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A Laboratory for Investigating the Affective Domain: Teaching Science to Teachers

A Laboratory for Investigating the Affective Domain: Teaching Science to Teachers. Matt Nyman, Amy Ellwein, Corey Fincher and Michael Crane Natural Science Program Earth and Planetary Sciences University of New Mexico.

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A Laboratory for Investigating the Affective Domain: Teaching Science to Teachers

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  1. A Laboratory for Investigating the Affective Domain: Teaching Science to Teachers Matt Nyman, Amy Ellwein, Corey Fincher and Michael Crane Natural Science Program Earth and Planetary Sciences University of New Mexico

  2. Teaching Science to Teachers: A Laboratory for Investigating the Affective Domain ? Matt Nyman, Amy Ellwein, Corey Fincher and Michael Crane Natural Science Program Earth and Planetary Sciences University of New Mexico

  3. Two research populations… Natural Science Classes: Science Classes for Pre-service Teachers Field-based Science Classes for In-service Teachers

  4. Classes in the Natural Science Program • Lab/lecture science classes for education majors • Standards-based content • Variety of instructional and assessment strategies • Scaleable activities

  5. Science Background

  6. Science Background

  7. But this isn’t the full story… • Poor math backgrounds and skills • High anxiety towards learning science • Low self-efficacy towards learning and doing science • Poor previous math and science learning experiences • We knew the importance of making our students comfortable with science, but how to measure that?

  8. But this isn’t the full story… Data Sources • Small class size (n < 21) – communication • Reflective writing exercises and portfolio assignments

  9. But this isn’t the full story… • Poor math backgrounds and skills • High anxiety towards learning science • Low self-efficacy towards learning and doing science • Poor previous math and science learning experiences • “To be honest, I always hated science because it was too boring and too hard. Science was something I never understood and never wanted to understand. There were people that understood those things about the world, and I didn’t have to be one of them.” • Misconceptions abound • Religious conflicts with content (evolution, age of earth)

  10. Addressing the Affective Domain Challenge: Maintaining academic rigor and content standards while attending to student needs and backgrounds… ICE BREAKER…“Do You Know Me ?” Hypotheses, observations, inferences Activity Students answer 10 questions about instructor Result Get to know instructor Facilitates non-threatening learning environment Illustration of the ubiquity of the process of science

  11. Addressing the Affective Domain Earth Observation Day Observations, patterns, process, connections Content independent Most students have success Connects to future content

  12. Addressing the Affective Domain

  13. As a result of this activity, my ability to recognize patterns on the visualizations: Addressing the Affective Domain Earth Observation Day Was it successful? “The Earth Observation Day activity made me feel like a real scientist.”

  14. Field-base classes for In-service TeachersUsing Reflective Writing to Assess the Affective Domain and Course Success Classroom and Field-Based Investigation of River Systems – Summer 2005 Geobotany – Summer 2006

  15. Why Reflective Writing ? Ensure good communication in an intense, one-week field course Having a field notebook evolved into method to “check in” with students about content and comfort…

  16. Why Reflective Writing? Capture the essence of ‘sketches over beers’ ‘hoodoo’ and hill slope evolution

  17. End of the Day Reflective Writing • Describe the most and least interesting parts of your day. • When did you feel well-prepared and/or competent? Why? • When did you feel uncomfortable and/or unprepared? Why? • Did you feel that the activities involved application of the scientific process? Why or why not? • Do you think the content and methods you are learning will help you to teach science more effectively? Why or why not?

  18. End of the Day Reflective Writing • Describe the most and least interesting parts of your day. • When did you feel well-prepared and/or competent? Why? • When did you feel uncomfortable and/or unprepared? Why? • Did you feel that the activities involved application of the scientific process? Why or why not? • Do you think the content and methods you are learning will help you to teach science more effectively? Why or why not?

  19. What did we learn? “Everything was a major learning curve… I’d never done anything like it before” It was “….embarrassing not having “official” hiking gear.”

  20. ENHANCED CONTENT GAIN ENHANCED SELF-CONFIDENCE Positive Feedback Positive Feedback Positive Feedback INSTRUCTOR BENEFITS Model for the Affect of Reflective Writing REFLECTIVE WRITING

  21. Closing Thoughts • Recognized (not by name) importance of affective domain in teaching pre- and in-service teacher • Evaluating through reflective writing • Data backlog – help! • Other measures – please?

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