Strand 13: History, Philosophy, and Sociology of ScienceThe philosophical and empirical work on n... more Strand 13: History, Philosophy, and Sociology of ScienceThe philosophical and empirical work on nature of science is rich. But how is this work translated into practice by classroom teachers? What are teachers actually doing in their classrooms to teach about the epistemological basis of science? How do they take research recommendations and implement them in their daily practice? What challenges do they encounter? What supports and resources are most helpful? This symposium gathers researchers, teacher educators, and teachers to discuss the reality and practicality of presenting the epistemological basis of science within the confines of a science classroom. Practicing K-12 teachers will present examples of their teaching and describe their experiences of putting research into practice.The 2010 Annual International Conference of National Association for Research in Science Teaching (NARST), Philadelphia, PA., 21-24 March 2010
Building on previous research that has described the underrepresentation of women of color in sci... more Building on previous research that has described the underrepresentation of women of color in science fields, this paper presents case studies of Black middle school girls to examine how their science identities developed over space and time. Data were collected over the course of their seventh‐grade year in both in school (science classroom) and out‐of‐school (afterschool club) contexts. The Multidimensionality of Black Girls' STEM Learning framework was used to explore the role of the afterschool club as a counterspace and how students made sense of science, science people, and their current and future selves based on their experiences in school and after school science contexts. All three participants struggled to see their future selves as scientists and made distinctions amongst being a science person, a person who likes science, or a scientist. They also negotiated views of science as active and hands‐on in the afterschool setting while experiencing more passive and decontextualized forms of science in the formal school setting. Implications include a need to disrupt the culture of science and reimagine formal science education by learning from out‐of‐school time science programs that function as counterspaces to support Black girls' science identity. We conclude that there remains a need to draw attention to and understand the role of race and racism in science education so that Black girls' science identities are affirmed beyond counterspaces.
In efforts to increase scientific literacy and enhance the preparation of learners to pursue care... more In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K–12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or mis...
ABSTRACT Multiple definitions of the term “animal” exist. Definitions include the scientific defi... more ABSTRACT Multiple definitions of the term “animal” exist. Definitions include the scientific definition of kingdom Animalia, the human-centered definition that excludes humans, and other definitions, such as only vertebrates or even only mammals. Due to their education background and interests, upper-level biology students should know the scientific definition of animal, but how do they interpret the term “animal”? In the present study, we examined how these students interpret the term by examining what first comes to mind when asked to name animals, what they think of when asked about the diversity of the animal kingdom, and which organisms, from a list, they would consider to be animals and why. Students first completed surveys (n=59) and then a proportion of those students were interviewed (n=25). Survey and interview transcripts were coded via content analysis to discover emerging themes. Themes were assessed by frequency analysis. On the survey, when first asked to name animals, participants mostly listed vertebrates, primarily mammals, even though those that were interviewed commonly stated that they were thinking about their previous courses or “right answers” when they were creating the list. After participants were asked to consider the diversity of the animal kingdom on the survey, participants began to consider more invertebrates, but still listed more vertebrates, on average, than invertebrates. Later during interviews, most participants recognized that there are many more invertebrates than vertebrates. Finally, during the survey, when participants were asked which organisms were animals, most students interpreted the term “animal” scientifically, although the definition was sometimes limited. For instance, some participants did not realize that all animals are multicellular and some are primarily sessile. This study indicates that not only are there multiple definitions of “animal” but even those that are familiar with the scientific definition interpret the term in different ways.
