Academic journal article Journal of College Science Teaching

Current Research: 2013 Summer Reading Suggestions

Academic journal article Journal of College Science Teaching

Current Research: 2013 Summer Reading Suggestions

Article excerpt

To supplement your summer reading, the NSTA Committee on Research in Science Education would like to suggest the following science education research articles that were published in the journals of NSTA's affiliates in 2012 and are being made freely available (no subscription required) to NSTA members. These articles cover a variety of topics that include learning about multicultural science education, learning progressions, students' use of argumentation, learner centered classrooms and school climate on student learning. The full articles as PDFs or links to them are available at www.nsta.org/ college/connections.aspx.

The abstracts of these articles are provided here to help you identify which articles may be important to your own professional development and teaching context. We hope that you will find these interesting and relevant and that you will share these with your colleagues and start a dialogue about how research can inform your teaching and students' learning.

From the contribution to the action approach: White teachers' experiences influencing the development of multicultural science curricula

Suriel, R. L., & Atwater, M. M. (2012, December 1). Journal of Research in Science Teaching, 49, 1271-1295.

This exploratory study examined teachers' personal experiences with cultural others who either facilitated or impeded their adoption of multicultural curricula strategies in science curricula units. Case narratives present and discuss interview data and assigned curricula projects. Findings suggest that participants who had transformative cultural experiences, and who identified as the marginalized cultural other, transformed science curricula at higher levels of Bank's typology for curricula' multicultural approaches.

A learning progression for energy in socio-ecological systems

Jin, H., & Anderson, C. W. (2012). Journal of Research in Science Teaching, 49, 1149-1180. Carbon-transforming processes--the ecological carbon cycle and the combustion of biomass and fossil fuels--provide all of the energy for living systems and almost 90% of the energy for human economic activities. The researchers analyzed 48 clinical interviews and 3,903 written tests of students from fourth grade through high school on accounts of carbon-transforming processes. Successful students developed a sense of necessity with respect to accounts of carbon-transforming processes--a sense that energy must be conserved and degraded in every individual process and in the system as a whole. This level of success was achieved by less than 3% of the students.

Framing for scientific argumentation

Berland, L. K., & Hammer, D. (2012). Journal of Research in Science Teaching, 49, 68-94. Students can and do argue when they experience the need for and possibility of persuading others who may hold competing views. Our purpose in this article is to examine three snippets from a sixth-grade class with respect to how the students--and the teacher--experience, or frame, what is taking place. We argue that they show dynamics of framing for individuals and for the class as a whole that affect and are affected by students' engagement in argumentation.

Extending science beyond the classroom door: Learning from students' experiences with the Choice, Control and Change (C3) curriculum

Mallya, A., Moore, F. M., Contento, I. R., Koch, P. A., & Calabrese Barton, A. (2012). Journal of Research in Science Teaching, 49, 244-269. This article describes the experiences of seventh-grade students living in high poverty areas of New York City who participated in the Choice, Control and Change (C3) science curriculum. Data were collected from eight case study students. Analysis of these data revealed that students were able to extend their C3 science understandings beyond the classroom door by developing and expressing science agency in the following ways: (1) critically analyze the conditions of their food environment, (2) purposefully make healthier choices, and (3) expand the food and activity options available to themselves and others. …

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