disciplinary core ideas, science practices and crosscutting concepts. In response, we have developed and pilot tested a set of lessons on natural selection that engage students in working with data from published scientific research.

Nicola C. Barber (University of Utah)

Louisa A. Stark (University of Utah)

Jo Ellen Roseman (AAAS Project 2061)

Martin Fernandez (AAAS Project 2061)

Friday January 9, 2015 8:00am - 9:00am PST
Salon C
  Traditional Paper Set, STEM Education

8:00am PST

Salon C: Engaging pre-service science teachers in learning and teaching of homeostasis using computer simulation
We investigated the effects of a homeostasis computer simulation on pre-service biology teachers' understanding of homeostasis and its related concepts, and participants' perceptions of the simulation. Results revealed improved understanding, and positive perceptions towards the simulation.

Vivien Mweene Chabalengula (University of Virginia)

Frackson Mumba Mumba (University of Virginia)

Rasheta Fateen (Southern Illinois University-Carbondale)

Friday January 9, 2015 8:00am - 9:00am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon C: Exploring the Design and Theory Behind a Field Based Elementary Science Methods Course in an Urban Elementary School
This presentation highlights the design and theory behind an elementary science methods course incorporating a field experience component in a low-income urban school. Teacher candidates identify their students' misconceptions about science concepts that then guide their NGSS instruction. Course syllabus and assignments will be shared.

Anne Pfitzner Gatling (Merrimack College)

Friday January 9, 2015 8:00am - 9:00am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon H: Scientific Literacy in the 21st Century Classroom: Examining Elementary Teacher and Student Perspectives of Multiliteracies, Student Voice, and Scientific Practices
The way in which students interact with information and the world around them is changing, and the way in which teaching and learning takes place in the classroom is changing as well. This study explored the impact of multiliteracies on student voice in the teaching and learning of science and scientific practices in elementary classrooms.

Elizabeth Allison (University of Alabama)

"Dee"J. Goldston (University of Alabama)

Friday January 9, 2015 8:00am - 9:00am PST
Salon H
  Traditional Paper Set, Student Learning P-12

8:00am PST

Salon H: The Impact of Emotions on Secondary School Students' Decision Making on Socioscientific Issues
Sympathy and empathy are two major types of emotions that influenced secondary school students' decision making on socioscientific issues.

Wardell A Powell (University of South Florida)

Dana L Zeidler (University of South Florida)

Friday January 9, 2015 8:00am - 9:00am PST
Salon H
  Traditional Paper Set, Student Learning P-12

8:00am PST

Salon H: Understanding Adolescent Student Perceptions of Science Education
Student demographics are shifting across the US with implications for science education. This paper focuses on the results of a study of over 500 second year high school science students in a large southwestern school district regarding their perceptions of science. Results showed that gender, learning context and relevancy impact student perceptio

Ellen K Ebert (Office of the Superintendent of Public Instruction)

Friday January 9, 2015 8:00am - 9:00am PST
Salon H
  Traditional Paper Set, Student Learning P-12

8:00am PST

Salon I: Enhancing the quality of scientific arguments by learners investigating an interactive computer simulation
This study explored how the quality of high school students' arguments changed over time in scientific argumentation when they constructed and defended their arguments using an interactive computer simulation.

Tugba Keser (Trakya University / University of Massachusetts Amherst)

Friday January 9, 2015 8:00am - 9:00am PST
Salon I
  Traditional Paper Set, Educational Technology

8:00am PST

Salon I: Examination of individual differences and moderators of science content and 21st Century Skill acquisition
This study examines the role of Serious Educational Games as a means to moderate changes in student learning across the factors of content scores and 21st Century Skills. Specifically the study examines how the design and use of Serious Educational Games as a support tool for student learning in the 9-12 educational environment.

Kaylan B. Petrie (Washington State University)

Richard L Lamb (Washington State University)

David B. Vallett (University of Nevada Las Vegas)

Leonard A. Annetta (George Mason University)

Rebecca Cheng (George Mason University)

Friday January 9, 2015 8:00am - 9:00am PST
Salon I
  Traditional Paper Set, Educational Technology

8:00am PST

Salon I: Technology Enhanced Performance Tasks (TEPTs): An approach to developing and assessing Science and Digital Literacy the NGSS way within Middle School Science Classroom
TEPTs are an approach to developing and assessing middle school students through authentic NGSS aligned performance expectations that leverage appropriate technologies. Students participating in the TEPT collaborated on an engineering design challenge using cloud-based technologies that supported and enhanced their ability to succeed.

Brant G. Miller (University of Idaho)

Joel D. Donna (Winona State University)

Sarah R. Hick (Hamline University)

Friday January 9, 2015 8:00am - 9:00am PST
Salon I
  Traditional Paper Set, Educational Technology

9:15am PST

Preparing Elementary Preservice Teachers to Teach Nature of Science: Using and Writing Children's Books
A description of an methods course assignment that enabled preservice elementary teachers to design a picture book to use with their own classrooms that taught elementary students about NOS. Preservice teachers were required to create the books to enable them to introduce NOS aspects to elementary students. The books taught and reinforced NOS ideas. 

Valarie L. Akerson (Indiana University)
Friday January 9, 2015 9:15am - 10:15am PST
Salon G

9:15am PST

Columbia: 3D Printing and Evolution: Presenting the Future
This experiential session integrates engineering design, technology and science content through a life science lesson directly linked to the NGSS and structured around the 5E Learning Cycle. Specifically, it centers around an evolution lesson incorporating user-friendly, computer assisted drawing software and a 3D printer.

William J. McConnell (Old Dominion University)

Daniel D Dickerson (Old Dominion University)

Petros Katsioloudis (Old Dominion University)

Friday January 9, 2015 9:15am - 10:15am PST
Columbia
  Experiential Session, Educational Technology

9:15am PST

Willamette: Meet the Board

Meet the Editors/Submitting to the Journal

This session offers new and experienced conference attendees an opportunity to meet and talk with the editors of the ASTE journal.  Editors will provide information about acceptance rates, submission guidelines, and upcoming monographs and journal issues.

Norman G. Lederman (Illinois Institute of Technology), Judith Lederman (Illinois Institute of Technology), Deborah L. Hanuscin (University of Missouri)

Friday January 9, 2015 9:15am - 10:15am PST
Willamette
  Meeting

9:15am PST

Salon G: How to Develop STEM Inquiry and Problem-Based Learning within K-8 classrooms
Come to this session to discuss the process and thinking behind how to support student construction of scientific explanations, promote active STEM learning and the development of experimental and analytical skills. A handout detailing STEM inquiry and problem-based learning projects will be shared with participants.

Linda Plevyak (University of Cincinnati)

Friday January 9, 2015 9:15am - 10:15am PST
Salon G
  Roundtable, Preservice Science Teacher Preparation

9:15am PST

Salon G: Recruiting and Retaining Preservice High School Science Teachers: Early Teaching Experiences
Towson University offers two early teaching experiences to science majors in order to recruit and retain preservice high school science teachers: (1) one-credit early teaching courses and (2) paid learning assistant positions. We provide a list of challenges, suggestions, and lessons learned to help faculty successfully implement their own ETEs.

Cody Sandifer (Towson University (MD))

Ronald Hermann (Towson University)

Friday January 9, 2015 9:15am - 10:15am PST
Salon G
  Roundtable, College & University Science Education

9:15am PST

Salon G: Teacher Education for Beginning Teachers: The LAMP Mentoring Program
A university-based mentoring program was developed for new middle and secondary science teachers recently completing a cohort preservice program. A holistic approach was used to design a curriculum to extend the teachers' preservice education and create a professional learning community to promote continued teacher learning.

Kelsy M Krise (University of Toledo)

Rebecca M Schneider (University of Toledo)

Friday January 9, 2015 9:15am - 10:15am PST
Salon G
  Roundtable, Science Teacher Professional Development

9:15am PST

Salon G: An exploration of how students and teachers connect daily life to ecology
This interactive discussion session will facilitate a discussion about the significance of connecting teachers' and students' daily life activities to an understanding of their impact on ecological function when teaching about the environment.

Yael Wyner (City College of New York/ City University of New York)

Erica Blatt (College of Staten Island/City University of New York)

Janice Koch (Hofstra University)

Friday January 9, 2015 9:15am - 10:15am PST
Salon G
  Small Group Roundtable, Ethnoscience and Environmental Education

9:15am PST

Salon G: Promoting Effective Argumentative Discourse in Pre-Service Teacher Education
Argumentative discourse is an instructional strategy that promotes positive cognitive and affective outcomes in science learning. This session will present research-based strategies and lesson ideas for incorporating effective argumentative discourse into pre-service teachers' science methods or content courses.

Heather L Barker (Middle Tennessee State University)

Cindi Smith-Walters (Middle Tennessee State University)

Friday January 9, 2015 9:15am - 10:15am PST
Salon G
  Small Group Roundtable, Curriculum Pedagogy and Assessment

9:15am PST

Eugene: Data Explorations in Ecology: Students' Understanding of Variability and Use of Data in Environmental Citizenship
This study investigated the impact of a PD program on participating teachers' and students' understanding of issues related to data exploration and environmental citizenship. Findings indicate that both teachers and students have significant difficulties, but are able to improve and gain confidence with instruction and support.

Alan Berkowitz (Cary Institute of Ecosystem Studies)

Tobias Irish (Cary Institute of Ecosystem Studies)

Cornelia Harris (Cary Institute of Ecosystem Studies)

Friday January 9, 2015 9:15am - 10:15am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Eugene: In-Service Secondary School Science Teachers' Knowledge Base For Teaching Climate Change
Photo Elicitation Interviews were used to assess in-service secondary school teachers' conceptual understanding about global climate change. We found that the participants in our study inclined heavily towards causes and implications of climate change. They misunderstood and/or underestimated feedbacks that occur within the climate system.

Devarati Bhattacharya (University of Minnesota, Minneapolis)

Engin Karahan (STEM Education Center, University of Minnesota,)

Gillian Roehrig (STEM Education Center, University of Minnesota,)

Friday January 9, 2015 9:15am - 10:15am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Eugene: Using a Scientist Teacher Partnerships Model to Provide Professional Development in Climate Change
A 3-year professional development project sandwiched teacher pairs working with climate change researchers at field sites between on-campus PD experiences. This teacher/researcher PD positively impacted teachers, their students, and researchers. We will share our findings, challenges with and suggestions for implementing this PD model.

Patricia D Morrell (University of Portland)

Kari O'Connell (Oregon State University)

Peder Nelson (Oregon State University)

Friday January 9, 2015 9:15am - 10:15am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Medford: Integrating the process and content of science: Standards vs. Curriculum
The integration of the process and content of science is a key feature to the NGSS. Such attention to how the details of process and of content fit with each other is new to both reform and research. We explored such integration through a comparison of the NGSS integration and that of a popular middle grades curriculum.

