The new Indiana Science and Computer Science Standards (IDOE, 2022) have created a lot of questio... more The new Indiana Science and Computer Science Standards (IDOE, 2022) have created a lot of questions among teachers about what “three-dimensional” teaching is, and how to implement the new standards. The 2022 standards are very closely aligned with the Next Generation Science Standards (NGSS Lead States, 2013), with standards presented using the same terminology focusing on phenomena, Practices, Disciplinary Core Ideas and Crosscutting Concepts. While this may feel new, the NGSS was published in 2013, and some features of the national standards were incorporated in the 2016 standards. In this article, the author draws from previous experience writing science learning materials
Have you thought about writing for The Hoosier Science Teacher, but the thought of writing for a ... more Have you thought about writing for The Hoosier Science Teacher, but the thought of writing for a publication makes you break out in a sweat? It turns out that what editors want may actually make the process easier than you think! This article has tips and strategies learned by an experienced teacher, author, reviewer, and editor.
Ball State University has opened its new Environmental Education Center and a newly expanded Con... more Ball State University has opened its new Environmental Education Center and a newly expanded Conservatory at the Rinard Orchid Greenhouse. Teachers are invited to plan visits to the site for a variety of environmental education programs. Learn more about the facility and the activities the university hopes to host at the new facility.
Conservation Tales is an interdisciplinary team of students and faculty who work with a variety o... more Conservation Tales is an interdisciplinary team of students and faculty who work with a variety of external partners to create children's books about wildlife conservation and authentic science practices. In 2021, our external partners include the Ball State Biology Fisheries Research lab, the BSU Field Station and Environmental Education Center, and the Indianapolis Zoo
recommendations expressed in this publication are those of the authors and do not necessarily ref... more recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of any of the supporting institutions. While research shows that improving science teachers ’ content knowledge is important in changing teaching practice, offering professional development that meets the needs of a diverse population of teachers is challenging. Teachers enrolling in a professional development (PD) experience come with different educational backgrounds, different teaching certificates, and different levels of experience. Just as we expect teachers to pre-assess so they can focus instruction on the needs of their students, PD planners should also base their instruction on the prior knowledge of participating teachers. The Problem Based Learning Project for Teachers implemented a pre-assessment strategy that includes instruments in seven content strands for K-12 teachers who elected to study a science topic they had identified as an area of need. In this pap...
This qualitative study was conducted to understand teacher motivation to re-enroll in an extended... more This qualitative study was conducted to understand teacher motivation to re-enroll in an extended professional development program. Data were collected from interviews with four teachers. We found that teachers made decisions to reenroll based on their perceived utility value of learning in this professional development, and that teachers were intrinsically motivated to explore their inquiry. We also found that providing teachers with autonomy to select learning issues and constructing extended learning communities could enhance teachers' perceived utility value of engagement and provoke teachers to generate new inquiry. Other factors, such as extrinsic incentives and an encouraging school culture also played a positive role on teachers' re-enrollment. Additionally, teachers had little concern about their capabilities to achieve learning tasks during their participation.
Any opinion, finding, conclusions or recommendations expressed in this publication are those of t... more Any opinion, finding, conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of any of the supporting institutions. Assessment of teachers ’ content knowledge provides an important type of information needed by teacher educators to inform design of professional development (PD) curricula for teachers as well as for accountability (Howley & Howley, 2005; Mundry, 2005). However, assessment of teacher content knowledge poses several challenges. Educators and researchers need a strategy for assessing teacher content knowledge that is efficient but authentic, offers some level of standardization, can be applied to multiple content areas, and provides insight into teachers ’ deep understandings of science concepts, even when applied to small sample groups. This article describes a model for assessment of content knowledge used by researchers in the
meta cognition and self-efficacy beliefs on genetics problem solving ability among high school st... more meta cognition and self-efficacy beliefs on genetics problem solving ability among high school students in Kenya
This study examined and compared science teacher efficacy beliefs of elementary pre-service teach... more This study examined and compared science teacher efficacy beliefs of elementary pre-service teachers in Kenya and U.S.A. by surveying 168 Kenyan and 189 US Pre-service teachers through a cross-sectional survey research design. Data were collected using STEBI-B scale, an inventory developed by by Enochs and Riggs (1990), with a reported Cronbach’s Alpha coefficients as 0.90 and 0.76 for Personal Science Teacher Efficacy (PSTE) and Science Teacher Outcome Expectancy (STOE), respectively. Data were analysed both descriptively (means and standard deviations) and inferentially using a 2 x 2 factorial MANOVA. The dependent variables were PSTE and STOE scores. The independent variables were participant gender and country of origin. Results indicate a significant interaction between gender and country. There was a significant main effect for country but not for gender. With a significant MANOVA, follow-up univariate ANOVA tests indicated a statistically significant difference in the PSTE wi...
