San Francisco Program, Vol. 2: Friday - National Science Teachers ...

Friday, 2:00–3:00 PM
SESSION 17
Using Dialogue and Art to Enhance Science Inquiry
and Make Student Thinking Visible (Bio)
(Middle Level–High School)
Sierra A, Marriott
Claire Hemingway (chemingway@botany.org), Botanical
Society of America, St. Louis, Mo.
Carol Packard (carolpackard@msn.com), Sisters Middle
School, Sisters, Ore.
Jeanne Debons (jeannedebons@msn.com), Central Oregon
Community College, Bend
Allison Landry (alandry@lsmsa.edu), Louisiana School for
Math, Science, and the Arts, Natchitoches
Learn how to use online dialogues with scientists and
botanical illustrations of plants in the field and under the
microscope as teaching and learning tools (www.plantingscience.org).
SESSION 18
Innovations in Green Design
(Env)
(General)
Sierra I, Marriott
Genevieve Nelson (genn@gfsnet.org), Germantown Friends
School, Philadelphia, Pa.
David Ade (dma@smparchitects.com), SMP Architects,
Philadelphia, Pa.
Considering building a new science facility Learn about innovations
in green design, including sustainable materials,
geo-exhange heating, and cooling and storm water management
systems.
SESSION 19
Teacher Researcher Day Session: School Yard Notebooks
Go Public Across Grade Levels (Env)
(Elementary) Yerba Buena Salon 8/Group 1, Marriott
Kimber Hershberger (khm12@scasd.org) and Jennifer
Grube, Radio Park Elementary School, State College, Pa.
We structured school yard observations and scaffolded
writing skills with science concepts, enabling elementary
students to make their thinking public through discourse
and podcasts.
SESSION 20
Teacher Researcher Day Session: Teacher Researchers
in the Science Classroom
(Gen)
(General)
Yerba Buena Salon 8/Group 2, Marriott
John Graves (graves@montana.edu), Montana State University,
Bozeman
I’ll present research projects, discussing purpose, methodology,
analysis, and results as well as how our research
has affected both teacher and student performance in the
science classroom.
NSTA San Francisco National Conference on Science Education
SESSION 21
Teacher Researcher Day Session: Multimodality and
Learning: Exploring Concept Development and Student
Engagement in a Physics Classroom (Phys)
(High School–College) Yerba Buena Salon 8/Group 3, Marriott
David Bonner (dbonner@hinsdale86.org), Hinsdale South
High School, Darien, Ill.
Let’s examine the potential benefits and limitations that
engagement within different modes of communication had
on the teaching and learning of physics.
SESSION 22
Teacher Researcher Day Session: Using Action
Research for Professional Development in a Math
Science Partnership (MSP) Cohort (Gen)
(High School) Yerba Buena Salon 8/Group 4, Marriott
Jeremy A. Ervin (jeremy.ervin@stockton.edu), Richard Stockton
College of New Jersey, Pomona
Through an MSP grant for professional development, a
group of urban high school science teachers chose to do
action research for the first time. I’ll describe the process,
successes, and problems.
SESSION 23 (two presentations)
(High School)
Yerba Buena Salon 15, Marriott
Using POGIL Activities in a Conceptual Physics First
Curriculum
(Phys)
Thomas Cork (tcork@spenceschool.org), The Spence School,
New York, N.Y.
Find out how we used Process-Oriented Guided Inquiry
Learning (POGIL) activities in a conceptually based Physics
First course. Activities provided.
Physics First: A Story of Adoption, Implementation,
and Evaluation from 2007 to 2010
(Phys)
Karalyn Ramon (kramon@loyolahs.edu), Craig Bouma
(cbouma@loyolahs.edu), and Michael Lew, Loyola High
School of Los Angeles, Calif.
Findings from a three-year study indicate the effectiveness
of a Physics First curriculum grounded in inquiry.
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