Improving Teaching & Learning of Science and Mathematics
at the Undergraduate Level
2005-2006 Grant Awards
The Northeast Georgia Partnership for Reform in Science and Mathematics (PRISM) awarded 18 grants for the 2005-06 school year. These grants provide funds to stimulate innovative projects that improve instruction and student learning in science and mathematics at the undergraduate level at the University of Georgia (UGA) and Georgia Perimeter College (GPC). Successful grants were chosen from a set of highly competitive projects generated by faculty at the participating institutions, through a process of peer review and committee deliberation. The following pages include summaries of the 2005-06 projects, as well as contact information. The next call for proposals is anticipated for mid-spring 2006.
Enhancing Elementary Pre-service Teachers’ Understanding of Physical Science through Science Notebooks
Malcolm B. Butler, mbbutler@uga.edu
UGA, College of Education, Mathematics and Science Education
During 2005-06, pre-service students who are enrolled in two elementary science methods courses at UGA will use science notebooks as a tool for improving their understanding of key physical science concepts and enhancing their perceptions of themselves as scientists. This research project will assess the real world application of keeping a scientific notebook with the process of writing as a means for students to increase their understanding of scientific concepts. Students will be given an overview which includes how to use the notebooks to improve their understanding of key concepts and to enhance perceptions of themselves as scientists. Inquiry activities include force and motion, density, and conservation of mass. Students will document their inquiries by keeping a science notebook. Pre- and post assessments will be administered to address the pre-service elementary teachers’ perceptions of themselves as scientists and their understanding of physical science concepts. Evaluation of the success of the project will be based on statistical analysis, in-depth analysis of notebook samples, and student interviews.
Incorporation of NMR Spectroscopy Analysis of Products in the Organic Chemistry Laboratory
Luise E. Strange de Soria, lstrange@gpc.edu, and Howard Silverstein, hsilvers@gpc.edu
GPC—Clarkston, Science Department
Preparing and analyzing NMR samples are useful skills for students attaining undergraduate degrees in chemistry. Drs. Srange de Soria and Silverstein will bring the technology of NMR Spectroscopy Analysis to the chemistry laboratory class at GPC. Students in the GPC chemistry lab will be able to send isolated NMR samples to Emory, where the samples will then be tested with a 90MHz NMR instrument. They will then be able to analyze results and submit the analysis as part of their laboratory report. This project will give GPC students the ability to incorporate the information provided by NMR into their everyday laboratory experience. Assessment of the students’ ability to analyze spectroscopy problems, as well as their understanding of NMR theory, will be addressed in lab reports and the final exam.
Final report
Incorporation of Silicon Chalk Interactive Classroom Technology into the Organic Chemistry Curricula
Luise E. Strange de Soria, lstrange@gpc.edu, and Ken Moss, kmoss@gpc.edu
GPC—Clarkston, Science Department and Office of Educational Technology
New technology will be integrated into Organic Chemistry classes at the Clarkston Campus of GPC. Silicon Chalk is interactive software that instructors and students can use to create a collaborative learning environment. Silicon Chalk incorporates advanced techniques for presentation, audio, notes, editing, and participation in the classroom. Silicon Chalk uses an anonymous polling system that will allow instructors to quickly discover student misconceptions and clarify them during the classroom session. Lectures, discussion, and structure drawings are archived and available to students for follow-up and study. There are three main goals to this project: to introduce students to the new technology and gather their feedback, to use Silicon Chalk to help monitor student progress on an ongoing basis, and to create a model for other educators interested in the new software. Final report
Science Curriculum Planning for Middle Schoolchildren
Mary M. Atwater, atwater@uga.edu
UGA, College of Education, Mathematics & Science Education
Dr. Atwater will expand an existing course, Curriculum for Planning in Science, offered at UGA for pre-service middle school teachers. Teachers will develop a science curriculum project that infuses multiculturalism into the lesson plans. They will then teach these lessons in a summer institute for seventh and eighth grade students from local school districts to enhance their pedagogical science content knowledge and their skills. This opportunity will provide the time that teachers do not typically have to reflect on changes to their curriculum activities in order to make them more relevant to students. After the institute, UGA students will have the opportunity to conduct peer evaluation and to evaluate their students’ learning, based surveys conducted and student work collected during the institute. Research will be conducted to evaluate teachers’ expectations of students, the quality of the science content being taught, and the ability of teachers to provide scaffolding that links the curriculum to cultural resources of the students.