The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2013
Abstract The Problem-Based Learning (PBL) Project for Teachers included three days of professiona... more Abstract The Problem-Based Learning (PBL) Project for Teachers included three days of professional development using PBL to deepen teachers’ content knowledge. Teachers identified the content area in which they wished to work from a list of choices. They worked in facilitated groups of from five to nine participants to solve rich, ill-structured problems. Content knowledge was assessed based on teachers’ written responses to at least one general question and one application question in which they explained some everyday phenomena. Teachers responded to these questions two months before and at the end of the professional development; 80.5 percent of the 41 middle and high school teachers who participated showed improved content knowledge. We also examined the patterns in teachers’ incoming content knowledge and changes in content knowledge. The data indicate that the PBL approach used here was effective in improving the content knowledge of teachers independent of demographic factors and type and degree of incoming content knowledge.
Assessing teachers' science content knowledge. and the impact of problem bas... more Assessing teachers' science content knowledge. and the impact of problem based professional development. on teachers' science understanding. Tom J. McConnell. Ball State University. Jeannine C. Stanaway. Lansing Community College. Joyce M. Parker. Jan Eberhardt. ...
(in press) Conference Proceedings of the International Academic Conference of Preparing Quality S... more (in press) Conference Proceedings of the International Academic Conference of Preparing Quality Science Teachers for Elementary and Secondary Schools, sponsored by the National Science Council (Taiwan), May 31st through June 2nd, 2007 in Taipei, Taiwan.
Page 1. It's like a mirror in my face: Using video-analysis in learning communitie... more Page 1. It's like a mirror in my face: Using video-analysis in learning communities of science teachers to foster reflection on teaching dilemmas Mary Lundeberg, Matthew J. Koehler, Meilan Zhang, Sunethra Karunaratne, Tom J. McConnell, Jan Eberhardt ...
This study examines the role of collaborative reflection on teaching practice in shaping preservi... more This study examines the role of collaborative reflection on teaching practice in shaping preservice elementary teachers' understanding of technology in the science classroom. In a phenomenographic study of qualitative data sources, the study looks at the conceptions about technology ...
The new Indiana Science and Computer Science Standards (IDOE, 2022) have created a lot of questio... more The new Indiana Science and Computer Science Standards (IDOE, 2022) have created a lot of questions among teachers about what “three-dimensional” teaching is, and how to implement the new standards. The 2022 standards are very closely aligned with the Next Generation Science Standards (NGSS Lead States, 2013), with standards presented using the same terminology focusing on phenomena, Practices, Disciplinary Core Ideas and Crosscutting Concepts. While this may feel new, the NGSS was published in 2013, and some features of the national standards were incorporated in the 2016 standards. In this article, the author draws from previous experience writing science learning materials
Have you thought about writing for The Hoosier Science Teacher, but the thought of writing for a ... more Have you thought about writing for The Hoosier Science Teacher, but the thought of writing for a publication makes you break out in a sweat? It turns out that what editors want may actually make the process easier than you think! This article has tips and strategies learned by an experienced teacher, author, reviewer, and editor.