Daniel Z Meyer (Illinois College)

Bradley Perrin (Illinois College)

Friday January 9, 2015 9:15am - 10:15am PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

9:15am PST

Medford: Latent Class Profile Transition Analysis of Student STEM Career Selection using Serious Educational Games
This study examines the role 21st Century Skills, Mental Rotation Ability, Interest, and Efficacy as predictors of upper-level STEM course selection. Specifically the study examines the design and use of Serious Educational Games as a learning support tool to assist examination of student intention to select upper-level STEM courses.

Richard L Lamb (Washington State University)

David Vallett B Vallett (Univeristy of Nevada Las Vegas)

Leonard A. Annetta (George Mason University)

Kaylan B Petrie (Washington State University)

Rebecca Cheng (George Mason University)

Friday January 9, 2015 9:15am - 10:15am PST
Medford
  Traditional Paper Set, Educational Technology

9:15am PST

Medford: Warming up to teaching and learning science the NGSS way: Results from a year 1 pilot of an on-line educative curriculum guide on convection.
An NGSS-aligned on-line educative curricular guide on convection was pilot tested with 160 sixth graders in three diverse urban schools. Results indicate high student interest in experimentation and high teacher interest in student engagement, standards-aligned rigor, curriculum flexibility, and video instructional support.

Joel D Donna (Winona State University / 3Ring)

Sarah R Hick (Hamline University / 3Ring)

Friday January 9, 2015 9:15am - 10:15am PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

9:15am PST

Portland: A Perspective on Exploring the Terrain of Middle Level Education
Middle level proponents argue that young adolescent learners are unique in the way they develop and learn. This position paper provides a perspective and set of implications on this issue. The intent is to stimulate discussion among science teacher educators who are interested in the preparation of middle school science teachers.

Nathan Carnes (University of South Carolina)

Friday January 9, 2015 9:15am - 10:15am PST
Portland
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Portland: Exploring Beginning Physical Science Teachers' Use of Inquiry-oriented Discourse Practices
Teachers use discourse and questions to guide and evaluate students' understanding. This study focused on discourse practices used by four beginning physical science teachers, the alignment of their discourse practices with inquiry-oriented practices and explored possible patterns of teacher content knowledge and enacted discourse practices.

Aaron A. Musson (University of Nebraska-Lincoln)

Elizabeth Lewis (University of Nebraska-Lincoln)

Jia Liu (University of Nebraska-Lincoln)

Friday January 9, 2015 9:15am - 10:15am PST
Willamette
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Portland: Scientific Argumentation: NGSS Practice for Improving Climate Change Education
Findings of this study suggest that scientific argumentation can play an effective role in the preparation of science educators. This research examined changes in future teachers' knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course.

Julie L. Lambert (Florida Atlantic University)

Robert E. Bleicher (California State University Channel Islands)

Friday January 9, 2015 9:15am - 10:15am PST
Portland
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon A: How Preservice Special Education Teachers Define and Characterize Scientific Inquiry
This study explored how 16 K-8 preservice SPED teachers defined and characterized scientific inquiry in the context of a science teaching methods course. Inquiry was defined as an interactive science teaching method, characterized by questioning, learning-by-doing experiences, scaffolding by SPED teachers and sensitivity to learners' special needs.

Rajlakshmi Ghosh (Kent State University)

Lisa A Borgerding (Kent State University)

Friday January 9, 2015 9:15am - 10:15am PST
Salon A
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon A: Pre-service elementary teachers creating science concept movies as context for understanding the 5E teaching model and evidence-based explanations
This research explored pre-service elementary teachers' creation of science concept movies with a goal of enhancing their science conceptual understanding, teaching pedagogical knowledge, and supporting explanations with evidence. Findings indicate the activity was valuable for the teachers in terms of learning content, technology, and pedagogy.

Mark D. Guy (University of North Dakota)

Richard P. Hechter (University of Manitoba)

Friday January 9, 2015 9:15am - 10:15am PST
Salon A
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon B: Exploring the Relationship Between Elementary Pre-Service Teachers' Environmental Literacy and Views Toward STS Issues and Instruction in an STS-based Science Methods Course
This study will explore the relationship between elementary pre-service teachers'' levels of environmental literacy and views toward Science, Technology, Society (STS) issues and instruction before and after completing an STS-oriented science methods course.

Aidin Amirshokoohi (DeSales University)

Mahsa Kazempour (Penn State Berks)

Friday January 9, 2015 9:15am - 10:15am PST
Salon B
  Traditional Paper Set, Ethnoscience and Environmental Education

9:15am PST

Salon B: Outdoor Education: An Integrated Approach to teaching Science at the High School Level
Outdoor education, an integrated science and physical education course has the potential to open the doors of science to students who often view it as an isolated subject, unrelated to any part of their lives. An integrated class of PE and science has the potential to change students attitudes and opinions about science.

Kimberly Murie (University of Arkansas)

Laura Ring (Fayetteville Public Schools)

Friday January 9, 2015 9:15am - 10:15am PST
Salon B
  Traditional Paper Set, Ethnoscience and Environmental Education

9:15am PST

Salon B: Visual Literacy and Creative Expression in the Science Classroom
Visuals are central to science literacy, and serve a wide range of purposes. (Darian, 2001) This study introduces Visual Literature Logs to science classrooms, a technique for facilitating scientific literacy. The study is premised on the idea that words and pictures do not capture or convey meaning in the same way. (Gardner, 1982)

Charlene L. Ellingson (University of Minnesota)

Friday January 9, 2015 9:15am - 10:15am PST
Salon B
  Traditional Paper Set, STEAM

9:15am PST

Salon C: BioInquiry: How a course on inquiry-based learning influences high school biology teachers and their students
This study examines the relationship between a two-week professional development course about inquiry-based learning and high school biology teachers' use of inquiry and their beliefs about inquiry, self-efficacy, and expectancy outcomes. The attitudes of these teachers' students towards science and inquiry are also examined.

Traci L Carter (Clemson University)

Michelle P Cook (Clemson University)

Friday January 9, 2015 9:15am - 10:15am PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Salon C: Knowledge Use When In- or Out-of-Field: Exploring Beginning Chemistry Teacher Content Knowledge
This study seeks to understand the content knowledge beginning teachers have for teaching chemistry. Analysis of interviews with teachers who did and did not have degrees indicated differences in the knowledge used to respond to chemistry teaching prompts. Those without degrees were often incorrect and drew upon biology and generic teaching ideas.

Ryan S. Nixon (University of Georgia)

Benjamin K. Campbell (University of Georgia)

Julie A. Luft (University of Georgia)

Friday January 9, 2015 9:15am - 10:15am PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Salon C: Two distinct measures of in-service science teacher gains in chemistry and physics content knowledge: objective item exams and structural concept maps
Twenty in-service science teachers participated in a two-year physics and chemistry academy. Concept maps and selected response exams were used to document participants' changes in content knowledge before and after instruction, with a focus on the assessment information yielded by the two distinct assessment techniques.

Sophia J. Sweeney (Northeastern State University)

April D. Adams (Northeastern State University)

Jim L. Hicks (Northeastern State University)

Jessica D. Martin (Northeastern State University)

Friday January 9, 2015 9:15am - 10:15am PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Salon D: Helping Preservice Elementary Teachers' Teach the Nature of Science
This action research study investigated (1) the struggles of preservice elementary teachers (PSETs) to enact nature of science (NOS) instruction, (2) modifications made to an elementary science methods course based on those struggles, and (3) the impact of those modifications on teacher enactment of NOS instruction.

Tiffany Roby (Drake University)

Jerrid W. Kruse (Drake University)

Colin Seebach (Drake University)

Neal Patel (Drake University)

Friday January 9, 2015 9:15am - 10:15am PST
Salon D
  Traditional Paper Set, History, Philosophy, and Nature of Science

9:15am PST

Salon D: Maybe I Just Want to Play Outside: Building Bridges to Find One's Science Teacher Educator and Environmental Educator Identity
This presentation will focus on an investigation of identity conflicts experienced by an environmental educator entering a doctoral program in science teacher education. Using self-study methodology, this study seeks to provide suggestions for educators in building bridges through pedagogy across differing educational fields.

Jenna M. Gatzke (Indiana University)

Gayle Buck (Indiana University)

Valarie Akerson (Indiana University)

Friday January 9, 2015 9:15am - 10:15am PST
Salon D
  Traditional Paper Set, Ethnoscience and Environmental Education

9:15am PST

Salon D: Preservice Teachers' Perspectives on 'Appropriate' K-5 Earth and Environmental Science Topics
Preservice elementary teachers were surveyed to determine their perspectives on the environmental science topics they deem appropriate for K-5 science instruction. Results indicate areas where they align and conflict with the Next Generation Science Standards and science education best practices. Implications for methods curricula are discussed.

Danielle J Ford (University of Delaware)

Friday January 9, 2015 9:15am - 10:15am PST
Salon D
  Traditional Paper Set, Ethnoscience and Environmental Education

9:15am PST

Salon H: An Investigation of Images of Solids in Science Education Curricular Materials
This presentation will summarize a review of images of solids composed of particles found in children's trade books, elementary and middle school science text books. Results will include patterns identified, similarities and differences and sources of alternative nonscientific conceptions. Other misconceptions identified will also be presented.

Charlotte A Otto (University of Michigan-Dearborn)

Susan A Everett (University of Michigan-Dearborn)

Friday January 9, 2015 9:15am - 10:15am PST
Salon H
  Traditional Paper Set, Student Learning P-12

9:15am PST

Salon H: Analyzing Eye Movement in Performing Biology Classification Task According to Elementary Students' Cognitive Style.
This study revealed a significant difference in students' scan sequences by students' cognitive style; WG were focused on the whole of the objects but AG were focused on the details. And we discussed about the difference in the steps of the classification process by students' cognitive style.

Yerum Chun (Seoul National University of Education)

Donghoon Shin (Seoul National University of Education)
Friday January 9, 2015 9:15am - 10:15am PST
Salon H
  Traditional Paper Set, Student Learning P-12

9:15am PST

Salon H: Examining Elementary Teachers' Use of Multiple Representations to Generate Sense-Making for Students through Different Modalities
This study demonstrates how K-2 teachers incorporate multiple representations when teaching their students about the Properties of Matter. Additionally, it portrays how students generate meaning of the science content through different modalities. Implications for professional development and teacher education programs will be discussed.

