2007 ANNUAL REPORT - cosmos - Bowling Green State University

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12 Meeting Date 5. October 25 / 26 6. November 8 / 9 7. November 29 / 30 8. December 13 / 14 Research in Science and Mathematics Education Learning Community ~ Fall 2006 Schedule cont. Presenter – Title of Presentation Wed: Jude Edminster Remediating Scientific Writing Thurs: Rick Worch Lesson Study in Preservice Science Teachers Wed: Amy Scheuermann Explicit Inquiry: A Combination of Explicit Instruction and Inquiry Learning Thurs: David Meel Interplay of Geometry and Calculus: A Look at a Pythagorean-Based Related Rate Problem Wed: Tracy Huziak-Clark I Already Know What Inquiry Is! Teacher/ Scientist Changing Attitudes and Practices Using Inquiry in the Science Classroom Thurs: Bob Midden A Scientific Basis for Deciding What Students Should Know and Be Able to Do Wed: Holly Myers Engaging Lake Wobegon Men in the Science Classroom Thurs: Steve Van Hook Researching Elementary Students' Understanding of Motions 2 0 0 7 N W O C e n t e r o f E xcellence • A n n u a l R e p o r t Discussant Wed: Holly Myers Arvai, J. J., Victoria, E. A., Baird, A., & Rivers, L. (2004). Teaching students to make better decisions about the environment: Lessons from the decision sciences. The Journal of Environmental Education, 36(1), 33-44. Thurs: David Meel Habre, S., & Abboud, M. (2006). Students’ conceptual understanding of a function and its derivative in an experimental calculus course. Journal of Mathematical Behavior, 25, 57-72. Wed: Barbara Moses Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. Thurs: Chris Keil Bilgin, I. (2006). The effects of hands-on activities incorporating a cooperative learning approach on eighth grade students’ science process skills and attitudes toward science. Journal of Baltic Science Education, 1(9), 27-37. Wed: Dale Klopfer Slotta, J., Chi, M., & Joram, E. (1995). Assessing students’ misclassifications of physics concepts. Cognition and Instruction, 13(3), 373-400. Thurs: Bob Midden Laugksch, R. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94. Wed: Amy Scheuermann Kroesbergen, E., Van Luit, J., & Maas, C. (2004). Effectiveness of explicit and constructivist mathematics instruction for low-achieving students in the Netherlands. Elementary School Journal, 104(3), 233-253. Thurs: Steve Van Hook Heron, P. R., Loverude, M. E., Shaffer, P. S., & McDermott, L. C. (2003). Helping students develop an understanding of Archimedes’ principle: Development of research-based instructional materials. American Journal of Physics, 71(11), 1178-1187. AND Loverude, M. E., Kautz, C. H., & Heron, P. R. (2003). Helping students develop an understanding of Archimedes’ principle: Research on student understanding. American Journal of Physics, 71(11), 1188-1185.
Research in Science and Mathematics Education Learning Community ~ Spring 2007 Schedule Mondays 1:30-3:00 ~ Thursdays 12:30-3:00 Meeting Date 1. Jan 8/11 2. Jan 22/25 3. Feb 5/8 4. Feb 19/22 5. Mar 19/22 Presenter – Title of Presentation Mon: Discussion of Change Forces by Michael Fullan Thurs: Discussion of Change Forces by Michael Fullan Mon: Rich Oldrieve Teaching Literacy Is a Staircase: Metaphors as a Third-Space for Discussing Beliefs About Teaching Thurs: Steve Langendorfer Assessing Inquiry Developmentally: Hypothesized Rubrics Mon: Karen Sirum Bringing Critical Thinking Skills and Dispositions to the Introductory Biology Classroom Thurs: Yu Zhou Some Thoughts on Geographic Education Mon: Jude Edminster Pandora’s Hope: Essays on the Reality of Science Studies Thurs: Bob Midden Assessing Student Ability to Evaluate the Scientific Validity of Scientific and Pseudoscientific Claims Mon: Dale Klopfer Spatial Ability and Success in Math and Science Thurs: Jodi Haney Developmental Sequencing of Teacher Beliefs Discussant Mon: N/A Thurs: N/A Mon: Rich Oldrieve Mahlios, M., & Maxson, M. (1998). Metaphors as structures for elementary and secondary preservice teachers’ thinking. International Journal of Educational Research, 29, 227-240. Thurs: Steve Langendorfer Roberton, M. A., Williams, K., & Langendorfer, S. (1980). Pre-longitudinal screening of motor development sequences. Research Quarterly for Exercise and Sport, 51(4), 724-731. Mon: Karen Sirum Facione, P. A., Giancarlo, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. Journal of General Education, 44(1), 1-25. Thurs: Yu Zhou Raento, P., & Hottola, P. (2005). Where on earth is New York? Pedagogical lessons from Finnish geography students’ knowledge of the United States. International Research in Geographical and Environmental Education, 14(1), 5-27. Mon: Jude Edminster Latour, B. (1999). Chapter two. Circulating reference: Sampling the soil in the Amazon forest. In Pandora’s hope: Essays on the reality of science studies (pp. 24-79). Cambridge, MA: Harvard University Press. Thurs: Bob Midden Johnson, M., & Pigliucci, M. (2004). Is knowledge of science associated with higher skepticism of pseudoscientific claims? The American Biology Teacher, 66(8), 536-548. Mon: Dale Klopfer Hegarty, M., & Kozhevnikov, M. (1999). Types of visual-spatial representations and mathematical problem solving. Journal of Educational Psychology, 91, 684-689. Thurs: Jodi Haney Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12. 2 0 0 7 N W O Ce n t e r o f E xcellence • A n n u a l R e p o r t 13