Ball State University has opened its new Environmental Education Center and a newly expanded Con... more Ball State University has opened its new Environmental Education Center and a newly expanded Conservatory at the Rinard Orchid Greenhouse. Teachers are invited to plan visits to the site for a variety of environmental education programs. Learn more about the facility and the activities the university hopes to host at the new facility.
Conservation Tales is an interdisciplinary team of students and faculty who work with a variety o... more Conservation Tales is an interdisciplinary team of students and faculty who work with a variety of external partners to create children's books about wildlife conservation and authentic science practices. In 2021, our external partners include the Ball State Biology Fisheries Research lab, the BSU Field Station and Environmental Education Center, and the Indianapolis Zoo
recommendations expressed in this publication are those of the authors and do not necessarily ref... more recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of any of the supporting institutions. While research shows that improving science teachers ’ content knowledge is important in changing teaching practice, offering professional development that meets the needs of a diverse population of teachers is challenging. Teachers enrolling in a professional development (PD) experience come with different educational backgrounds, different teaching certificates, and different levels of experience. Just as we expect teachers to pre-assess so they can focus instruction on the needs of their students, PD planners should also base their instruction on the prior knowledge of participating teachers. The Problem Based Learning Project for Teachers implemented a pre-assessment strategy that includes instruments in seven content strands for K-12 teachers who elected to study a science topic they had identified as an area of need. In this pap...
This qualitative study was conducted to understand teacher motivation to re-enroll in an extended... more This qualitative study was conducted to understand teacher motivation to re-enroll in an extended professional development program. Data were collected from interviews with four teachers. We found that teachers made decisions to reenroll based on their perceived utility value of learning in this professional development, and that teachers were intrinsically motivated to explore their inquiry. We also found that providing teachers with autonomy to select learning issues and constructing extended learning communities could enhance teachers' perceived utility value of engagement and provoke teachers to generate new inquiry. Other factors, such as extrinsic incentives and an encouraging school culture also played a positive role on teachers' re-enrollment. Additionally, teachers had little concern about their capabilities to achieve learning tasks during their participation.
Any opinion, finding, conclusions or recommendations expressed in this publication are those of t... more Any opinion, finding, conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of any of the supporting institutions. Assessment of teachers ’ content knowledge provides an important type of information needed by teacher educators to inform design of professional development (PD) curricula for teachers as well as for accountability (Howley & Howley, 2005; Mundry, 2005). However, assessment of teacher content knowledge poses several challenges. Educators and researchers need a strategy for assessing teacher content knowledge that is efficient but authentic, offers some level of standardization, can be applied to multiple content areas, and provides insight into teachers ’ deep understandings of science concepts, even when applied to small sample groups. This article describes a model for assessment of content knowledge used by researchers in the
meta cognition and self-efficacy beliefs on genetics problem solving ability among high school st... more meta cognition and self-efficacy beliefs on genetics problem solving ability among high school students in Kenya
This study examined and compared science teacher efficacy beliefs of elementary pre-service teach... more This study examined and compared science teacher efficacy beliefs of elementary pre-service teachers in Kenya and U.S.A. by surveying 168 Kenyan and 189 US Pre-service teachers through a cross-sectional survey research design. Data were collected using STEBI-B scale, an inventory developed by by Enochs and Riggs (1990), with a reported Cronbach’s Alpha coefficients as 0.90 and 0.76 for Personal Science Teacher Efficacy (PSTE) and Science Teacher Outcome Expectancy (STOE), respectively. Data were analysed both descriptively (means and standard deviations) and inferentially using a 2 x 2 factorial MANOVA. The dependent variables were PSTE and STOE scores. The independent variables were participant gender and country of origin. Results indicate a significant interaction between gender and country. There was a significant main effect for country but not for gender. With a significant MANOVA, follow-up univariate ANOVA tests indicated a statistically significant difference in the PSTE wi...