Heidi L. Wiebke (Indiana University)

Meredith A. Park Rogers (Indiana University)

Jared Allen (Indiana University)

Susan Hawkins (Indiana University)

Friday January 9, 2015 9:15am - 10:15am PST
Salon H
  Traditional Paper Set, Student Learning P-12

10:30am PST

Salon E-F: Keynote
Friday January 9, 2015 10:30am - 12:00pm PST
Salons E-F
  Plenary Session

12:00pm PST

On Your Own: Lunch
Friday January 9, 2015 12:00pm - 1:30pm PST
On Your Own
  Social Event

12:30pm PST

Small Schools Forum
Friday January 9, 2015 12:30pm - 1:30pm PST
Salon C

12:30pm PST

Eugene: Informal Science Education Forum
Friday January 9, 2015 12:30pm - 1:30pm PST
Eugene
  Meeting

12:30pm PST

Medford: Policy and Govt. Relations
Friday January 9, 2015 12:30pm - 1:30pm PST
Medford
  Meeting

12:30pm PST

Portland: Technology Forum
Friday January 9, 2015 12:30pm - 1:30pm PST
Portland
  Meeting

12:30pm PST

Salon A: Scientists and Science Education
Friday January 9, 2015 12:30pm - 1:30pm PST
Salon A
  Meeting

12:30pm PST

Salon B: Environmental Education Forum
Friday January 9, 2015 12:30pm - 1:30pm PST
Salon B
  Meeting

12:30pm PST

Salon G: Inclusive Science Education Forum
Friday January 9, 2015 12:30pm - 1:30pm PST
Salon G
  Meeting

1:30pm PST

Columbia: Pedagogical Content Knowledge through an Ecological Lens of Energy Flow: Using Next Generation Science Standards to Introduce PCK for Science Teaching
The Next Generation Science Standards clarify curricular goals, but fail to help teachers improve their awareness of student misconceptions. This presentation offers a strategy for identifying those misconceptions prior to engaging students in the NGSS, and guides the design of instruction to integrate pre-existing knowledge with new information.

David C. Owens (Middle Tennessee State University)

Friday January 9, 2015 1:30pm - 2:30pm PST
Columbia
  Experiential Session, Student Learning P-12

1:30pm PST

Medford: T.A.L.E.S. Teaching And Learning with Engaging Stories
Teaching And Learning through Engaging Stories (TALES) consist of the development of six standards-based, after-school modules that include engaging creative stories, weaving in earth and space science concepts, and associated NASA hands-on activities. The modules were distributed through local afterschool programs.

Renard B. Harris (College of Charleston)

Cynthia Hall (College of Charleston)

Megan Lee Hartley (College of Charleston)

Tristan Hawkins (College of Charleston)

Friday January 9, 2015 1:30pm - 2:30pm PST
Medford
  Experiential Session, Curriculum Pedagogy and Assessment

1:30pm PST

Salon H: Professional Teacher Learning Community as Induction Support for Novice STEM Teachers in High Needs Schools
During this session, presenters will discuss the importance of induction programs. While in attendance, you will have the opportunity to participate in a mock induction meeting. The presenters will facilitate a descriptive consultancy protocol. Induction programs can be utilized with teachers across multiple grade levels and content areas.

Jacqueline T McDonnough (Virginia Commonwealth University)

Molly A Madden (Virginia Commonwealth University)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon H
  Experiential Session, Science Teacher Professional Development

1:30pm PST

Salon A: Town Hall Meeting
Friday January 9, 2015 1:30pm - 2:30pm PST
Salon A
  Meeting

1:30pm PST

Salon I: Science and Mathematics Teacher Preparation: Successes and Lessons Learned from a UTeach Replication Site
Since 2008, UTeach Arlington has grown into one of the largest UTeach replication sites in the country. UTeach Arlington recently graduated its first class of science and mathematics teachers. This session will share successes and challenges, as well assist universities in developing effective teacher preparation programs.

Dr. David M. Sparks (University of Texas at Arlington)

Dr. Lee-Ann Snell-Burke (University of Texas at Arlington)

Dr. Ann Cavallo (University of Texas at Arlington)

Dr. Ramon Lopez (University of Texas at Arlington)

Dr. Karen Allmond (University of Texas at Arlington)

Erin Gonzales (University of Texas at Arlington)

Dr. Greg Hale (University of Texas at Arlington)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon I
  Themed Paper Set, Preservice Science Teacher Preparation

1:30pm PST

Eugene: Exploring Culturally Relevant Teaching and Learning in Science Classrooms
Semi-structured interviews were conducted with a cohort of science teachers who implemented climate change curriculum in Native American schools. An interview protocol was designed to probe for culturally relevant teaching and learning practices which included inquiry, place-based, and interdisciplinary approaches.

Anne Loyle-Langholz (University of Minnesota)

Devarati Bhattacharya (University of Minnesota)

Gillian H. Roehrig (University of Minnesota)

Friday January 9, 2015 1:30pm - 2:30pm PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

1:30pm PST

Eugene: From Awareness to Practice: Conceptualizing High School Science Teachers' Progression as Culturally Responsive Educators
This study examined the process of becoming a culturally responsive science teacher while participating in the STARTS program. Six themes are discussed: awareness of CRP Science, views of students, community building, student repositioning, utilizing a toolbox, and instructional changes. Implications for teacher education are also shared.

Julie C. Brown (University of Minnesota)

Kent J. Crippen (University of Florida)

Friday January 9, 2015 1:30pm - 2:30pm PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

1:30pm PST

Eugene: Science Without Borders: Building Capacity for Culturally Responsive Pedagogies through International Immersion Experiences
This position paper proposes a professional development model that integrates authentic inquiry with international cross-cultural immersion experiences. It is designed to enhance cultural sensitivity in science teachers with linguistically diverse student populations. A hybrid theoretical framework undergirds the design.

Cheryl A McLaughlin (University of Florida)

Claudia Grant (University of Florida)

Kent J Crippen (University of Florida)

Bruce J MacFadden (University of Florida)

Friday January 9, 2015 1:30pm - 2:30pm PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

1:30pm PST

Salon B: Building Multi-Institutional STEM Partnerships - Doing Together What We Cannot Do Alone
This narrative case study examines a NSF-funded multi-institutional partnership focused on STEM teacher development. Six colleges/universities and one non-profit organization adopted a distributed leadership model to form synergies and share resources in order to strengthen all aspects of the STEM teacher career pipeline in hi-need districts.

Greer M. Richardson (La Salle University)

Victor J. Donnay (Bryn Mawr)

Sheila Rao Vaidya (Drexel University)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon B
  Traditional Paper Set, STEM Education

1:30pm PST

Salon B: STEM Inquiry Institute for School Leadership Teams: An Analysis of a year-long Professional Development Course for STEM Implementation.
This study explored the impact of a year-long professional development course on helping schools to implement STEM and inquiry into twelve failing schools. Participants included the administrator, Implementation Specialist, and Master Teacher from each of the school leadership teams. Results indicate significant learning from participation in the

David T Crowther (University of Nevada, Reno)

Kazi Shahidullah (University of Nevada, Reno)

Catherine Pozarski-Conolly (university of Nevada, Reno)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon B
  Traditional Paper Set, STEM Education

1:30pm PST

Salon B: The Creation and Validation of an Instrument to Measure School STEM Culture
School STEM Culture is a culture within a school community defined as the beliefs, values, practices, resources and challenges in STEM fields as perceived by the students, parents, teachers, administrators and counselors within the school. This study seeks improve STEM culture by designing a reliable instrument which measures the construct.

Chris White (Clemson University)

Jeff Marshall (Clemson University)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon B
  Traditional Paper Set, STEM Education

1:30pm PST

Salon C: Conceptual Storylines: Another Dimension of Teachers' Understanding of the 5E Learning Cycle
During this session, we share teachers' struggle to implement 5E Learning Cycle in the light of developing coherent conceptual storylines. We also present PD tools to help elicit their ability to recognize a coherent conceptual storyline within a 5E lesson sequence.

Eun Ju Lee (University of Missouri, Columbia)

Deborah L Hanuscin (University of Missouri, Columbia)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

1:30pm PST

Salon C: Modeling in Life Science: Examining Middle School Science Teachers' Conceptions of Plant Processes
Study examines middle school science teachers' (N=42) conceptions of plant functions and scientific modeling, and changes in related conceptions as a result of participation in a scientific modeling-based professional development initiative

Stephen Thompson L Thompson (University of South Carolina)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

1:30pm PST

Salon C: Nanoscale Science Professional Development: Using it in the Classroom
Because the world of nanoscience covers so many different content areas, teachers are not comfortable in teaching it, are unsure where it fits in the curriculum standards, and don't often have the resources needed to fully integrate the concepts into the curriculum.

Kania Greer (Georgia Southern University)

Karen D. Chassereau (Georgia Southern University)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

1:30pm PST

Salon D: Coherent Science Learning for Future Elementary Teachers: Cross-Disciplinary Collaboration in STEM Education
We will describe our plan for the improvement of the science learning experiences of future elementary teachers through a set of explicitly connected, cross-disciplinary undergraduate courses. We will share our findings regarding improved enthusiasm for and competence in science teacher, and identify the impact of major components of the program.

Frederick L Nelson (California State University, Fresno)

Mara Brady (California State University, Fresno)

Carol Fry Bohlin (California State University, Fresno)

Fariborz Tehrani (California State University, Fresno)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

1:30pm PST

Salon D: Improving At-Risk Students' Attitudes toward and Interests in Science and Science Instruction with Placed-Based Inquiry Instruction
This study examined attitudes of students with disabilities and those who are at-risk of failing school toward, and their interest in, science and science instruction when participating in either traditional or place-based structured inquiry science instruction. Study has implications for science teacher educators, special education faculty, and ed

Sarah J Watt (Miami University)

Nazan U Bautista (Miami UNiversity)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon D
  Traditional Paper Set, Equity & Diversity

1:30pm PST

Salon D: Pre-Service teachers' understanding of NGSS Science Practices and their ability to incorporate Science Practices in science teaching
Science practices form an integral part of science teaching as explained by Next Generation Science Standards. This study examines eleven pre-service teachers' understanding of science practices and ability to incorporate science practices in teaching science to upper elementary students

Miriam Munck (Eastern Oregon University)

Friday January 9, 2015 1:30pm - 2:30pm PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

1:30pm PST

Portland: Graduate Student Workshop—The Job Market, Creating CVs, and the Interview
This session will address topics pertinent to graduate students looking for faculty positions in science education—the job market, creating CVs, and the interview. Also join us for Part 2 of this workshop focusing on the professoriate
and the experiences of a new professor.

