58.082-12 - Promoting Science Education Understanding Through Curriculum and Instruction

• In Event: 58.082 - Roundtable Session 25

Session Type: Roundtable Session

Abstract

In this roundtable session five papers explore the role of curriculum and instruction to develop students’ learning and affection towards science and science education. Across the five papers the authors investigate the connection between types of instruction, creative dispositions and reasoning among learners in Australia and Indonesia, an analysis of case studies to explore curricular and instructional approaches of Inclusive STEM High Schools in relation to 9th graders’ skill development, the impact of Socratic seminars as a scaffolding tool for fostering argumentation with English language learners in a high school biology class, engagement, learning, identity development of primary English language learners during a five-day engineering unit, and the impact of model-based science teaching on high school students’ confidence levels and attitudes compared to their traditionally instructed counterparts, particularly across gender. This round table session will engage participants in rich discussions pertaining to these investigations.

Sub Unit

• SIG-Science Teaching and Learning

Papers

• An Exploratory Study Into Instruction, Creativity, and Facilitating Reasoning - Bruce G. Waldrip, University of Tasmania; John Kenny, University of Tasmania; Ari Widow, Indonesian University of Education

• Curriculum and Instruction at Exemplar Inclusive STEM High Schools - Erin E. Peters Burton, George Mason University; Ann House, SRI International; Edmund M. Han, The George Washington University; Sharon J. Lynch, The George Washington University

• Exploring a High School Science Teacher's Use of Socratic Seminars: Scaffolding Argumentation to Promote Conceptual Change in English Language Learners - Malaika E. Jordan, Georgia State University; Suzanna Roman, Georgia State University; Kadir Demir, Georgia State University

• Inquiry, Talk, and Text: Promising Tools That Bridge STEM Learning for Young English Language Learners - Zenaida Aguirre-Munoz, Texas Tech University; Michelle Pantoya, Texas Tech University; Magdalena Pando, Southern Methodist University

• Model-Based Science Teaching: Effects on Confidence Levels and Attitudes of Female High School Students - Grant Williams, St. Thomas University