Chemistry for Elementary Teachers: A Course Development Project
Norman Thomson, nthomson@uga.edu, Deborah Tippins, and Charles Kutal
UGA, College of Education, Mathematics & Science Education
UGA, College of Arts and Science, Chemistry
A new course will be developed for pre-service early childhood education teachers, entitled, “Chemistry for Elementary Teachers,” at UGA. The new course will help pre-service teachers meet curricular requirements in the early childhood program, which, as of February 2005, now includes an additional six hours of science teaching. Faculty at UGA will assess chemistry courses that exist at other universities, analyze the new Georgia Performance Standards and other reform documents, develop the course and supporting syllabus, and design several inquiry-based labs that fit within the overall goals of the course. An evaluation rubric will be developed during this project to determine whether the resulting course meets three criteria: it clearly reflects the “Big Ideas of the Physical World” related to chemistry, it includes pedagogical strategies consistent with inquiry based science instruction, and it infuses principles of developmentally appropriate practice. A chemistry educator from the University of Delaware will serve as external evaluator.
Developing Environmental Education Decision-Making Skills for Secondary Science (PROJECT DEEDS)
Deborah Tippins, dtippins@uga.edu, and Norman Thomson
UGA, College of Education, Mathematics & Science Education
The goal of this project is to introduce the Alternative Solutions environmental problem solving strategy into the secondary science education methods course at UGA. Alternative Solutions is an environmental problem solving strategy aimed at supporting pre-service teacher’s learning of science content and environmental solving pedagogy. The Alternative Solutions simulations will be developed to help students analyze and evaluate environmental dilemmas within a relevant context. The simulations will be implemented into the science education methods course over the period of two academic semesters. Pre-service teachers will develop assessment matrices for each “Alternative Solutions” simulation. An Alternative Solutions handbook will be created and distributed to middle and high school science teachers in northeastern Georgia. Final report
Team Marine! Educational Service Learning and Outreach
Catherine A. Teare Ketter, cmscatk@uga.edu
UGA, College of Arts and Sciences, Marine Sciences
In Spring 2005, PRISM helped to support an experimental service-learning undergraduate course in marine sciences, MARS 3900 at UGA. At the end of the course, students presented lessons they had developed as a community service to elementary school students. The course proved to be very successful from the perspectives of the undergraduates as well as the elementary students and teachers. The main goal of “Team Marine!” is to submit a formal course proposal for this upper level marine sciences educational service-learning course. Once new course approval has been received, MARS 3900 will expand to enroll more students, engage teachers in the development of student-designed lessons, and recruit additional elementary teachers who will welcome the undergraduates into their classrooms to present lessons. The new course will accomplish many goals, including conducting educational outreach activities in elementary and middle schools, introducing undergraduates to hands-on pedagogical practices, and recruiting additional local teachers to participate with post-secondary faculty.
Analysis of Computer Based Assessments in the UGA General Chemistry Program
Charles H. (Butch) Atwood, batwood@chem.uga.edu, and Kimberly D. Schurmeier
UGA, College of Arts and Sciences, Chemistry
In 2000, the Chemistry Department at UGA implemented the JExam program, a computerized testing software program. JExam is used in three of the major introductory core courses at UGA, with approximately 8,500 students using the system in 2004. The JExam provides a simple way to assess and monitor student performance on tests and homework. The goal of this project is twofold: to create a new means of assessment for the JExam program and to implement changes in instruction based on students’ responses on homework and test questions. Participants will design and build an Item Response Theory (IRT) statistical package in JAVA that will be embedded into JExam. A graphical user interface will be designed to make it easy for instructors to assess their students’ academic performance as well as their own instructional practices. A process has begun to determine question difficulty, which will inform instructors which topics are more difficult for students to understand. Teaching methods will be modified accordingly and students’ performance will be assessed using the JExam to determine whether there is a positive or negative effect on student learning. Findings from this project will give college instructors an opportunity to quickly and easily monitor how changes made in classroom instruction are reflected in student performance, and, ultimately, how instructors’ overall teaching improves. Final report
Peer Tutoring in Large Freshman Chemistry Classes
Charles H. (Butch) Atwood, batwood@chem.uga.edu
UGA, College of Arts and Sciences, Chemistry
In 2004, PRISM supported the introduction of “Peer Tutors” into the CHEM 1211/1212 classes at UGA. The CHEM 1211/1212 classes generally average 365 students per section. Dr. Atwood trained peer tutors to assist students in their assigned area of the classroom to point out misconceptions, correct mistakes, and suggest possible problem-solving strategies. This year, Dr. Atwood will improve on the impressive start of peer tutoring by successfully integrating six peer tutors in the introductory chemistry courses. Peer tutors will attend every lecture and assist students as before. Every lecture will have time set aside for student groups and peer tutors to interact on problem solving and conceptual understanding of the day’s topic. In addition, regular meetings with the peer tutors will provide Dr. Atwood with feedback about problem areas that need more instruction or different teaching strategies. Assessment will be based on the impact that peer tutoring has on student learning and performance, class attendance, and withdrawal numbers as measured by prior years’ grades and attendance. Final report