Lloyd H. Barrow

Ryan M. Walker

Joanne K. Olson
Friday January 9, 2015 1:30pm - 3:30pm PST
Portland
  Professional Development Workshop

1:30pm PST

Salon G: Science Education for All: Using video, Disciplinary Literacy and Other Research Base Strategies to Support Learning for all Students
This Inclusive Science Education Forum workshop will focus on building awareness of diverse learners, including students with exceptionalities, using film clips. The second part of this workshop will focus on strategies that support all students. Finally, we share how we guide teacher candidates to support all students using focal students.

Michele J Koomen (Gustavus Adolphus College)

Sharon Dotger (Syracuse University)
Friday January 9, 2015 1:30pm - 3:30pm PST
Salon G
  Professional Development Workshop

1:30pm PST

Willamette: ASTE Board Leadership Workshop
The ASTE leadership workshop focuses on ways to become more leaderful in professional activities generally and  specifically within ASTE. Requires advance purchase and reading of “The Five Dysfunctions of a Team” available through multiple online vendors.

Friday January 9, 2015 1:30pm - 3:30pm PST
Willamette
  Professional Development Workshop

2:30pm PST

Columbia: Integrating the Use of Online Mobile Mapping Technologies to Engage Science Teachers and Students in STEM Learning
In this hands-on workshop, you will use online digital mapping, smartphones and tablets to create story maps. You will be introduced to geographic information systems (GIS) and global positioning systems (GPS) technologies. Each participant will receive information on how to incorporate these technologies into their pre-service or in-service teacher education courses.

Rita Hagevik (The University of North Carolina at Pembroke)

Patty Stinger-Barnes (The University of Tennessee)

Cheryl Hagevik (Environmental Systems Research Institute)
Friday January 9, 2015 2:30pm - 5:30pm PST
Columbia
  Professional Development Workshop

2:45pm PST

Medford: Measuring Mastery of Both Practices and DCIs Using Hands-on Performance Assessment
Engage with a hands-on performance assessment task to assist candidates (and students) to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. Implement this powerful set of resources in your science education courses. Encourage your beginning teachers to use this form of assessment.

Deborah Tucker (Independent Science Education Consultant)

Grant Gardner (Assessment Services, Inc.)

Friday January 9, 2015 2:45pm - 3:45pm PST
Medford
  Experiential Session, Curriculum, Pedagogy, and Assessment

2:45pm PST

Eugene: Impact of Project Lead The Way Professional Development on Teachers' Knowledge and Skills about Teaching Science
This presentation will overview a Project Lead The Way professional development program analyzing data from 59 High School science teachers designed to gain an initial understanding of changes in teachers' perceptions of their knowledge and skills for science teaching as a result of their professional development experience.

Sarah J Pooler

Friday January 9, 2015 2:45pm - 3:45pm PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Eugene: Preparing Effective STEM Teachers for High-Needs Schools: Assessing the Impact of Noyce Professional Development Experiences on Beginning Teachers' Beliefs and Practices
This session reports on a professional development model created as part of a Noyce project and examines its impact on 25 secondary STEM teachers. A mixed-methods design was used to gather data about how the Noyce experiences shaped beginning science teachers' beliefs and practices, and attitudes about teaching science in a high-needs setting.

John W. Tillotson (Syracuse University)

Erica A. Layow (Syracuse University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Eugene: Preparing the Next Generation STEM Faculty for Indian Universities: The STEM Faculty Project Year 1
This proposal reports on the first year of a collaborative international project between a US University and an Indian University to produce world class STEM faculty for Indian institutions and to promote STEM collaboration. The two year program combines both STEM research and pedagogical elements to prepare STEM PhDs for university teaching.

Karen E. Irving (Ohio State University)

Anil Pradhan (Ohio State University)

Sultana Nahar (Ohio State University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Eugene
  Traditional Paper Set, College & University Science Education

2:45pm PST

Salon A: How does a three-year technology-infused teacher professional development program impact the science and mathematics achievement scores of 2300 students in two rural, high poverty middle schools?
This 3-year mixed-methods study investigated the effects of technology-infused teacher professional development on 21 science and math teachers' beliefs and practices in two rural, high poverty middle schools. In addition, the math and science assessment scores for 2300 students were investigated based on contact with Project Teachers.

Margaret R. Blanchard (North Carolina State University)

Catherine E. LePrevost (North Carolina State University)

Dell Tolin (North Carolina State University)

Kristie S. Gutierrez (North Carolina State University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon A
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon A: Teachers as Leaders: Exploring the Venture/Vexation Activity in the Teacher Induction Network
This presentation outlines a comparison study that investigates the impact of Teachers as Leaders roles on interactions within a Venture/Vexation activity in TIN, an online program for new STEM teachers. Findings suggest an increase in group cohesion and higher-level depth of commentary as a result of the inclusion of Teachers as Leaders roles.

Joshua A Ellis (University of Minnesota)

Samuel J Polizzi (Kennesaw State University)

Gillian H Roehrig (University of Minnesota)

Gregory T Rushton (Kennesaw State University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon A
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon A: This implies the need for further content-based professional development opportunities for in-service teachers.
The authors have characterized novice/expert behaviors of nine teachers attending an astronomy-based science professional development workshop. Data includes pre-/post-tests, activity artifacts, field notes, and interviews. Not all participants exhibited expert levels of content knowledge. Findings, conclusions, and implications will be discussed.

Andria C. Schwortz (University of Wyoming, Quinsigamond Community College)

Andrea C. Burrows (University of Wyoming)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon A
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon B: A Collaborative Professional Development Program for an Argument-Based Inquiry Teaching Approach
The theoretical framework, development, implementation, and evaluation of an ongoing PD program focused on the SWH teaching approach will be described. The unique way the PD has been built as a collaboration between higher education faculty, in-service teachers at all levels and in all disciplines, and pre-service teachers will be highlighted.

Mark A McDermott (University of Iowa)

Mason Kuhn (Waverly-Shell Rock Community Schools)

Brian Hand (University of Iowa)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon B: Exploring the Challenges of Teachers' Implementation of Explanation and Argumentation
NGSS implementation can be daunting. We find teachers are struggling with understanding explanation and argumentation (NGSS SEP 6 & 7). Osborne & Patterson (2012) recently highlighted their concern that these two terms have been confounded. We'll share how experienced teachers struggle to implement these as part of a broader PD project.

Donna L. Ross (San Diego State University)

Meredith H Vaughn (San Diego State University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon B: Incorporation of Scientific Argumentation into Instruction: Results from a Professional Development for High School Teachers
The purpose of this presentation is to explain the goals, activities, and outcomes for a grant-funded professional development on argumentation for science teachers from rural high schools. Before the PD, the teachers associated argumentation with IV and DV, but came to understand argumentation as building knowledge from evidence and reasoning.

Erin E. Peters-Burton (George Mason University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon C: Meeting the demands of science reforms: Comprehensive professional development for practicing middle school teachers
This study describes how inservice middle school science teachers were impacted by a professional development program that included a science education graduate degree, other experiences, and a reform-based curriculum that incorporated effective instructional practices and the three dimensions outlined in reform document.

Rose M. Pringle (University of Florida)

Jennifer C. Mesa (University of West Florida)

Natalie S. King (University of Florida)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon C: Supporting Teachers' Implementation of the Next Generation Science Standards
To support the implementation of the Next Generation Science Standards, K-8 teachers explore science through pedagogies such as the Science Writing Heuristic, concept mapping, and the nature of science activities. This presentation will provide an overview of the three year project and present preliminary findings from year one.

Kathryn A Baldwin (Eastern Washington University)

Andy Cavagnetto (Washington State University)

Judith Morrison (Washington State University - Tri Cities)

Olusola Adesope (Washington State University)

Chad Gotch (Washington State University)

Georgia Boatman (Washington Educational Service District 123)

James C Marr (Washington State University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon C: The effect of professional development on elementary science teachers' understanding and classroom implementation of reforms-based science instruction: A randomized controlled trial
This study used a cluster randomized controlled trial design to characterize changes in elementary teachers' reforms-based science instruction following participation in a state-wide professional development program. Treatment teachers' understandings and implementation of reforms-based instruction were significantly greater than control teachers.

Jennifer L. Maeng (University of Virginia)

Randy L. Bell (Oregon State University)

Brooke A. Whitworth (Northern Arizona University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon C
  Traditional Paper Set, Science Teacher Professional Development

2:45pm PST

Salon D: At the intersection of Science Inquiry and Teacher Inquiry: A preservice teacher's journey to becoming an inquiry-based Elementary Science Teacher
This case study examined a preservice teacher's journey to becoming an inquiry-based elementary science teacher after completing a science methods course and seminar encouraging the use of teacher inquiry. The study seeks to understand "In what ways does teacher inquiry support the development of preservice teachers inquiry-based practices?"

Yvonne Franco (University of South Florida)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

2:45pm PST

Salon D: Elementary Pre-Service Teachers field experience in a science museum
This study investigated how field experiences in a science museum impacted pre service teachers' perceptions about teaching science. Findings have implications for teacher preparation programs designing field experiences that help pre service teachers to modify their perceptions about science teaching and improve science teaching self efficacy.

Lori Petty (University of Mary Hardin Baylor)

Ratna Narayan (University of North Texas Dallas)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

2:45pm PST

Salon D: The Impact of Support Networks within an Elementary Science Teaching Field Placement
This study investigated how support during field experiences impacts instruction. Comparisons were made between two placement conditions: isolated and support network using the Local Systemic Change Classroom Observation Protocol (LSC-COP). MANOVA results show significantly higher LSC-COP scores for the support network group & large effect sizes.

Jerrid W. Kruse (Drake University)

Jesse L. Wilcox (Grand View University)

Neil Patel (Drake University)

Colin Seebach (Drake University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

2:45pm PST

Salon H: Communicating Evolution to the Public: A Communicative Approach to Controversial Science Instruction
We examine how students communicate evolution to the public (students' images and word choices). Our findings illuminate the varied ways that students discursively frame this topic (metaphorically, symbolically, monologically, and dialogically) and highlight the benefits of integrating public communication into controversial science instruction.

