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Action Research in STEM Classrooms

Wake Innovative Noyce Scholars (WINS) Leah McCoy, PI Samantha Freiberg, Scholar Anna Hester, Scholar Joseph Hester, Scholar. Action Research in STEM Classrooms. Action Research Process. Identify a topic (question) in the classroom Seek information (related studies)

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Action Research in STEM Classrooms

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  1. Wake Innovative Noyce Scholars (WINS) Leah McCoy, PI Samantha Freiberg, Scholar Anna Hester, Scholar Joseph Hester, Scholar Action Researchin STEM Classrooms

  2. Action Research Process • Identify a topic (question) in the classroom • Seek information (related studies) • Apply a possible solution (treatment/analysis) • Reflect on the results and next steps (conclusions and implications)

  3. Graphing Calculators Research Question How does the use of graphing calculators support conceptual understanding in mathematics?

  4. Graphing Calculators • Ellington, A. J. (2006). • Graphing calculators can improve overall achievement and attitude toward mathematics • Milou, E. (1999). • Teachers think that students should solve problems algebraically first, and then use calculators to support solutions • Quesada, A. R., & Maxwell, M. E. (1994). • Students think that calculators help improve conceptual understanding

  5. Graphing Calculators • Participants • Procedures • Quadratics Unit • Cubics Unit • Measures • Student work (pre-test & post-test) • Focus group interview • Analysis

  6. Graphing Calculators • Results • Student work • Focus group interview “…it depends on the way they taught you. Sometimes it’s simpler by hand or sometimes the calculator helps more…” • Conclusions • Implications

  7. Self-relevant Future Goals Research Question How does having students identify self-relevant future goals and form related sub-goals affect their perception of relevance, task instrumentality, and achievement in a math class?

  8. Self-relevant Future Goals Miller and Brickman (2004) Proposed a new model focusing on personal, future goals Personal Future Goal->Formation of Subgoal->View Task as Related ;> Increased Motivation Kadlec, Friedman, and Public Agenda (2007) Most students don’t think math is relevant 76% of students attributed others’ failures in math/science to perceiving the topics as irrelevant Motivation is difficult

  9. Self-relevant Future Goals Treatment • Students … • Identified their personal, future goals, • Created sub-goals • Reflected Measures and Analysis • 1) Surveys • 2) Focus groups • 3) Student work

  10. Self-relevant Future Goals Results • Common Goals • Common themes • 1) Students had not identified sub-goals previously • 2) Motivation increased • 3) Recommended the activity • 4) Perception of relevance • Achievement Conclusion • The results suggest the treatment was effective in increasing students’ motivation and in many cases, their achievement.

  11. Science Identity Research Question To what extent does the incorporation of humanistic, research-based science stories impact biology students’ identity in science?

  12. Science Identity Related Studies • Making science accessible (Kozoll & Osborne, 2004). • Context is important for meaning and relevance (Rudolph and Stewart, 1998). • “Way of knowing” vs. fact memorization (Lederman, 1998). • NOS and socially acceptable roles and experiences (Shanahan, 2009).

  13. Science Identity Treatment & Analysis • 2 classes of Honors biology, mostly comprised of 9th grade students • Discussion-based, research-focused lectures: • Collaboration/Competition – Discovering the structure of DNA • Tentativeness – “Lock-and-key” vs. “Induced fit” enzyme activity models • Innovation/Creativity – Famous experiments in cell biology • Used Likert and free response surveys, open-ended interviews and observations.

  14. Science Identity • Results & Conclusions • T-tests showed no significant differences in opinions before and after the intervention. • More nuanced understandings of NOS. • Naïve misconceptions about the relevance of science. • Identity formation requires exposure to both formal and informal applications of science.

  15. Other studies this year • What is the impact of a scientific module-formatted unit on student attitudes towards science? • How does incorporating students’ creative expression through the arts affect engagement and motivation in mathematics?

  16. Other studies this year • How does writing “Math Tweets” several times each week to summarize the material affect students’ engagement and understanding? • Does problem-based learning lead to the creation of female scientific identity, increased learning and performance?

  17. Other studies this year • Does peer-teaching with group presentations improve the learning and understanding of new physics material? • What is the impact of reflective journal writing on student engagement in a high school biology class?

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