Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science

Instruments

Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers’ NOS views. However, the crucial component of assessing learners’ NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open-ended instrument, the Views of Nature of Science Questionnaire (VNOS), which in conjunction with individual interviews aims to provide meaningful

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Transformative Experience: An Integrative Construct in the Spirit of Deweyan Pragmatism

Publications

A sentiment held by Dewey and shared by other educators is that learning should enrich and expand everyday experience. However, this goal has not been a focus of research. In this article, I propose transformative experience as a construct capable of reflecting this goal and functioning as an empirical research construct. I discuss the theoretical grounding for this construct in the work of Dewey and define it in terms of three characteristics: (a) motivated use, (b) expansion of perception, and (c) experiential value. In doing so, I describe how transformative experience integrates current

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Beliefs and Expectations about Engineering Preparation Exhibited by High School STEM Teachers

Instruments

BACKGROUND If we are to effect change in teacher practices and decision making regarding instruction, college preparation, and career success in engineering, then knowledge of teachers’ beliefs and expectations about engineering needs to be understood. PURPOSE(HYPOTHESIS) The primary purpose was to develop a statistically reliable survey instrument to document teachers’ beliefs and expectations about pre-college engineering instruction, college preparation, and career success in engineering, called the Engineering Education Beliefs and Expectations Instrument (EEBEI), and to compare teachers’

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An Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning

Instruments

Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of

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Tackling Science Instruction Through “Science Talks” and Service Learning

Publications

Many preservice teachers struggle in science courses and foster anxieties regarding science instruction in their future classrooms. Providing time and support for preservice teachers to teach science in an after-school classroom through service learning allows them to build a science learning environment outside the formal school day. In this alternative learning space, student dialogue can enhance learning in science while also improving preservice teachers’ confidence and enthusiasm to teach science. SCI-TALKS, a program that integrates service learning and science methods instruction

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CADRE Webinar: Open Education Resources (OER) for K-12 STEM Education: Issues and Opportunities

Event
On February 14, CADRE is hosting a webinar on freely available, openly-licensed open education resources (OER) in K-12 STEM. Panelists and participants will discuss the current demand for OER and opportunities for NSF-funded projects to contribute; key considerations, opportunities, and challenges for individuals, projects, and organizations developing OER (e.g., intellectual property and financial trade-offs); how OER products are identified, evaluated, and used by teachers, schools, and districts; and avenues for dissemination and uptake. 
 
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