Alandeom W. Oliveira (State University of New York at Albany)

Kristin L. Cook (Bellarmine University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon H
  Traditional Paper Set, Student Learning P-12

2:45pm PST

Salon H: Developing a Program to Enhance Observing and Classifying Process Skills
This  study  aimed  to  develop  a  program  to  enhance  elementary  school  student's  observing  and  classifying  skills  and  evaluate  the effectiveness  of  it.Ten steps of program were processed and three  assessment tools  were  used  to  evaluate  the  program:  test,  interview  and  eye  movement  tracking. This work was supported by the National Research Foundation of Korea Grant funded by the Korean Government (NRF-2013S1A5A8025304)

Yeram Kim (Seoul National University of Education)

Sanga Choi (Seoul National University of Education)

Donghoon Shin (Seoul National University of Education)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon H
  Traditional Paper Set, Student Learning P-12

2:45pm PST

Salon H: The comparison of a technology rich explanation phase as compared to a traditional text based explanation phase within a fourth grade STEM unit of instruction.
This study investigates the difference in student learning in a fourth grade STEM unit of instruction with a comparison of the explanation phase of the learning cycle between a traditional textbook approach to a web-based technology application.   Results demonstrate that a technology rich explanation phase not only extends interest in learning, but improves post test content scores.

Alicia Klaich (University of Nevada, Reno & Washoe County School District)

David T Crowther (University of Nevada, Reno)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon H
  Traditional Paper Set, Student Learning P-12

2:45pm PST

Salon I: Elementary Science Left Behind
Since the passage of NCLB time allocated to science instruction at the elementary level has decreased. This study provides data indicating that the drop may be more precipitous than originally thought.

Elisebeth S Boyer (The Ohio State University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon I
  Traditional Paper Set, Policy and Reform

2:45pm PST

Salon I: Science to school to science again: Second career science teachers reflections on the NGSS science practices
Due to their professional experiences in science careers as well as in science classrooms, much may be learned from the exploration of second career science teachers' classroom practices and perceptions. This study investigated this group for their perspectives on the NGSS and related classroom practices.

Allison Antink Meyer (Illinois State University)

Ryan Brown (Illinois State University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon I
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

2:45pm PST

Salon I: Sustaining or diffusing elementary science education reform after two years.
This study returns two years after 48 elementary school teachers participated in an intensive year-long science professional development program.  We explore their successes and struggles in implementing reform-based pedagogies since the year of professional development, given the varying contexts in which these teachers teach science.​

David E Long (George Mason University)

Susan Poland (George Mason University)

Andrew Keck (George Mason University)

Friday January 9, 2015 2:45pm - 3:45pm PST
Salon I
  Traditional Paper Set, Policy and Reform

4:00pm PST

Eugene: SE Region
Friday January 9, 2015 4:00pm - 5:00pm PST
Eugene
  Meeting

4:00pm PST

Medford: MidAtlantic Region
Friday January 9, 2015 4:00pm - 5:00pm PST
Medford
  Meeting

4:00pm PST

Portland: NE Region
Friday January 9, 2015 4:00pm - 5:00pm PST
Portland
  Meeting

4:00pm PST

Salon A: N. Central Region
Friday January 9, 2015 4:00pm - 5:00pm PST
Salon A
  Meeting

4:00pm PST

Salon B: SW Region
Friday January 9, 2015 4:00pm - 5:00pm PST
Salon B
  Meeting

4:00pm PST

Salon C: FarWest Region
Friday January 9, 2015 4:00pm - 5:00pm PST
Salon C
  Meeting

4:00pm PST

Salon D: NW Region
Friday January 9, 2015 4:00pm - 5:00pm PST
Salon D
  Meeting

4:00pm PST

Willamette: International Region
Friday January 9, 2015 4:00pm - 5:00pm PST
Willamette
  Meeting

6:00pm PST

WISE Dinner
Friday January 9, 2015 6:00pm - 8:00pm PST
Lobby
 
Saturday, January 10
 

7:00am PST

Salon E-F: Breakfast
Saturday January 10, 2015 7:00am - 8:30am PST
Salons E-F
  Social Event

7:45am PST

Columbia: It’s Debatable! Using Socioscientific Issues (SSI) in Science Methods Courses to Promote K-12 Scientific Literacy.
During this interactive workshop, participants will learn how to incorporate controversial socioscientific issues (SSI) into their methods courses so that their students can plan, deliver, and assess SSI curricula in their own classrooms. Participants will receive a copy of the presenters’ book, It's Debatable!, as well as additional supporting materials.

Sami Kahn (University of South Florida)

Dana L. Zeidler (University of South Florida)
Saturday January 10, 2015 7:45am - 9:45am PST
Columbia
  Professional Development Workshop

8:00am PST

Medford: NASA's Space Forensics: Integrating Storytelling into STEM Education
NASA's Space Forensics curriculum takes students in formal and informal education settings through astronomy problem-solving narratives and activities that parallel crime scene forensics. Explore hidden black holes, learn about the fusion of STEM and storytelling, and depart with resources that you can immediately use with students in grades 7-12.

Sara E. Mitchell (Syneren Technologies & NASA Goddard Space Flight Center)

Sarah Eyermann (Syneren Technologies & NASA Goddard Space Flight Center)

Saturday January 10, 2015 8:00am - 9:00am PST
Medford
  Experiential Session, Curriculum, Pedagogy, and Assessment

8:00am PST

Willamette: NTLI
Saturday January 10, 2015 8:00am - 9:00am PST
Willamette
  Meeting

8:00am PST

Portland: Graduate Student Workshop—Surviving Graduate School
This session will address topics pertinent to graduate students in their early years of study and those in the midst of finding their dissertation topic. Viewpoints of a graduate school professor, a recent graduate and a student in their third year will give insight and advice on how to successfully conquer the challenges of higher education.

Elizabeth M. Klammer (Texas Tech University)

Lori Ihrig (The University of Iowa)

Deborah L. Hanuscin (University of Missouri)
Saturday January 10, 2015 8:00am - 9:00am PST
Portland
  Professional Development Workshop

8:00am PST

Salon G: A Collaborative Student-Authored Book as a Doorway to Environmental Stewardship
This study explored how student-authored books were implemented in an environmental education summer camp and what impacts it had relative to other program activities. The book used text and art from the 9th grade, urban participants to form a story about pollution in the Chespeake Bay and how citizens could address it.

Daniel L Dickerson (Old Dominion University)

William McConnell (Old Dominion University)

Laura Nelson (Portsmouth Public Schools)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon G
  Roundtable, Ethnoscience and Environmental Education

8:00am PST

Salon G: A collaborative self-study on co-teaching an integrated STEM methods course
A science and a math teacher educator conducted a collaborative self-study while co-teaching an integrated STEM methods course to improve their practice and understanding of teaching integrated STEM, as well as how to facilitate K-12 teachers' development in this domain.

Xinying Yin (California State University-San Bernardino)

Catherine Spencer (California State University-San Bernardino)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon G
  Small Group Roundtable, STEM Education

8:00am PST

Salon G: Age-­related Differences Among Citizen Scientists in Nature of Science Views and Attitudes Toward Science and the Environment
The Vanishing Firefly Project is a citizen science project asking participants to engage in an annual census of fireflies. The purpose of this exploratory study is to examine age-related differences among our citizen scientists in terms of their nature of science views and their attitudes toward science and the environment.

Michelle Cook (Clemson University)

Renee Lyons (Clemson University)

Alex T. Chow (Clemson University)

Juang-Horng Chong (Clemson University)

David White (Clemson University)

Roy Pargas (Clemson University)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon G
  Small Group Roundtable, Informal Science Education

8:00am PST

Salon A: Designing and Assessing Science Field Experiences in Teacher Education
We share in this themed paper set session 4 different programs' efforts to design and implement science field experiences that support preservice teachers. Our efforts pull from 4 different institutions, 3 focus on elementary science teacher preparation and 1 on secondary science teacher preparation.

Paula A Magee (Indiana University - Indianapolis)

Tina Cartwright (Marshall University)

Deb Hemler (Fairmont State University)

Aimee Govett (East Tennessee State University)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon A
  Themed Paper Set, Preservice Science Teacher Preparation

8:00am PST

Portland: CONTINUUMS OF COMPLEXITIES FOR SCIENCE TEACHER EDUCATION: Synergizing Learning Progression and Disability Studies in Education Theoretics
Science teacher education has been neglected by the learning sciences. This analytic paper intersects the disciplinary theoretics of the learning sciences and disability studies in education. It provides a new synergy for inquiry into science teacher education coined by this author as continuums of complexities.

Phillip A Boda (Columbia University:Teachers College)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon H
  Traditional Paper Set, College & University Science Education

8:00am PST

Salon B: Convincing Science Teachers for a Practical Change towards Inquiry-Based Instruction: Revisiting Guskey's Staff Development Model
In this session, we investigate the influence of a one-year professional development program emphasizing implement inquiry-based instruction on science teachers' behavioral and affective changes, and their students' achievement. We also examine the link between those variables for a teacher change model in science education.

Vecihi S Zambak (Clemson University)

Daniel M Alston (Clemson University)

Jeff C Marshall (Clemson University)

Andrew M Tyminski (Clemson University)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

8:00am PST

Salon B: Evaluating the use of chemistry representations in teacher-developed activities
This study assessed the reliability of an observation protocol Representations in Chemistry Instruction (RICI), compared how secondary teachers and researchers used the RICI to evaluate the use of representations in chemistry lessons, and examined how teachers changed their practice over the first year in an intense professional development program

Stephanie B Philipp (Miami University)

Ellen J Yezierski (Miami University)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

8:00am PST

Salon C: Preservice Teachers' Images of Engineers: Preliminary Investigations
Perceptions of science and engineering likely influence learning and teaching science. I examined 65 preservice teachers' images of engineers using an adaptation of the Draw-A-Scientist Test. Frequently portrayed: males wearing hard hats, boots, glasses, and iron rings, working alone at mental rather than physical tasks, with bridges and buildings.

Christine D Tippett (University of Ottawa)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon C: Prospective Secondary Teachers' Conceptions of Teaching Biology
This presentation reports a study that investigated prospective biology teachers' conceptions of teaching biology and how these conceptions revealed their strategies for helping their future students' learning of biology.

Karthigeyan Subramaniam (University of North Texas)

Dr. David Wojnowski (Jarvis Christian College)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon C: Understanding Evolution: exploring acceptance and rejection in the Southeastern United States
Somewhere between university studies and entry into the classroom, pre-service teachers make important choices regarding how, or if, they will teach evolution. Understanding this process is imperative to bridging the gap between the public and scientific sectors regarding the unifying concept of biology.

Amanda L Glaze (Jacksonville State University)

M. "Dee" J. Goldston (The University of Alabama)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon D: Metaphors for student and teaching in an elementary science methods course
This study examines metaphors of pre-service elementary teachers in a science methods course providing insight into their beliefs. Qualitative data were gathered focusing on metaphors for students and teaching and showed a preference for traditional instruction and models of student learning inconsistent with the goals of K-6 science education.

Michael T Svec (Furman University)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon D: Teaching Pre-Service Teachers Disciplinary Literacy through Popular Fiction
The overall goal for this study is to discern affordances of using popular fiction to connect aims of science-specific content and process standards in the areas of reading, writing, speaking, listening, and critical thinking. Findings indicated a need for writing instruction and practice during preparatory science methods.