The fruit fly (Drosophila melanogaster) is an ideal subject for studying inheritance patterns, Me... more The fruit fly (Drosophila melanogaster) is an ideal subject for studying inheritance patterns, Mendel's laws, meiosis, Punnett squares, and other aspects of genetics. Much of what we know about genetics dates to evolutionary biologist Thomas Hunt Morgan's work with mutated fruit flies in the early 1900s (DNA Learning Center 2011). Many genetic laboratories throughout the world still use fruit flies today (Carlson 2004). Fruit flies are sometimes used in the classroom, but because live stocks can be difficult to maintain, we developed an activity that substitutes fruit fly cards for live fruit flies. This article describes how to make these cards and implement the activity, which aligns with the Next Generation Science Standards (NGSS Lead States 2013; see box, p. 47). Laboratory investigation: Materials We created fruit fly cards for students to study the inheritance patterns of three different traits (Figure 1) using six different samples (Figure 2). Three generations were modeled: P1 (the original parents), F1 (offspring from P1), and F2 (offspring from F1 self-cross). We started with public domain images found on Wikipedia of wild type male and female fruit flies (see "On the web"). We modified the images using Microsoft Paint to represent the various mutations taught in class (Figure 3). To make cards measuring 5 cm X 5 cm (2 inch X 2 inch), we printed the images on white cardstock and manually cut them out. (A quicker option is to print them on business card sheets.) We labeled all cards with sample number and generation (P1, F1, or F2) and sorted the cards by sample but not by generation. We used about 30 flies for each sample (Figures 4 through 6, pp. 42-43). If more realistic fruit fly generation size is desired, multiply the sample sizes by 5 or 10. The finished cards can be laminated for use in future classes. Students can complete a worksheet (see "On the web") during the activity, recording data, describing observed patterns, and preparing for class discussion. The worksheet provides a formative assessment. Materials for each group of 2-4 students: * Set of cards (all samples and generations; see Figure 3 for number of cards) * Worksheet (see "On the web") * Sex identification chart (see "On the web") Laboratory investigation: Procedure Students devoted four two-hour class periods to this activity. The activity also could be done in eight 50--to 60--minute class sessions or could be modified if less time is available. For instance, Day 1 could be split over two class periods with one day on data collection and the next day on answering questions and class discussion. The following describes what students should know before the activity, the lesson plans of each day, and suggested summative assessment. Before the activity Key concepts of mitosis should be taught and assessed first. In class discussion, explore the concept of chromosomes as pieces of information, emphasizing that new daughter cells are identical to the parent cells. This is important because students will later distinguish between asexual and sexual reproduction. Day 1: Data collection We ask: "How do fruit flies inherit traits from one generation to another?" To answer this, students must cross fruit flies and see what appears within the offspring. We explain that students will model fruit fly mating with cards. The instructor may also explain the historical significance of fruit fly genetics and Morgan's work. Before students begin, we explain the different generations: The two individuals from the P1 generation were mated to create the F1 generation. Then a male and female from the F1 generation were crossed to create the F2 generation. The sex identification chart is then explained, along with how to fill in the data tables in the worksheet (note that Punnett squares are not used until Day 3). …
Strand 13: History, Philosophy, and Sociology of ScienceThe philosophical and empirical work on n... more Strand 13: History, Philosophy, and Sociology of ScienceThe philosophical and empirical work on nature of science is rich. But how is this work translated into practice by classroom teachers? What are teachers actually doing in their classrooms to teach about the epistemological basis of science? How do they take research recommendations and implement them in their daily practice? What challenges do they encounter? What supports and resources are most helpful? This symposium gathers researchers, teacher educators, and teachers to discuss the reality and practicality of presenting the epistemological basis of science within the confines of a science classroom. Practicing K-12 teachers will present examples of their teaching and describe their experiences of putting research into practice.The 2010 Annual International Conference of National Association for Research in Science Teaching (NARST), Philadelphia, PA., 21-24 March 2010
Building on previous research that has described the underrepresentation of women of color in sci... more Building on previous research that has described the underrepresentation of women of color in science fields, this paper presents case studies of Black middle school girls to examine how their science identities developed over space and time. Data were collected over the course of their seventh‐grade year in both in school (science classroom) and out‐of‐school (afterschool club) contexts. The Multidimensionality of Black Girls' STEM Learning framework was used to explore the role of the afterschool club as a counterspace and how students made sense of science, science people, and their current and future selves based on their experiences in school and after school science contexts. All three participants struggled to see their future selves as scientists and made distinctions amongst being a science person, a person who likes science, or a scientist. They also negotiated views of science as active and hands‐on in the afterschool setting while experiencing more passive and decontextualized forms of science in the formal school setting. Implications include a need to disrupt the culture of science and reimagine formal science education by learning from out‐of‐school time science programs that function as counterspaces to support Black girls' science identity. We conclude that there remains a need to draw attention to and understand the role of race and racism in science education so that Black girls' science identities are affirmed beyond counterspaces.
In efforts to increase scientific literacy and enhance the preparation of learners to pursue care... more In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K–12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or mis...
