2022 Chicago National Conference

July 21-23, 2022

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FILTERS APPLIED:6 - 8, Presentation, Using Inquiry-Based STEM to Facilitate Learning for ALL, Chemistry

 

Rooms and times subject to change.
4 results
Save up to 50 sessions in your agenda.

Teaching Critical-Thinking Skills to Reluctant Teenagers

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W181b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Teaching Critical Thinking skills to reluctant teenagers.pptx

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Learn how to overcome the apathy of teenagers, understand their motivations for not asking questions, and get them to be curious again!

TAKEAWAYS:
Attendees will take away multiple strategies to implement in their classroom to spark the curiosity of teens they teach.

SPEAKERS:
Jamye Carr (Cedar Ridge High School: Hillsborough, NC)

NSTA/ISTA Session- Bridging the Gap: Connecting STEM/Science Learning in CTE

Friday, July 22 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Bridging the GAP

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Student understanding of how science and STEM ideas and concepts are applied within their chosen career pathway is a critical component of many Career and Technical Education (CTE) programs, but for a variety of reasons these connections are often overlooked. Some states even provide CTE courses and Career Pathway standards that seem to go against the three-dimensional and student-centered learning grain. Yet, to truly meet the vision of the K-12 Framework, students in CTE and Vocational Education pathways should also be provided opportunities to engage in three-dimensional sensemaking in the context of their CTE course. In this session, we explore explicit connections between three-dimensional science learning and Agricultural, Food and Natural Resources as just one example of how three-dimensional student learning and sensemaking can be incorporated into CTE. We then explore how similar strategies can be utilized in other pathways with the goal of bridging the gap between science learning and practical application for students in CTE.

TAKEAWAYS:
Attendees will learn strategies for integrating scientific sensemaking into CTE courses to support their students' mastery of the scientific concepts they will apply in those fields.

SPEAKERS:
Bridina Lemmer (Illinois Science Teaching Association: Jacksonville, IL), Chris Embry Mohr (Olympia High School: Stanford, IL)

Great Lakes Great Opportunities

Saturday, July 23 • 9:20 AM - 10:20 AM

McCormick Place - W187b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
NSTA22 Great Lakes, Great Opportunities.pdf
PDF version of presentation slide deck

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Use the Great Lakes as a learning tool! Participate in virtual classroom-ready activities, discover PD opportunities, and learn how to collect authentic water quality data.

TAKEAWAYS:
Attendees will learn: 1. how to request and incorporate the use of the Hydrolab in their classroom to collect authentic water quality data either in the classroom or in the field; 2. how to utilize Nearpod to create engaging lessons that can be utilized virtually or in the classroom; and 3. about professional development opportunities aboard the R/V Lake Guardian and at Ohio State University's Stone Lab.

SPEAKERS:
Melissa Kowalski (Put-in-Bay Local School District: Put in Bay, OH), Shari Insley (North Olmsted Middle School: North Olmsted, OH)

Phenomenon-based Instruction - Unpacking the 3-D NGSS

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W180


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Unpacking the 3-D NGSS while at the same time making science instruction engaging to students is a challenge faced by science teachers across the nation. With skillful use of phenomena-based instruction, science teachers engage students by converting what the teacher planned to teach into what the students want to learn. Culturally relevant, intellectually accessible and thought-provoking phenomena enable students to make engaging connections between the required curricula content and real-life scenarios and applications. Rather than recalling discrete facts, students apply new information and use transferable problem-solving skills to explain a natural or man-made phenomenon. Phenomenon-based science encourages students to ask questions, discover connections, and design models to make sense of what they observe. This session provides participating teachers opportunities to experience lessons in the same manner as students will. They examine a phenomenon and then ask questions, collaborate with partners and design models, and discuss digital tools that can be used to engage students in phenomenon-based learning. Teachers learn how to use questioning techniques and academic dialogue to spike discontent in the students' understanding of the phenomena, thereby, driving students to use science practices to further explore their curiosities

TAKEAWAYS:
Help teachers to develop and deploy thought-provoking phenomena that will promote student engagement, comprehension, and achievement in the sciences by transforming what the teacher planned to teach into what the students are eager to learn.

SPEAKERS:
Chidi Duru (Prince George's County Public Schools: Upper Marlboro, MD)

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