Kristin L Cook (Bellarmine University)

Elizabeth Dinkins (Bellarmine University)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon D: The Role of Journal Clubs in Pre and Inservice Teacher Education
This paper reports on a study of a journal club constructed as a community of practice in which pre and inservice teachers learned to critique and analyze peer-reviewed science education articles in the context of their practice. This helped them learn to examine data outside the context of the study and connect it to their teaching situation.

Karen A Tallman (University of Massachusetts Amherst)

Allan Feldman (University of South Florida)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon H: An Analysis of the Structure of Teacher and Student Argumentation
This multiple case study investigated how six female elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. One category of classroom characteristics that emerged through the analysis of the teachers' transcripts and recorded class periods was structure of teacher and student argumentation.

Sungho Kim (The university of Iowa)

Brian Hand (The university of Iowa)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon H
  Traditional Paper Set, Science Teacher Professional Development

8:00am PST

Salon H: Autonomy, an ethic of belief and the contemporary discourse in science education
This presentation challenges the contemporary discourse in science education, where discourse structures, constructs, and constitutes perceptions of reality. In this paper we argue that key to students developing stances of autonomous moral agents ready to face moral complexity of the world, is an evidence based ethic of belief.

Wayne Melville (Lakehead University)

Donald Kerr (Lakehead University)

Todd Campbell (University of Connecticut)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon H
  Traditional Paper Set, Science Teacher Professional Development

8:00am PST

Salon I: Critical Praxis: Situating Thinking and Practice in a STEM Afterschool Program
This study examined five cohorts of preservice teacher's reflections about their developing practice as they collaboratively engaged in iterative cycles of enactment in an afterschool STEM program as part of their elementary science methods course.

SueAnn I. Bottoms (Oregon State University)

Kathryn M Ciechanowski (Oregon State University)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon I
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon I: Practice-based teaching: Fostering equity through discourse in secondary science urban classrooms
This study provides insights into how a teacher education program has bridged theory and practice tied to science discourse. The study includes various modes of data collection including classroom observations, a discourse assignment and instructional logs. Preliminary data suggest a positive support of discourse enactment in k-12 classroom practi

Imelda L Nava (UCLA)

Imelda L. Nava (UCLA)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon I
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Salon I: Supporting Pre-Service Science Teachers' Pedagogical Design Capacity for Planning Task-Based Classroom Discussions
This study focuses on a set of core practices in science teacher education that supports pre-service teachers in developing a set of necessary skills to successfully support student science learning. Teacher educators adopted a practice-based focus where students participated in core practice of engaging students in task-based science discussions.

Danielle K Ross (Northern Arizona University)

Saturday January 10, 2015 8:00am - 9:00am PST
Salon I
  Traditional Paper Set, Preservice Science Teacher Preparation

8:00am PST

Eugene: Using Hands-on Performance Assessment in K-12 Classrooms: Assessing Student Mastery of Both the Science Practices and DCIs
“… integration of the dimensions results in greater student understanding of science, therefore the NGSS reflect that and the assessment will need to as well.” (Stephen Pruitt)
Science educators use and model multiple assessment strategies. Engage with a hands-on performance assessment task. Encourage your beginning teachers to use this form of assessment.

Deborah Tucker (Independent Science Education Consultant)

Grant Gardner (Assessment Services, Inc.)
Saturday January 10, 2015 8:00am - 10:00am PST
Eugene
  Professional Development Workshop

9:15am PST

Willamette: Oversight Committee
Saturday January 10, 2015 9:15am - 10:15am PST
Willamette
  Meeting

9:15am PST

Portland: Graduate Student Workshop—Understanding the Professoriate and the Experiences of a New Professor
This session will address topics pertinent to graduate students looking for faculty positions in science education—the professoriate, and the experiences of a new professor during his first years on faculty at an institution with very high research activity. Also join us for Part 1 of this workshop focusing on the job market, creating CVs, and the interview process.

Ryan Walker (Mississippi State University)

William F. McComas (University of Arkansas)
Saturday January 10, 2015 9:15am - 10:15am PST
Portland
  Professional Development Workshop

9:15am PST

Salon G: Bringing together the NGSS, edTPA and science teacher preparation: A roundtable with seasoned implementers.
The presenters will share their experiences implementing edTPA with pre-service science teachers in middle and secondary settings. Topics for further discussion include alignment with the NGSS, support for science credential candidates completing edTPA, and potential challenges and opportunities as implementation continues.

Larry Horvath (San Francisco State University)

Erica Brownstein (The Ohio State University)

Andrea Whittaker (Stanford Center for Assessment, Learning and Equity)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon G
  Roundtable, Preservice Science Teacher Preparation

9:15am PST

Salon G: From STEM to STEAMD '”Designing a program for science education and social justice in the Neoliberal Era
This paper describes a teacher education program focused on social justice and science education that challenges the neoliberal reforms emphasizing global competitiveness. The program focuses on democracy as a counter to the human capital emphasis in reforms like STEM. Problems with the program are also discussed as an invitation to feedback.

Matthew Weinstein (University of Washington-Tacoma)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon G
  Roundtable, Equity & Diversity

9:15am PST

Salon G: NOS and Elementary Teachers: Do Teaching Changes Persist Eight Years after Prolonged Professional Development
In 2003 to 2006 sixteen K-6 teachers participated in a Nature of Science (NOS) professional development. Eight years later, nine teachers completed an online survey including the VNOS-D2 and five completed in-depth interviews. Teachers were still teaching NOS, continued to struggle with misconceptions, and fought to keep science in the curriculum.

Theresa A Cullen (University of Oklahoma)

Valarie L Akerson (Indiana University)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon G
  Roundtable, Science Teacher Professional Development

9:15am PST

Salon G: Storytelling podcasts to teach academic language and content in biology
We will discuss a project in which faculty and teacher candidates work together to write and produce audio podcasts with a focus on telling stories about biology and its relationship to everyday life. Teacher candidates design "Teacher's Guides " for podcasts emphasizing the academic language that is used as well as the disciplinary core ideas.

Jennifer K Frisch (Kennesaw State University)

Brendan Callahan (Kennesaw State University)

Neporcha T Cone (Kennesaw State University)

Paula C Jackson (Kennesaw State University)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon G
  Roundtable, Educational Technology

9:15am PST

Salon G: The edTPA: Successes and Challenges for Pre-service teachers at the University of Wyoming
The presenters reviewed data from 2 years of Science Methods edTPA completion and scoring, and found patterns of success and areas of challenge for science pre-service teachers. Discussion about ways to address the successes and challenges of the edTPA are encouraged. Overall findings, conclusions, and implications will be discussed.

Andrea C. Burrows (University of Wyoming)

Jason M. Katzmann (University of Wyoming)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon G
  Roundtable, Preservice Science Teacher Preparation

9:15am PST

Salon G: Ways to Include Global Climate Change in Science Courses for Prospective Teachers
After a brief summary of a case study of student learning about global climate change in an undergraduate physics course for prospective teachers, participants will engage in a collaborative conversation about ways in which they are including, or anticipate including, global climate change in their courses and documenting student learning.

Emily H van Zee (Oregon State University)

Deborah Roberts-Harris (University of New Mexico)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon G
  Roundtable, College & University Science Education

9:15am PST

Medford: Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-based Instruction in Inclusive Chemistry Classrooms
This study explored high school chemistry teachers' perceived benefits and challenges of inquiry instruction in inclusive chemistry classes. While most teachers acknowledged that inquiry instruction in inclusive chemistry classes has several benefits and challenges to students, many believed there were more challenges to them than their students.

Frackson Mumba (University of Virginia)

Asiana Banda (Southern Illinois University Carbondale)

Vivien M Chabalengula (University of Virginia)

Nathan Dolenc (University of Virginia)

Saturday January 10, 2015 9:15am - 10:15am PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

9:15am PST

Medford: Scrutinizing the position of a teacher in argumentation in a high school physics classroom
This case study was aimed at understanding how a physics teacher perceived argumentation innovations with the positioning theory. A model of argumentation was constructed to explain the incompatibility between authentic argumentation between scientists and argumentation in schools. Finally, I suggested a school-friendly pattern of argumentation.

Jianlan Wang (Indiana University)

Saturday January 10, 2015 9:15am - 10:15am PST
Medford
  Traditional Paper Set, Curriculum, Pedagogy, and Assessment

9:15am PST

Salon A: Conceptualization of Epistemic Orientations toward Teaching Science
This study aims to identify core elements of Epistemic Orientation of Teaching Science (EOTS) that impact instructional practices and to understand in what ways these core elements of EOTS are related to epistemological, social and physical dimensions of scientific practice.

Jee Kyung Suh (University of Iowa)

Soonhye Park (University of Iowa)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon A
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Salon A: Drawing Scientists Together: Science Instructors' Conceptions of Art and Perceived Barriers to Constructing and Implementing Visual Data in Science Classrooms
We probed instructors' opinions of graphic construction within science classrooms through a focus group (N=6) led by a science illustrator. After graphic construction sessions, instructors listed advantages of visual storyboarding, identified growth areas, and predicted classroom impact. Results indicate brief sessions impact teachers' perceptions.

Renee M Clary (Mississippi State University)

Ryan Walker (Mississippi State University)

John Paul Remo (Scientific Illustrator)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon A
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Salon A: Preservice teachers learning to attend to student thinking: The use of video reflection within a community of practice
This study explores how preservice elementary teachers' participation in a content-specific moderated, video-based community of practice developed their attention to students' thinking, thus impacting their "in the moment" instructional decision-making and their views about their future science teaching.

Susan R Hawkins (Indiana University)

Meredith A. Park Rogers (Indiana University)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon B
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon B: Changing classroom practice: Lessons learned from professional development program integrating language arts for elementary teachers
This presentation examines the lessons learned from a four-year professional development geared towards changing practices of elementary teachers. Teachers were able to integrate journals and inquiry lessons into their science teaching. Key factors included increase in self-efficacy, inclusion of literacy, and using Community of Practice format.

Deborah L Hanson (Hanover College)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Salon B: Making school and science useful
NGSS requires new instructional skills that teaching science discourse practices. Discourse fluency means connecting some science content to students’ everyday living and how they value education in relation to their future. Interviews two years post-instruction suggest categories of student thought useful to science discourse practices.

Micki Halsey Randall (Oregon State University)

Larry Flick (Oregon State University)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon B
  Traditional Paper Set, STEM Education

9:15am PST

Salon B: The influence of a K-5 science endorsement on the professional knowledge bases of elementary teachers
Findings from a mixed methods study of the influence of a K-5 science endorsement on the professional knowledge bases that inform the PCK of elementary teachers will be presented. The session will focus on how a self-efficacy survey was integrated with a cross-case analysis of six participants to make assertions about the influence of the program.

