2023 Kansas City National Conference

October 25-28, 2023

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FILTERS APPLIED:Research to Practice, Preservice Science Education

 

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

Improving the Early Field Experience for Preservice Teachers and Cooperating Teachers Using a Core Practices Based Observational Tool

Thursday, October 26 • 8:00 AM - 9:00 AM

Kansas City Convention Center - 2211



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Core practices and indicators.docx
Core Practices CT observation tool V1.docx
Core practices Obs Tool builder NSTA.xlsx
NSTA 2023 Core practices Observational tool.pptx

STRAND: Research to Practice

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There is a growing call for both making early field experiences more impactful for preservice teachers and developing a stronger connection between methods courses and field experiences. The development of core practices is rooted in K-12 classroom instruction and is intended to serve as an answer to this call for a stronger connection (Windschitl et al, 2012). The goal of this research study was to collect feedback from preservice secondary science teachers in an early field experience, the methods instructors, and the cooperating teachers to design a tool based on a few select core practices that would be used to help create a more focused and insightful observational experience in the secondary science classroom. Attendees to the session will have an opportunity to develop their understanding of core practices and learn how this tool can be used in the secondary classroom to frame the experiences of a preservice teacher who is observing the teacher in action.

TAKEAWAYS:
During this session, you will learn how this observational tool can be used by preservice teachers as a means to guide their early field experience, as well as how you can use this tool to highlight your pedagogical practices, or as a basis for feedback you give to students you host in your classroom.

SPEAKERS:
Kraig Kitts (Graduate student: , IN)

Assessing Preservice Teachers’ Knowledge and Experiences: A National Study

Thursday, October 26 • 3:40 PM - 4:40 PM

Kansas City Convention Center - 2214



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
PTASK NSTA-Kansas City, Oct. 2023 presentation, NSTA upload.pptx

STRAND: Research to Practice

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The Science Education Dept. at Harvard University conducted a nationwide study over the course of three semesters, of the strengths and weaknesses of STEM and teaching knowledge of preservice educators who will soon enter the STEM teaching workforce. By examining pre-service teachers’ experiences before and during their preparation program, we’ll share our findings about experiences that optimize teacher knowledge for effective science teaching. The study also characterizes two essential types of teacher knowledge: 1) subject matter knowledge; and 2) pedagogical content knowledge concerning the common preconceptions and misconceptions held by learners, reflecting stages in student learning progressions. This research helps identify promising features of undergraduate PST programs for future implementation.

TAKEAWAYS:
Attendees will learn what factors impact preservice teachers’ interest in teaching, the status of teacher education programs, and what are the strong and weak content knowledge areas of preservice science teachers, including the prevalence of learning about students’ misconceptions.

SPEAKERS:
Gerhard Sonnert (Harvard College Observatory: Cambridge, MA), Philip Sadler (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Using Photovoice to Promote Undergraduate Students' Socioscientific Reasoning Skills

Friday, October 27 • 8:00 AM - 9:00 AM

Kansas City Convention Center - 2214


STRAND: Research to Practice

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Socioscientific issues are complex, open-ended social issues with embedded scientific content and processes. This presentation aims to foster undergraduate students' reasoning skills necessary to navigate these issues. Specifically, a photovoice activity was added to a water quality unit in a scientific inquiry course. First, during the data collection, students were asked to take photos that could best represent the status of the ecological system of the stream. Second, they worked as groups in the classroom to analyze the different pieces of evidence and create a visual representation where they can organize all the evidence in the photos. Lastly, each group presented their photovoice product to the whole class and explained each piece of their evidence and how they indicate the different aspects of water quality and the overall water quality. The activity will be presented and supporting instructional materials and tools will be provided in this presentation.

TAKEAWAYS:
This presentation will show how to promote students' reasoning skills necessary to negotiate with socioscientific issues through a photovoice activity, and provide supporting instructional materials and tools.

SPEAKERS:
Conghui Liu (Ph.D. Candidate: Bloomington, MO)

Authentic Learning Opportunities in the Science Classroom

Friday, October 27 • 9:20 AM - 10:20 AM

Kansas City Convention Center - 2204


STRAND: Research to Practice

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Authentic learning (AL) in the classroom is not new, however it is underutilized in the science classroom. We will present current research on the topic of authentic science learning and its efficacy in developing scientific literacy. Through this presentation we will inspire teachers to provide more real-world scientific experiences and interactions with real scientists to their students. We will also provide educators with ready-to-use materials to use in the classroom. The presentation will include the definition of authentic learning and what types of teaching strategies qualify as 'authentic' with a focus on project-based, inquiry-based, and problem-based teaching methods. Also included in the presentation are the interwoven connections between authentic learning opportunities, socio-scientific issues and citizen science, and the natural connection between AL and NGSS Science and Engineering Practices.

TAKEAWAYS:
Educators will walk away with an understanding of Authentic Learning and what authentic learning opportunities look like in the science classroom. Attendees will have access to pre-made activities to use immediately with minimal preparation.

SPEAKERS:
Kristen Benton (Kenesaw Public Schools: Kenesaw, NE), Bailey Johnson (Hastings Public Schools: Hastings, NE)

What Pre-Service Teacher Interns Want From Their Field Host Teachers -- and Vice Versa

Friday, October 27 • 12:00 PM - 1:00 PM

Kansas City Convention Center - Exhibit Hall, Poster Session Aisle


STRAND: Research to Practice

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Interviews with pre-service teachers and their host teachers inform how host teachers can best support observing pre-service teachers, and how observing pre-service teachers can authentically and meaningfully engage in the classroom. The poster will present how both parties can work together to create a learning environment that both the pre-service teacher and host teacher mutually benefit from, and address typical pitfalls causing disengagement and miscommunication in the classroom environment. The research serves to answer the questions of "What do pre-service teachers and host teachers need from each other to produce a meaningful observation experience?" in order to progress science education preparation programs.

