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(KF) Teaching & Supporting Future Teachers Using Next Gen PET
7/13/2022 | 12:40 PM to 1:40 PM
Room: CC: Grand Gallery Overlook A/B
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KF01 (12:40 to 1:10 PM) | Invited | Emergent outcomes from a faculty online learning community
Presenting Author: Edward Price, California State University San Marcos
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"I did not realize [it] was missing from my life." The Next Generation Physical Science and Everyday Thinking Faculty Online Learning Community (NextGenPET FOLC) was created to support faculty teaching the NextGenPET curriculum. Since 2017, fifty adopters of NextGenPET have met regularly in small groups by videoconference to discuss practical issues, teaching strategies, and student learning. The FOLC provides a sounding board for ideas, space to share experiences and challenges, affective support, and a venue for troubleshooting. The opening quote is one participant’s description of the value of talking with others about their teaching. Beyond immediate impacts on their NextGenPET teaching, faculty participants have described significant professional growth, a sense of community, engaging in educational research, and increasing their leadership roles. This talk will discuss the development and evolution of the FOLC, describe emergent faculty outcomes, and offer lessons for other faculty development efforts.
This work is supported by NSF grant 1626496
FK02 (1:10 to 1:40 PM) | Invited | The NextGenPET Curriculum and Beyond: Integrating the Sciences
Presenting Author: Nicole Gugliucci, Saint Anselm College
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The Next Generation Physical Science and Everyday Thinking curriculum has been developed through years of research and development to teach physical science to pre-service elementary school teachers and other non-science major undergraduates. I will give an overview of the curriculum and the breadth of topics in physics and chemistry that it explores.
This curriculum design has been extended to other areas of science with "Life Science and Everyday Thinking" and "Matter and Energy in Earth Systems," though neither has a corresponding faculty online learning community. I will describe how, in a hybrid environment (lectures and labs), and using common threads such as energy conservation, an integrated science course has been created that prepares students for their elementary education certification in a way that is inquiry-based, prioritizes active learning, and provides students with the tools to continue their own scientific learning as they become in-service teachers.
This curriculum design has been extended to other areas of science with "Life Science and Everyday Thinking" and "Matter and Energy in Earth Systems," though neither has a corresponding faculty online learning community. I will describe how, in a hybrid environment (lectures and labs), and using common threads such as energy conservation, an integrated science course has been created that prepares students for their elementary education certification in a way that is inquiry-based, prioritizes active learning, and provides students with the tools to continue their own scientific learning as they become in-service teachers.
KF03 (1:40 PM to 1:50 PM) | Poster | Engaging Exams: Using Student Interviews and Engineering Design for Assessments
Presenting Author: Jennifer Snyder, San Diego Mesa College
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While courses were remote, all instructors had to come up with innovative ways to assess student understanding that would be authentic and combat academic dishonesty. The NextGen PET curriculum already includes Teaching and Learning and Engineering Design Activities. In Teaching and Learning Activities, students interview others about their understanding of key ideas and phenomena. Engineering Design Activities ask students to create design solutions to problems. This poster discusses how these activities were used in Exams to provide opportunities for students to show their understanding of concepts and models in ways that are engaging to the student.
KF04 (1:50 to 2:00 PM) | Poster | Adult learning in a pre-service content course: Too soon?
Presenting Author: Steven Maier, Northwestern Oklahoma State University
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The NextGen PET curriculum offers ample opportunities and pathways for meaningful learning. While this includes opportunities for learning content as a student, it includes opportunities for learning in “teacher hat” as a future educator as well. The premise usually held is that pre-service teachers begin coursework in college with sets of assumptions and expectations that are generally based on their K-12 experiences, rooted in pedagogy. Then, by graduation these same students should be better positioned to operate as adult learners. The question is: at what point and by what means should our instructional modes shift to accommodate our students as adult learners? Is a content course taken early in one’s academic career too soon? This poster summarizes ongoing work investigating the nature of the transition from pedagogy to andragogy within a studio style implementation of NextGen PET curriculum.
KF05 (2:00 to 2:10 PM) | Poster | Student Resilience in COVID: Advantages of a Hybrid Adaptation
Presenting Author: Paul Miller, West Virginia University
Additional Author | Gay Stewart, West Virginia University
Additional Author | Lynnette Michaluk, West Virginia University
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The Next Generation Physical Science and Everyday Thinking (NextGen PET) is a proven research-based curriculum that centers the Next Generation Science Standards (NGSS) and has been shown to significantly impact both future teacher content knowledge and understanding of how students learn science. In a recent project*, we developed a hybrid lecture-lab implementation of existing materials and wrote new materials that targeted the NGSS scientific practice of Planning and Conducting Investigations (PCI). Then COVID hit. In this talk, we report on how this recent format change helped us manage the shift online. The students were resilient, based on their course evaluation comments. We examine whether their content learning, attitudes changes, and knowledge of PCI (using materials developed for this purpose) was as resilient with data from before, during, and after the online course. Results of pre-post instruction analyses between groups and evaluation responses are discussed, as are implications for future instruction.
* This work funded in part by the Adapting the Next Generation Physical Science and Everyday Thinking Curriculum for a Lecture-Laboratory Format grant from the NSF, DUE-1611738.
KF06 (2:10 to 2:20 PM) | Poster | Effectiveness of Next Gen PET online
Presenting Author: Kris Wedding Crowell, California State University, East Bay
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One of the resources available with the Next Gen PET curriculum is a research-based assessment, the Next Gen Physical Science Diagnostic. This assessment has been one commonality over the last two years of teaching through a pandemic. I have taught an online version of NGPET for three semesters, and am finishing my second semester back in person. I have used the same workbooks and activities in both versions of the course. Comparing the pre-post results over the last two years can be used to help answer the question of how much students learn in an online version of the class compared to in-person learning. Preliminary results support the generally accepted hypothesis that in-person, hands-on learning is more effective, however the online NGPET learning gains were better than a typical lecture-style in-person course, which indicates that an active learning approach, even on-line, can benefit students.
KF07 (2:20 to 2:30 PM) | Poster | The results of Covid induced changes to a NextGenPET implementation
Presenting Author: Tamara Snyder, University of Arkansas
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The studio version of the Next Generation Physical Science and Everyday Thinking (NextGen PET) curriculum depends on students working together in small groups in the classroom. As the spring 2022 semester started, we were still under some covid protocols and there were fears that a new wave of mass absences were going to start. In this poster I will present some of the changes that I made to my course as a result of these pressures, and I will discuss the results of these changes: how learning gains and "student happiness" were affected.
(KF) Teaching & Supporting Future Teachers Using Next Gen PET
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