Donna J. Barrett (Georgia State University)

Anton S. Puvirajah (Georgia State University)

Lisa M. Martin-Hansen (California State University Long Beach)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

9:15am PST

Salon C: Teaching in the field: What teacher professional life histories tell about how they learn to teach in the outdoor learning environment
The purpose of this study was to investigate the narratives of the professional life histories of upper elementary teachers who facilitate effective science teaching both within the classroom and in the OLE that through thematic analysis to reveal how pre- and in-service development helped teachers construct understandings of OLE instruction.

Kelly Feille (University of North Texas)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon C: The Effect of Pre-Service Elementary Teacher Participation in Citizen Science Project on Efficacy, Beliefs, and Perceptions of Teaching Science
Elementary teacher lack self-efficacy for teaching science resulting in apprehension related to engaging their student to science instruction. The purpose of this design study is to evaluate the effectiveness of participation in a Citizen Science Project to improve self-efficacy, beliefs, and perceptions about science teaching.

Cindy L Kern (University of New Haven)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon C: Transforming Science Teaching Identities: Lessons Learned from Preservice Elementary Teachers in a Science Concentration
We interviewed 20 preservice elementary teachers (PETs) enrolled in an elementary science concentration (ESC). As students reflect on their past science experiences and their experience in the science concentration, they provide insight to how discipline-specific methods courses can transform the way that they think about science teaching.

Megan L. Garner (East Carolina University/ Graduate Student)

Tammy D Lee (East Carolina University)

Meredith G Weaver (Howard University)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon D: A Learning Progression Depicting How Preservice Elementary Teachers Construct Their Ideas About Energy
This study reports on our work of an initial learning progression on how preservice elementary teachers form their ideas about the concept energy. University students participated in the study where data was extracted through scenarios about energy. The results have implications to potentially foster change in teacher preparation programs.

Channa N Barrett (Texas Christian University)

Jingjing Ma (Texas Christian University)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon D: Bridging the Gap Between Theory and Practice in an Alternative Certification Program
Teaching as a clinical profession is leading to alternative teacher certification programs such as urban teacher residency models (UTRs). Central to the clinical model is the blending of coursework with clinical experiences or what some refer to as developing a hybrid or third space. This presentation describes an institution's efforts to bridge

Maria M Ferreira (Wayne State University)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon D: Pre-service Elementary Teachers' SMK Through Literature-Rich Instruction
The purpose of the study was to assess pre-service elementary teachers' subject matter knowledge including the nature of science (NOS) when a multiple genre text set was explored, unconventionally beginning with folklore and sequentially ending with fact-based information books.

Krista L Adams (University of Nebraska-Lincoln)

Kathy Phillips (University of Nebraska-Lincoln)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon H: Challenges and Advantages of Collaborative Small Group Work during Inquiry-Based Science Laboratory Activities
Study examines small group work in three 9th grade science classes suggesting successful group work and science learning when students collectively construct a triple problem solving space: attending/ developing "content space " (problem to be solved), "relational space " (social interactions in group), and "affective space " (emotional life of group).

Martina Nieswandt (University of Massachusetts Amherst)

Elizabeth H. McEneaney (University of Massachusetts Amherst)

Renee Affolter (University of Massachusetts Amherst)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon H
  Traditional Paper Set, Student Learning P-12

9:15am PST

Salon H: Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A Five-Year Analysis
This study analyzes a five-year inquiry-based instruction intervention designed to: (a) transform teacher practice, (b) improve student achievement, and (c) narrow the achievement gap. Significant gains for all student groups were noted and a narrowing of the achievement gap of minority students relative to Caucasian students was seen.

Jeff C Marshall (Clemson University)

Daniel M Alston (Clemson University)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon H
  Traditional Paper Set, Student Learning P-12

9:15am PST

Salon H: The Effects of Inquiry-Based Teaching Approaches Compared to Traditional Textbook Science Instruction
This presentation will discuss research comparing the effects of inquiry science education and textbook-only science instruction on fourth-graders' long-term content knowledge retention. The importance of inquiry education will be discussed in light of the Common Core State Standards and the Next Generation Science Standards.

Deanna LeBlanc (University of NEvada, Reno & Lyon County School District)

David T Crowther (University of Nevada, Reno)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon H
  Traditional Paper Set, Student Learning P-12

9:15am PST

Salon I: Academic Language Supports in Elementary Science Instruction
Schools require students to use language in ways, that for many students, are different than how they use language at home. This study investigates how an elementary education teacher candidate supported student academic language use during science instruction, related to the requirements of the edTPA.

Karl G. Jung (University of Minnesota)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon I
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon I: Learning to Notice Students' Understanding through the Examination of Student Work
In this session, we will examine studies of elementary preservice teachers' ability to notice evidence of learning while teaching in a first grade classroom as well as their ability to notice after professional development on the collaborative examination of student work. .

Wendy P. Ruchti (Idaho State University)

Wendy P. Ruchti (Idaho State Univeristy)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon I
  Traditional Paper Set, Preservice Science Teacher Preparation

9:15am PST

Salon I: Preservice Science Teachers' Argumentation and Scientific Reasoning
In this study, investigate how a physical modelling activity promotes the teachers' argumentative practice around the given socio-scientific issue. The results show that the experience of manipulating variables in a physical model helped the pre-service science teachers improve the content and quality of argumentative practice

Younkyeong Nam (The College at Brockport - State University of New York)

Ying-Chih Chen (Arizona State University)

Gillian Roehrig (University of Minnesota)

Saturday January 10, 2015 9:15am - 10:15am PST
Salon I
  Traditional Paper Set, Preservice Science Teacher Preparation

9:45am PST

Columbia: Coaching College Instructors in Teaching and Learning
The aim of the workshop is to brainstorm how to support and coach college instructors in a non-intimidating fashion. The Brown model which is based in over 250 instructor observations will be presented and discussed. In the last hour participants will design their own professional development model for college instructors.

Esther L. Zirbel (Brown University)

Milijana Suskavcevic (Houston University)
Saturday January 10, 2015 9:45am - 11:45am PST
Columbia
  Professional Development Workshop

10:30am PST

Willamette: Equity Committee
Saturday January 10, 2015 10:30am - 11:30am PST
Willamette
  Meeting

10:30am PST

Salon G: An Epidemiological Response to the Anti-Evolution Movement
In response to the anti-evolution movement, a multi-faceted epidemiological response is required. Drawing from the tobacco epidemic response, we provide a multifaceted approach to address the anti-evolution movement. This roundtable engages science educators in identifying and responding to areas of need to address the anti-evolution movement.

Ronald S Hermann (Towson University)

Ian C Binns (UNC Charlotte)

Joseph W Shane (Shippensburg University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon G
  Roundtable, History Philosophy and Nature of Science

10:30am PST

Salon G: Defining and Measuring Pedagogical Content Knowledge: Piloting Environmental Science Scenarios with Elementary Teachers
Participants at this Roundtable will be engaged in a discussion about Pedagogical Content Knowledge (PCK) and challenges associated with articulating and measuring topic-specific PCK. The context for this discussion will focus on environmental science-related prompts that were embedded into a summer professional development course.

Sybil S. Kelley (Portland State University/Educational Leadership & Policy)

Emily Saxton (Portland State University)

Dilafruz R. Williams (Portland State University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon G
  Roundtable, Science Teacher Professional Development

10:30am PST

Salon G: The Next Generation STEM Classroom Professional Development: A Teacher Lead Model for Best Practice in Inquiry Based Elementary Science Teaching
The Next Generation STEM Classroom Project offers a new model of professional development for science teachers as they shift their instruction to meet the needs of the Next Generation Science Standards. In a study of this project, participants rate it very highly and indicate a need for additional training.

Patricia Bills (Northern Kentucky University)

Madhura Kulkarni (Center for Integrative Natural Science and Mathematics)

Reeda Hart (Center for Integrative Natural Science and Mathematics)

Carrie Holloway (Center for Integrative Natural Science and Mathematics)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon G
  Roundtable, Science Teacher Professional Development

10:30am PST

Salon G: Developing Pedagogical Content Knowledge through the Evaluation and Discussion of Science Teaching Resources within an Online Social Bookmarking Forum
This presentation will discuss an assignment developed for a course focused on pedagogical content knowledge (PCK) in the life sciences, in which students' applied their developing PCK to the evaluation and discussion of science teaching resources through an online social bookmarking forum. Data on the assignments' effectiveness will be shared.

Jerine M Pegg (University of Alberta)

Garrick Burron (University of Alberta)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon G
  Small Group Roundtable, Preservice Science Teacher Preparation

10:30am PST

Salon G: Science Teacher Professional Growth from Collaborative Curriculum Design
How can we maximize teacher change and growth in a weeklong professional development experience? This presentation describes the impacts of a highly selective and popular science curriculum development summer institute on secondary biology teachers' professional learning.

Dina Drits-Esser (University of Utah)

Louisa A. Stark (University of Utah)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon G
  Small Group Roundtable, Science Teacher Professional Development

10:30am PST

Salon G: Teaching to Reach Rural Science Educators: A study on continuous professional development
This study on how teachers acquire PCK through science professional development suggests emergent themes and a theory on the development of physics and physical science teachers' PCK. A spiral model of acquisition is suggested from the study. Implications may be of interest to those implement science professional development in rural areas.

April A Nelms (University of North Georgia)

Dennis W Sunal (University of Alabama)

Cynthia V Sunal (University of Alabama)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon G
  Small Group Roundtable, Science Teacher Professional Development

10:30am PST

Salon G: We-Teach: Revising Undergraduate Science Teacher Education at the Convergence of CAEP, UTeach, and edTPA
This roundtable focuses on a program revision that occurred at the program level due to changing accreditation factors and a merger with a polytechnic university. Topics such as the process of program revision, the reasoning behind adopting an UTeach model, and resolution of the perceived shortcomings in the UTeach model will be discussed.