The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2013
Abstract The Problem-Based Learning (PBL) Project for Teachers included three days of professiona... more Abstract The Problem-Based Learning (PBL) Project for Teachers included three days of professional development using PBL to deepen teachers’ content knowledge. Teachers identified the content area in which they wished to work from a list of choices. They worked in facilitated groups of from five to nine participants to solve rich, ill-structured problems. Content knowledge was assessed based on teachers’ written responses to at least one general question and one application question in which they explained some everyday phenomena. Teachers responded to these questions two months before and at the end of the professional development; 80.5 percent of the 41 middle and high school teachers who participated showed improved content knowledge. We also examined the patterns in teachers’ incoming content knowledge and changes in content knowledge. The data indicate that the PBL approach used here was effective in improving the content knowledge of teachers independent of demographic factors and type and degree of incoming content knowledge.
Assessing teachers' science content knowledge. and the impact of problem bas... more Assessing teachers' science content knowledge. and the impact of problem based professional development. on teachers' science understanding. Tom J. McConnell. Ball State University. Jeannine C. Stanaway. Lansing Community College. Joyce M. Parker. Jan Eberhardt. ...
(in press) Conference Proceedings of the International Academic Conference of Preparing Quality S... more (in press) Conference Proceedings of the International Academic Conference of Preparing Quality Science Teachers for Elementary and Secondary Schools, sponsored by the National Science Council (Taiwan), May 31st through June 2nd, 2007 in Taipei, Taiwan.
Page 1. It's like a mirror in my face: Using video-analysis in learning communitie... more Page 1. It's like a mirror in my face: Using video-analysis in learning communities of science teachers to foster reflection on teaching dilemmas Mary Lundeberg, Matthew J. Koehler, Meilan Zhang, Sunethra Karunaratne, Tom J. McConnell, Jan Eberhardt ...
This study examines the role of collaborative reflection on teaching practice in shaping preservi... more This study examines the role of collaborative reflection on teaching practice in shaping preservice elementary teachers' understanding of technology in the science classroom. In a phenomenographic study of qualitative data sources, the study looks at the conceptions about technology ...
Teaching inquiry science is an important goal of the Next Generation Science Standards (NRC, 2013... more Teaching inquiry science is an important goal of the Next Generation Science Standards (NRC, 2013). While content knowledge is still important, “practices of science” bring the processes to forefront. Teachers need opportunities to develop authentic and engaging inquiry lessons that feature the practices. The Conservation Educator Academy at the International Orangutan Center fosters interaction with researchers who use the practices to facilitate teachers’ implementation of the practices. The Center is a new exhibit at the Indianapolis Zoo that serves as both an exhibit and a research facility. Researchers study learning and cognition in the primates using touch screen computers, and keepers use practices like questioning, observation, data collection, analysis, and proposing solutions to care for the animals. Teachers in the CEA learn about orangutans, their environment, threats to their survival in the wild, and the cognition research. Discussions focus on the practices and their application to standards. Teachers develop inquiry lesson plans to use in the following school year, and engage in ongoing reflection and revision. The project examines the design of the PD program, its impact on teacher practices, and student learning outcomes. The presentation will share program design and data collected in the pilot program.
Written for grades 3-5, presents the story of a young girl who wants to more about a rare bird sh... more Written for grades 3-5, presents the story of a young girl who wants to more about a rare bird she sees at home. She ends up learning about the research and conservation efforts to save this endangered species. Includes at-home activities to help protect songbirds and inquiry science activities suited for home, school, or after-school groups, aligned with NGSS standards. First book in a new series.
A collection of 35 songs for mountain dulcimer, each tabbed in two versions - one for DAD and the... more A collection of 35 songs for mountain dulcimer, each tabbed in two versions - one for DAD and the other a harmony arrangement for baritone dulcimer. Includes chord charts and instructions for playing chords on the baritone, and a URL to a web companion with audio samples to let users practice along with the music.
Music from the Heart is a new collection of music tabbed for mountain dulcimer. The book includes... more Music from the Heart is a new collection of music tabbed for mountain dulcimer. The book includes 15 original songs for you to learn, and has some instruction about chord shapes, flourishes to help you play melodies more easily, arpeggios and using a capo. The book includes a URL to collection of downloadable mp3 audio samples for all 15 songs to help the learner get familiar with the songs.
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