Development of a Computer Lab Notebook to Enhance Project-Based Learning in College Level Biology Introductory Biology Laboratories
James F. Battey, jbattey@gpc.edu
GPC—Lawrenceville, Science Department
Dr. Battey will pilot the use of computer-archived laboratory notebooks to enhance student interaction and peer learning in project-based introductory biology laboratories at GPC in Lawrenceville. Plans are to design new protocols for research-based group exercises and incorporate the use of a computer-based notebook into the curriculum. Existing labs will be modified to include increased peer-learning and project-based exercises. More emphasis will be placed on the analysis of data rather than data collection. For every lab, students will enter student observations, data analyses, and their conclusions based on their overall study into their computer-based lab notebook. A survey at the end of the course will evaluate whether the new lab exercises promoted peer-instruction, whether the new project-based exercises increased critical thinking skills, and how the students perceived the use of computer-based lab notebooks. Final report
Functional Genomics and Bioinformatics in the Undergraduate Classroom: BTEC 4000L
Scott Gold, sgold@uga.edu, and Marcia Garcia-Pedrajas
UGA, College of Agricultural and Environmental Sciences, Plant Pathology
Students in Functional Genomics and Bioinformatics, BTEC 4000L, will have the opportunity to conduct laboratory exercises that combine to generate a product that is of research value. The objective is to enhance undergraduate academic achievement in an Applied Biotechnology laboratory classroom. Using a collection of software to examine a published genome of a plant pathogenic fungus, undergraduate students at UGA will delete a specific gene of interest within the region. The deletion mutant products of this work will be phenotypically analyzed in class and further studied by Dr. Gold. Assessment of the project will be based on monitoring students during class and their performance on tests and surveys. Of particular interest will be the students’ perceptions of the significance in carrying out research that is novel and in which they have choices in the direction of their research. Findings will be publicly available to assist other researchers in generating publications.
Final report
Georgia Perimeter College Geology Assessment Improvement Proposal
Pamela J.W. Gore, pgore@gpc.edu, Denise Altin, John Anderson, Polly Bouker, Dion Stewart, Lynn Zeigler, and Sally Walker
GPC-- Clarkston, Science Department
GPC-- Lawrenceville, Geology Department
GPC-- Dunwoody, Geology Department
UGA, College of Arts and Science, Geology
Currently GPC is the third largest post-secondary institution in the state of Georgia. There will soon be a total of five campuses, all of which will offer undergraduate-level Geology courses. In 2004, there were approximately 750 undergraduate students enrolled in Geology, mostly non-majors. The goal of this project is to improve instruction and student learning in Geology at the undergraduate level at GPC. The current courses use an end-of-course survey that is out of date. Dr. Gore will develop new assessment tools for the Physical Geology (GEOL 1121) and lectures for Historical Geology (GEOL 1122). Dr. Gore, with the assistance of the Geology Curriculum Committee, will also gather data on factors such as numbers of majors, student satisfaction with the geology program, and retention rates. Dr. Sally Walker, from the University of Georgia, will review the newly developed assessment instruments. Results from the assessments will be examined to improve instruction. Final report
The Development of a “Hands On” Curriculum for Geography 1112L: An Introduction to Weather and Climate Laboratory Sections
Andrew Grundstein, andrewg@uga.edu, and Joshua Durkee
UGA, College of Arts and Sciences, Geography
Geography 1112/1112L, “Introduction to Weather and Climate,” is a core introductory course at UGA, with an enrollment of approximately 300-400 students a year. Last year with support from PRISM funding, new field-based laboratory exercises were designed and incorporated into the curriculum. The goal this year is to build on previous success and develop additional inquiry-based laboratory exercises where students are more actively engaged in the learning process. Dr. Grundstein will use student feedback to refine activities piloted last year. New field projects will make use of the Geography Department’s extensive collection of meteorological equipment, including humidity and temperature sensing devices and instruments to measure radiation from the sun and earth. Assessment will be based on anonymous class evaluations, interviews with lab instructors, and a learning outcome rubric applied to homework assignments to measure how well each student grasped fundamental concepts. Final report
Pre-service Secondary Science Teachers’ Utilization of Frameworks within the Evidence Based Inquiry (EBI) Methodology and Tool
Cynthia C. Minchew, cminchew@uga.edu, Benjamin Deaton, and Thomas Koballa
UGA, College of Education, Mathematics and Science
UGA, College of Education, Educational Psychology & Instructional Technology
UGA, College of Education, Mathematics & Science