ABSTRACT Multiple definitions of the term “animal” exist. Definitions include the scientific defi... more ABSTRACT Multiple definitions of the term “animal” exist. Definitions include the scientific definition of kingdom Animalia, the human-centered definition that excludes humans, and other definitions, such as only vertebrates or even only mammals. Due to their education background and interests, upper-level biology students should know the scientific definition of animal, but how do they interpret the term “animal”? In the present study, we examined how these students interpret the term by examining what first comes to mind when asked to name animals, what they think of when asked about the diversity of the animal kingdom, and which organisms, from a list, they would consider to be animals and why. Students first completed surveys (n=59) and then a proportion of those students were interviewed (n=25). Survey and interview transcripts were coded via content analysis to discover emerging themes. Themes were assessed by frequency analysis. On the survey, when first asked to name animals, participants mostly listed vertebrates, primarily mammals, even though those that were interviewed commonly stated that they were thinking about their previous courses or “right answers” when they were creating the list. After participants were asked to consider the diversity of the animal kingdom on the survey, participants began to consider more invertebrates, but still listed more vertebrates, on average, than invertebrates. Later during interviews, most participants recognized that there are many more invertebrates than vertebrates. Finally, during the survey, when participants were asked which organisms were animals, most students interpreted the term “animal” scientifically, although the definition was sometimes limited. For instance, some participants did not realize that all animals are multicellular and some are primarily sessile. This study indicates that not only are there multiple definitions of “animal” but even those that are familiar with the scientific definition interpret the term in different ways.
The fruit fly (Drosophila melanogaster) is an ideal subject for studying inheritance patterns, Me... more The fruit fly (Drosophila melanogaster) is an ideal subject for studying inheritance patterns, Mendel's laws, meiosis, Punnett squares, and other aspects of genetics. Much of what we know about genetics dates to evolutionary biologist Thomas Hunt Morgan's work with mutated fruit flies in the early 1900s (DNA Learning Center 2011). Many genetic laboratories throughout the world still use fruit flies today (Carlson 2004). Fruit flies are sometimes used in the classroom, but because live stocks can be difficult to maintain, we developed an activity that substitutes fruit fly cards for live fruit flies. This article describes how to make these cards and implement the activity, which aligns with the Next Generation Science Standards (NGSS Lead States 2013; see box, p. 47). Laboratory investigation: Materials We created fruit fly cards for students to study the inheritance patterns of three different traits (Figure 1) using six different samples (Figure 2). Three generations were modeled: P1 (the original parents), F1 (offspring from P1), and F2 (offspring from F1 self-cross). We started with public domain images found on Wikipedia of wild type male and female fruit flies (see "On the web"). We modified the images using Microsoft Paint to represent the various mutations taught in class (Figure 3). To make cards measuring 5 cm X 5 cm (2 inch X 2 inch), we printed the images on white cardstock and manually cut them out. (A quicker option is to print them on business card sheets.) We labeled all cards with sample number and generation (P1, F1, or F2) and sorted the cards by sample but not by generation. We used about 30 flies for each sample (Figures 4 through 6, pp. 42-43). If more realistic fruit fly generation size is desired, multiply the sample sizes by 5 or 10. The finished cards can be laminated for use in future classes. Students can complete a worksheet (see "On the web") during the activity, recording data, describing observed patterns, and preparing for class discussion. The worksheet provides a formative assessment. Materials for each group of 2-4 students: * Set of cards (all samples and generations; see Figure 3 for number of cards) * Worksheet (see "On the web") * Sex identification chart (see "On the web") Laboratory investigation: Procedure Students devoted four two-hour class periods to this activity. The activity also could be done in eight 50--to 60--minute class sessions or could be modified if less time is available. For instance, Day 1 could be split over two class periods with one day on data collection and the next day on answering questions and class discussion. The following describes what students should know before the activity, the lesson plans of each day, and suggested summative assessment. Before the activity Key concepts of mitosis should be taught and assessed first. In class discussion, explore the concept of chromosomes as pieces of information, emphasizing that new daughter cells are identical to the parent cells. This is important because students will later distinguish between asexual and sexual reproduction. Day 1: Data collection We ask: "How do fruit flies inherit traits from one generation to another?" To answer this, students must cross fruit flies and see what appears within the offspring. We explain that students will model fruit fly mating with cards. The instructor may also explain the historical significance of fruit fly genetics and Morgan's work. Before students begin, we explain the different generations: The two individuals from the P1 generation were mated to create the F1 generation. Then a male and female from the F1 generation were crossed to create the F2 generation. The sex identification chart is then explained, along with how to fill in the data tables in the worksheet (note that Punnett squares are not used until Day 3). …
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Papers by Renee S. Schwartz