TAKEAWAYS:
Both practicing and pre-service teacher attendees will learn how to best support each other during teacher practicum observation hours to ensure both parties mutually benefit and learn from each other.

SPEAKERS:
Carol Compton (Preservice Teacher: Columbia, MO)

Using "Science Friday" to Promote Pre-Service Elementary Teachers' Science Teaching Self-Efficacy

Friday, October 27 • 12:00 PM - 1:00 PM

Kansas City Convention Center - Exhibit Hall, Poster Session Aisle


STRAND: Research to Practice

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Implementing a practice based approach within a science methods course has the power to positively impact the science teaching self-efficacy of pre-service elementary teachers (Flores, 2015). Designing and implementing a performance based final as a culminating experience within a science methods course is an example of such a practice based approach. In addition to submitting a 5E lesson plan with all the accoutrements, pre-service elementary teachers planned, rehearsed, and facilitated a 'Science Friday" event at a local elementary school. This "Science Friday" event included six classrooms, two from each grade (Grade 3-5), where the pre-service elementary teachers facilitated a science lesson that included a 4-station hands-on, minds-on activity. All of the pre-service elementary teachers who participated in the performance final found the "Science Friday" experience to be a "value added" experience that positively impacted their perception of their science teaching self-efficacy.

TAKEAWAYS:
Attendees will leave this poster session with knowledge of how to implement a performance-based final within a science methods course that effectively promotes the science teaching self-efficacy of pre-service elementary teachers.

SPEAKERS:
Trish Arnold (Minnesota State University, Mankato: Mankato, MN)

University and College Instructors: Use NSTA with Preservice Teachers

Friday, October 27 • 1:20 PM - 2:20 PM

Kansas City Convention Center - 3501 G



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
NSTA_Instructors_2023_KC_final.pdf

STRAND: Research to Practice

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Preservice teachers using NSTA in lieu of a textbook create a library of resources, grow their network of professional colleagues, and enhance their content and pedagogical knowledge of science by actively engaging with NSTA digital resources, virtual programs, and community members within the NSTA website. Instructors receive a class landing page to manage their course and to easily access the digital resources, a private forum for asynchronous discussions, and an administrator's dashboard to monitor their students' engagement within the website. All instructors using NSTA in lieu of a textbook receive a free NSTA membership, and their students can become members of the Association through graduation. Students gain the ability to add NSTA’s Interactive E-Books+ Professional, professional learning units, and other fee-based resources to their library.

TAKEAWAYS:
Preservice teachers using NSTA as a Textbook (or as instructional materials supplement) create a library of resources, grow their network of professional colleagues, and enhance their content and pedagogical knowledge of science.

SPEAKERS:
Flavio Mendez (NSTA: Arlington, VA)

Planning for Effective Three-Dimensional Learning

Friday, October 27 • 1:20 PM - 2:20 PM

Kansas City Convention Center - 2208


STRAND: Research to Practice

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Helping students make sense of science means planning for high-quality science experiences that engage students in all three dimensions of the NGSS. This session focuses on exploring the ASET 3-D Mapping Tool as a mechanism for planning lesson sequences and units that integrate the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts as outlined in the Framework (NRC, 2012). The presenter will lead the participants in analyzing an existing 6-8 curriculum with respect to the related standards, phenomena, learning objectives, science practices, crosscutting concepts, and disciplinary core ideas. The session is concluded by sharing the lessons learned from researchers and practitioners who have used the 3-D map in planning and revising NGSS-aligned science learning experiences. After working in small groups and engaging in whole-group discussions, participants will walk away with an NGSS planning tool and tangible unit and lesson plan ideas linked with NGSS.

TAKEAWAYS:
Participants will explore the ASET 3-D Mapping Tool for planning lessons and units that integrate the three dimensions of the NGSS. After working in small groups and engaging in whole-group discussions, they will leave with an NGSS planning tool and tangible unit and lesson ideas linked with NGSS.

SPEAKERS:
Stephanie Harmon (PIMSER (KY): No City, No State)

Supporting Preservice and New Teachers to Understand & Implement the NGSS

Friday, October 27 • 2:40 PM - 3:40 PM

Kansas City Convention Center - 3501 H


STRAND: Research to Practice

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We will engage with some examples of what has been used to prepare preservice and support novice teachers over the last 6 years leveraging HQIM to assist teachers with making sense of and planning to implement the NGSS. The session will cover how HQIM have been curated and modified to help teachers see examples of resources designed for the NGSS and then use those resources to plan and modify their instruction. Other resources for instruction and planning will also be shared.

TAKEAWAYS:
Ideas for ways use HQIM to help teachers understand and implement the vision of the Framework for Science Education, as well as resources to scaffold unpacking 3-D standards.

SPEAKERS:
Spencer Martin (Kansas City Kansas Public Schools: Kansas City, KS), Matt Krehbiel (OpenSciEd: New York, NY)

From Scratch: An Introduction To Incorporating Three Dimensions of Science Learning Into Instruction

Saturday, October 28 • 10:40 AM - 11:40 AM

Kansas City Convention Center - 2502 B


STRAND: Research to Practice

Show Details

Sponsoring Company: Kognity

Incorporating aspects of the NGSS into lessons can be difficult, daunting, and overwhelming. Join us while we break down how to understand, interpret, and model the application of three-dimensional learning into your instruction. Sponsored by Kognity for High School Science.

SPEAKERS:
Sasha Ferreira (Senior Curriculum Specialist)

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