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STEM Education Center well represented at ASTE

The STEM Education Center was well represented with 16 researchers attending and presenting at 14 breakout sessions at the annual Association Science Teacher Education's International Conference held January 4-7, 2012 in Clearwater Beach, FL. Paper proceedings are available online.

An Argument for Training Teachers to Interrupt Heronormativity in Life Science
STEM Education Center, University of Minnesota: Mary Hoelscher
Abstract: Teachers must be prepared to recognize and interrupt heteronormativity in their classroom to achieve success for all learners. Significance and strategies will be reviewed.

Teacher Professional Development for Climate Change Education in Native Communities
STEM Education Center, University of Minnesota: Gillian Roehrig, Devarati Bhattacharya, Keisha Varma, Jeremy Wang, Younkyeong Nam, Engin Karahan
University of Idaho: Anne Kern, Bree Reynolds, R. Justin Hougham, Frank Finley, Brant Miller

Abstract: This presentation shares the place-based and culturally responsive approaches to professional development to promote Climate Change Education in Native communities from two NASA funded projects.

What Does the Teacher Performance Assessment Reveal about Science Education Teacher Candidates' Understanding of Inquiry-based Instruction?
STEM Education Center, University of Minnesota: Barbara Billington, James Nyachwaya, Mary Hoelscher, Gillian Roehrig
Abstract: Teacher candidates have a rich understanding of inquiry in their reflective commentary; however, video evidence of student engagement was a limiting factor on TPA scores.

Enhancing Teachers' Understanding of Climate Change for Teaching Native American Students
STEM Education Center, University of Minnesota: Gillian Roehrig, Keisha Varma, Devarati Bhattacharya, Shiyu Liu, Younkyeong Nam, Jeremy Wang
University of Idaho: Anne Kern, Bree Reynolds, R. Justin Hougham

Abstract: In this presentation we share research findings on improving teachers' knowledge and teaching of climate change in Native communities through an intensive professional development experience.

Enhancing Teachers' Understanding of Climate Change for Teaching Native American Students
University of Idaho: Brant Miller
STEM Education Center, University of Minnesota: Gillian Roehrig
LT Media Lab, University of Minnesota: Aaron Doering

Abstract: Learn about the Adventure Learning framework and how it was mobilized to deliver a culturally-based STEM curriculum. Associated research findings will be discussed.

A High-Quality Professional Development for Implementing Engineering into Your Classroom for Teachers of Grades 3-6
STEM Education Center, University of Minnesota: S. Selcen Guzey, Kristina Tank, Hui-Hui Wang, Gillian Roehrig, Tamara Moore
Abstract: We will present the professional development module designed to help teachers in grades 3-6 implement the engineering component of the new Minnesota science standards.

An Exploration of Different Approaches to Classroom Implementation Following a Workshop on Neuroscience
STEM Education Center, University of Minnesota: J McClelland, Devarati Bhattacharya, Mary Hoelscher, Rachelle Haroldson, Gillian Roehrig, Janet Dubinsky
Abstract: In this presentation we share details about a two-week neuroscience professional development for high school teachers and explore different classroom implementation strategies employed by participants.

The Design of Culturally Based Inquiry Units for Young Children
STEM Education Center, University of Minnesota: Mia Dubosarsky, Gillian Roehrig, Stephan Carlson, Jennifer Jones, Linda Frost
University of Minnesota: Barbara Murphy

Abstract: Culturally based inquiry units on ice-fishing and animal tracks weave together Ojibwe traditions and critical thinking skills in American Indian Head Start classrooms.

A Culturally Relevant Case Study Alternative for Developing Science Teachers
STEM Education Center, University of Minnesota: Mary Hoelscher
Abstract: A culturally relevant alternative to the case study will be presented. Reflections on the effectiveness of its use with developing science teachers will be evaluated.

Native American Students' Understanding of Geologic Time Scale: 4-8th grade students' understandings of earth's history
STEM Education Center, University of Minnesota: Younkyeong Nam, Engin Karahan, Gillian Roehrig, Tamara Moore
Abstract: This study explores Native American (Ojibwa) students' understanding of geologic time scale and its relations with human history.

Uses and Perceptions of Formative Assessment: Three Case Studies of African American Males in Introductory Chemistry
STEM Education Center, University of Minnesota: Rachelle Haroldson
Abstract: This study presents the cases of three African American male students in a high school chemistry course and their uses and perceptions of formative assessment.

Elementary Girls and an Afterschool Engineering Group
STEM Education Center, University of Minnesota: Kristina Maruyama Tank
Abstract: This presentation examines how three teachers involved in a summer professional development implement new science standards through an afterschool group focused on girls and engineering.

A Guide to School Policy and Legislation in Science Education: Assessing Schools for Generation R (Responsibility)
University of Georgia: Michael Mueller, Deborah Tippins, Rachel Luther
Brock University: Xavier Fazio, Doug Karrow
Oak Ridge Associated Universities: Arthur Stewart
STEM Education Center, University of Minnesota: Gillian Roehrig

Abstract: This session provides guidance for school policy and legislation through a more holistic suite of indicators for science education and the impact of school science.

Students' Use of Covalent Bond Model to Represent Ionic Bonds: Insights from Particulate Drawing Task
STEM Education Center, University of Minnesota: Abdi-Rizak Warfa, James Nyachwaya, Gillian Roehrig
Abstract: This paper discusses college students' use of covalent bond model to represent ionic bonds based on insights from open-ended particulate drawing task.

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