This research study will examine how pre-service teachers at UGA use a systematic, evidence-based inquiry methodology (EBI) to assess their teaching, and how pre-service science teachers develop explanations of practice using evidence represented in EBI. The researchers will collect and analyze data from pre-service secondary science teachers who are enrolled in the Reflection on Science Teaching course (ESCI 5470) in Summer 2005 and are participating in science teaching internships during Fall 2005. The experiences, beliefs, and knowledge held by pre-service teachers as they enter into teacher education programs are integral to their learning process. Pre-service teachers’ reflections will be analyzed according to the framework components they link to their practice and the explanations they use when reflecting on videotaped lessons. Analysis of the EBI reflections will determine whether pre-service teachers’ reflections indicate their beliefs about the standards of science teaching and learning and EBI’s usefulness in undergraduate science education courses. Evaluation will be conducted by ongoing comparative data analysis. Final report
A Case Study—Titration of Metal Ions in Salad Dressings Using EDTA
Paulos Yohannes, pyohanne@gpc.edu, and Peter Roessle, proessle@gpc.edu
GPC Lawrenceville, Science Department
Drs. Yohannes and Roessle will implement Problem Based Learning (PBL) into three introductory chemistry laboratory classes at GPC. PBL is a powerful tool to help students understand chemical concepts through problem solving. Using PBL, a case study was developed to be open-ended, integrate a number of related chemistry concepts, and include a practical experiment. In this project an experimental procedure will be developed entitled, “Titration of Metal Ions in Home-made and Commercial Salad Dressing using EDTA.” The experiment will align with the General Chemistry Lab II. In Fall and Spring 2006-07, Students will evaluate a sample case study by performing a quantitative titration study using EDTA on commercial and homemade salad dressings. In addition, the students will use the SPARTAN molecular modeling exercise to build the compounds. Assessment of the project will be based on a survey given to students after the case study is completed. Three other lab sections will complete the regular assignments. Each student will be tested on five related questions. Academic performance among the classes will be evaluated. Final report
An Inquiry Approach to exploring Invertebrate Chemical Communication
Catherine Teare Ketter, cmscatk@uga.edu, and Merryl Alber
UGA, College of Arts and Sciences, Marine Sciences
Marine science undergraduates will collaborate in the development of a laboratory exercise for MARS 3450, Marine Biology, at UGA. Drs. Teare Ketter and Alber will develop and implement a new chemical ecology laboratory exercise which incorporates inquiry-based methods and student leadership skills. Undergraduates in this lab will help construct the marine animal test chambers, design experiments based on their own hypotheses, and test the exercise. A lab experiment focused on chemical signals for marine invertebrates will be written and revised in time for the Spring 2006 semester. Students will be given a pre- and post-test that will be compared to other sections of MARS 3450. Surveys will also provide student feedback for refinements to the exercise. Students will have the opportunity to use their leadership and communication skills, their interest in instruction, and mastery of content knowledge in a learning community focused on exemplary instruction and student learning.
Improvement of Science Courses for Middle School Teachers at Georgia Perimeter College
Pamela J.W. Gore, pgore@gpc.edu, and Michael Denniston, John Stanford, Martin Okafor
GPC—Clarkston, Science Department
The implementation of the Georgia Performance Standards has necessitated the need to redesign two courses offered at GPC – Clarkston: “Physical Science for Middle School Teachers” and “Earth and Space Science for Middle School Teachers.” Earth science will be taught in the sixth grade for the first time in 2005. Physical science will be rolled out for eighth grade students in 2007. Due to the new standards, some teachers may be teaching these courses for the first time. These two courses will be offered online and are available to middle school teachers throughout the state. Over 200 teachers have taken these courses since 2000. The Earth and Space Science course is already online but needs to be updated and the website links checked. Feedback from the class in Spring 2005 will be used to refine the course. The Physical Science course curriculum will be completely redesigned, starting with reviewing the Georgia Performance Standards and working with faculty in Physics and Chemistry to ensure that teachers have a deep understanding of the content they will be teaching. The course will be adapted for a new version of WebCT. Plans are to offer the course in Spring 2007. A course assessment yet to be developed and student satisfaction surveys will be used to evaluate the courses. Final report
Developing Materials for Preparing Elementary Teachers to Teach Mathematics
Paola Sztajn, psztajn@uga.edu
UGA, College of Education, Mathematics & Science Education
The goal of this project is to continue to foster a partnership started in October 2004 with the Mathematics Methods Planning Group at the University of Michigan, influenced by the work of Dr. Deborah Lowenberg Ball. The partnership supports an exchange of knowledge, materials, and information among mathematics teacher educators. The Mathematics Methods Planning Group shares ideas to improve the quality and effectiveness of curricula for mathematics courses for pre-service teachers. Dr. Sztajn has adapted and extended a set of materials for the UGA elementary mathematics methods course using materials developed by the planning group. She piloted the materials in Spring 2005 and videotaped all of the courses. There have been exchanges of notes, reflections, reading logs, and homework, all to review for quality and appropriateness. Funding from PRISM will enhance the work of the study group by adding an observation component and participation in local meetings. Projected outcomes include an enhancement of knowledge of improved pre-service teacher preparation and a set of tested materials that can be used by other instructors.