Brendan E Callahan (Kennesaw State University)

Michelle L Dean (Kennesaw State University)

Michael Dias (Kennesaw State University)

Jennifer K Frisch (Kennesaw State University)

David Rosengrant (Kennesaw State University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon G
  Small Group Roundtable, Preservice Science Teacher Preparation

10:30am PST

Medford: Using Visual Data to Investigate K-6 Pre-service Teachers' Science Content Knowledge, and Instructional Practices
This presentation reports on the use of visual data, specifically drawings, to assess pre-service teachers' science content knowledge, and instructional practices. The purpose of this paper set is to bring together researchers of four studies who have used visual data, specifically drawings, to investigate and assess two phenomena: (1) pre-service

Pamela Harrell (University of North Texas)

KARTHIGEYAN SUBRAMANIAM (UNIVERSITY OF NORTH TEXAS)

DAVID WOJNOWSKI (Jarvis Christian College)

Sumreen Asim (UNIVERSITY OF NORTH TEXAS)

Benjamin Kirby (UNIVERSITY OF NORTH TEXAS)

EunYoung Lee (UNIVERSITY OF NORTH TEXAS)

Saturday January 10, 2015 10:30am - 11:30am PST
Medford
  Themed Paper Set, Preservice Science Teacher Preparation

10:30am PST

Salon H: The Smithsonian's 'Teaching Evolution through Human Examples' project
The Smithsonian's "Teaching Evolution through Human Examples " project developed and tested curriculum supplements and a Cultural and Religious Sensitivity (CRS) teacher strategies resource focusing on positive classroom dialogue that increased teacher and student comfort in teaching and learning evolution and students' understanding of evolution.

Briana Pobiner (Smithsonian Institution (National Museum of Natural History))

Constance Bertka (Science and Society Resources)

Paul Beardsley (Cal Poly Pomona)

Bill Watson (Diocene of Camden Office of Catholic Schools)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon H
  Themed Paper Set, Student Learning P-12

10:30am PST

Eugene: Learning to Teach Inquiry through Reflection on Practice
We explored middle school teachers' learning of inquiry strategies through reflection on practice-teaching sessions during a student enrichment program. We collected and analyzed teachers' oral and written reflection sources, focusing on teachers' reflection levels and themes to learn how they used practice-teaching to guide their instruction.

Christine Lotter (University of South Carolina)

Cory Miller (University of South Carolina)

Saturday January 10, 2015 10:30am - 11:30am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

10:30am PST

Eugene: Reflection writing: A tool for understanding teacher's perspectives on long term professional development.
Reflective prompts were created to capture teacher change during a two-year PD program. Through the analysis of responses, we describe changes in teacher perceptions of how they develop as professionals and their perceptions of their roles as professional educators The results are explored at the individual and project level, as well as over time.

Jenesta R Nettles (Texas Christian University)

Kelly K Feille (University of North Texas)

Molly H Weinburgh (Texas Christian University)

Saturday January 10, 2015 10:30am - 11:30am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

10:30am PST

Eugene: Using Teachers' Voices to Inform Professional Development on Science Teacher Leadership
We explored the responsibilities, supports, and needs of science teacher leaders (STLs) in schools that have been successful in closing science achievement gaps, so as to inform the design of an STL professional development (PD) program. Our findings indicate that STL PD should go beyond instructional leadership in order to fully support STLs.

Julianne A Wenner (University of Connecticut)

Tonjua B Freeman (University of Central Florida)

Saturday January 10, 2015 10:30am - 11:30am PST
Eugene
  Traditional Paper Set, Science Teacher Professional Development

10:30am PST

Salon A: Critical Factors Impacting the Role of a District Science Coordinator
This sequential explanatory mixed-methods study explored the professional responsibilities of district science coordinators, their professional development, and the relationship between their role, responsibilities, district context, and background.

Brooke A Whitworth (Northern Arizona University)

Jennifer L Maeng (University of Virginia)

Lindsay B Wheeler (University of Virginia)

Jennifer L Chiu (University of Virginia)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon A
  Traditional Paper Set, Science Teacher Professional Development

10:30am PST

Salon A: Science Teacher Attitudes Toward Inquiry-Based Teaching and Learning
The purpose of this study was to determine teachers' attitudes, values and beliefs about inquiry. The participants of this study were 275 middle grades and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, time, curricular demands and classroom management are perceived as constraints, imped

Warren J DiBiase (UNC Charlotte)

Judy McDonald (Belmont Abbey College)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon A
  Traditional Paper Set, and Assessment, Curriculum, Pedagogy

10:30am PST

Salon A: The Role of Alternative Certification Programs in Teacher Induction: Understanding the Needs of Newly Hired Alternatively Licensed Science Teachers in Louisiana
Nationwide, alternative certification programs address teacher shortages in key areas, including science. In Louisiana, this is no different. The purpose of this study is to describe the induction supports provided to newly hired alternatively licensed science teachers, focusing on the role of alternative certification programs in induction.

Angela W Webb (Louisiana State University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon A
  Traditional Paper Set, Science Teacher Professional Development

10:30am PST

Salon B: Changes in Teachers' Beliefs about Reformed Science Teaching and Learning and Practices Concerning Inquiry-Based Instruction
This study investigates the extent to which teachers' beliefs about reformed science teaching and learning and classroom practices concerning inquiry-based instruction changes following participation in a year-long RET-PLC professional development program. The findings of this study can help to inform teacher education and professional development.

Rommel Miranda (Towson University)

Julie Damico (Towson University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

10:30am PST

Salon B: Impact of experiencing professional learning grounded in reformed science teaching practices and educative curricula: An investigation of the outcomes of a science teacher professional development.
Grounding professional development (PD) in an educative curriculum, focused on cyber-enabled cognitive tools and reformed science teaching principles integration can produce powerful student learning outcomes. This presentation will provide and understanding of such a project that investigated the contributions of PD on student learning.

Max L. Longhurst (Utah State University)

Todd Campbell (University of Connecticut)

Daniel C. Coster (Utah State University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

10:30am PST

Salon B: Science Teacher Professional Learning: Expanding the Model
This study expands current models of science teacher learning by investigating an important dynamic in professional growth: the role of teachers' own perspectives and engagement in the learning process. The findings highlight the importance of a professional growth mindset and collaborative engagement in professional development experiences.

Tobias Irish (Cary Institute of Ecosystem Studies)

Carol Rinke (Marist College)

Alan Berkowitz (Cary Institute of Ecosystem Studies)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon B
  Traditional Paper Set, Science Teacher Professional Development

10:30am PST

Salon C: A Pilot Study Examining Preservice Science Teachers' Perceptions with 'Google-A-Science-Teacher'
This session features a pilot study investigating a variation of the Draw-A-Science-Teacher-Teaching Checklist (DASTT-C), in which preservice teachers used the Google Images search engine to select a "science teacher " image they perceived best represented themselves teaching. Discussion includes pre/posttest results and implications for future use.

Daniel J. Bergman (Wichita State University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

10:30am PST

Salon C: How the pedagogy of poverty and administrative power drove highly qualified and effective beginning science teachers from a NCLB turnaround school
In the study reported here, beginning science teachers' efforts to implement effective science teaching were sabotaged by colleagues and administrators who made threats and imposed sanctions for practices that deviated from the school norms. Implications for teacher education programs and professional development efforts will be addressed.

Lori M Ihrig (University of Iowa)

Joanne K Olson (Iowa State University)

Michael P Clough (Iowa State University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

10:30am PST

Salon C: Why teach physics? Factors that lead undergraduate students to consider a physics teaching as a career.
This study explores the factors that lead undergraduate students to consider teaching as their future career. Through a self efficacy survey and semi-structured interviews, we found a variety of factors including, but not limited to, their prior teaching experiences, the way their prior teachers taught, and the self-rewards of teaching.

Nilay Muslu (University of Missouri)

Suleyman Cite (University of Missouri)

Karen E.L. King (University of Missouri)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon C
  Traditional Paper Set, Preservice Science Teacher Preparation

10:30am PST

Salon D: Effects of a Multi-Phase Conceptual Change Instructional Approach on Elementary Preservice Teachers
The study investigated the impact of a multi-phase conceptual change instructional approach on elementary preservice teachers' understanding of science content and pedagogy. The findings suggest that the experience enhanced the preservice teachers' understanding of content and heightened their abilities to promote students' understanding.

Suzanne M Nesmith (Baylor University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

10:30am PST

Salon D: Infusing High Leverage Practices in Elementary Science Methods - An Iterative 4-semester Design
Teacher education is emphasizing high-leverage practices for novice teachers. This paper explains how high-leverage practices have been infused in an elementary science methods course. It explains two important alterations in the design of the course and how these alterations came to exist over the course of four semesters.

Sharon Dotger (Syracuse University)

Jessica Whisher-Hehl (Syracuse University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

10:30am PST

Salon D: The Inclusion of Sustainability Education in K-6 Science Teacher Education: Exploring the Importance of Targeted and Teacher Mentored School-based Experiences
We explored the influence of sustainability education experiences in University and elementary school spaces on pre-service teacher self-efficacy, dispositions, and content knowledge. Content and pedagogy were framed and guided by the nine themes of sustainability literacy (Nolet 2009).

Kathleen G Sparrow, PhD (Florida International University)

George E O'Brien, PhD (Florida International University)

Jennifer Morales, MS (Florida International University)

Jaeson Clayborn, MS (Florida International University)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon D
  Traditional Paper Set, Preservice Science Teacher Preparation

10:30am PST

Salon I: Assessing Argumentation of Socioscientific Issues in Critical Friend Pair Case Studies
Promoting argumentation and scientific literacy through the use of SSIs in science is a core practice in science education. Utilizing critical friend pairings and a claim-evidence-reasoning framework, we implemented a unit in a science methods class designed to explore students' beliefs and how they impact their argument construction and reasoning.

Sara Raven (Kent State University)

Vanessa Klein (Kent State University)

Bahadir Namdar (University of Georgia)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon I
  Traditional Paper Set, Preservice Science Teacher Preparation

10:30am PST

Salon I: Future Science Teachers as NOS-focused Curriculum Designers
This presentation will share suggestions for improving future teachers' NOS understandings from lessons learned over four summers of a NOS-focused internship. The final internship model engaged future teachers as curriculum designers who developed their NOS understanding while creating curriculum for courses in their own science departments.

Jennifer S Coble (University of North Carolina at Chapel Hill)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon I
  Traditional Paper Set, Preservice Science Teacher Preparation

10:30am PST

Salon I: The effectiveness of field experiences for elementary methods course: after-school instruction vs. classroom observations
Are there benefits of an afterschool field experience beyond what a normal observation field experience can give for elementary science? We followed preservice teachers from both types of field experiences (N=16) into student teaching and found overlapping themes with a few differences related to classroom management and more time teaching.

Tina J Cartwright (Marshall University)

Suzanne Smith (Marshall University)

Brittan Hallar (Research For Action)

Saturday January 10, 2015 10:30am - 11:30am PST
Salon I
  Traditional Paper Set, Preservice Science Teacher Preparation

11:45am PST

Salon E-F: Awards Luncheon
Saturday January 10, 2015 11:45am - 1:30pm PST
Salons E-F
  Social Event
 
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