Page 1 and 2: NORTHWEST OHIO CENTER OF EXCELLENCE
Page 3 and 4: Table of Contents 2 NWO Mission 2 N
Page 5 and 6: NWO 2007 Annual Report ~ An Introdu
Page 7 and 8: We are equally committed to identif
Page 9 and 10: NWO Activities and Accomplishments
Page 11 and 12: mathematics and a new interdiscipli
Page 13: Research Learning Community In the
Page 17 and 18: Learning Sciences PhD Program BGSU
Page 19 and 20: NWO Faculty and Staff Scholarship N
Page 21 and 22: evaluation reports are available up
Page 23 and 24: In order to determine progress towa
Page 25 and 26: In sum, we are both proud of our FY
Page 27 and 28: The tables below show amounts spent
Page 29 and 30: COSMOS Collaborative Council (CCC)
Page 31 and 32: NWO Projected Goals and Activities
Page 33 and 34: Goal 3: Conduct and communicate col
Page 35 and 36: NWO Resource Development and Sustai
Page 37 and 38: 2007 Yr. Avg. 2006 Yr. Avg. 2005 Yr
Page 39 and 40: Issues, Problems, and Anticipated S
Page 41 and 42: Appendices 2 0 0 7 N W O Ce n t e r
Page 43 and 44: Appendix A: Regional Grants to Part
Page 49 and 50: Appendix B: 2006 Northwest Ohio Sym
Page 63 and 64: Appendix D: Larabee Mini-Grant: The
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Appendix E: Redesigned/Developed Co
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Appendix F: NWO Faculty and Staff S
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Appendix F: NWO Faculty and Staff S
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Appendix G: COSMOS Publication: Mor
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Appendix G: COSMOS Publication: Mor
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Appendix H: COSMOS Publication: Van
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Appendix I: COSMOS Publication: Van
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Appendix K: COSMOS Publicity: RIPE
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Appendix L: COSMOS Publicity: REAL
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Appendix N: 2006-07 REAL Recruiting
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Appendix P: NWO TEAMS Recruiting Br
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Appendix Q: TeachOhio Recruiting Br
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Appendix R: Executive Board Minutes
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Appendix R: Executive Board Minutes
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Appendix S: NWO Executive Board Byl
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Appendix S: NWO Executive Board Byl
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Appendix T: COSMOS Collaborative Co
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Appendix U: NWO Evaluation Report M
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Evaluation Question 5: In what ways
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References 71 Appendix 72
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Back to top Original NWO Goals The
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Part II. Evaluation Goals, Question
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Table 1. Alignment of NWO Center Go
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depth information from the particip
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Observations: Horizon’s Classroom
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Observations: Horizon’s Classroom
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and capsule). Supporting qualitativ
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negative direction. However, these
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Table 7. Summary of the TBI Survey
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NWO Symposium: The overall rating f
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Detailed Results for NWO PD Session
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elieved that doing such experiments
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last year. Half of the 2007 partici
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Table 11. Average and Range of TEAM
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elements of science abstraction (1)
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teacher appeared confident in abili
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Table 13. Average TeachOhio Science
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Recommendations at the post-observa
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Recommendations included: Increase
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knowledge (1); incorporate tasks th
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Content 3.75 3 3.4 3.5 3.75 3.5 5 C
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tests attended PRAXIS II tutoring s
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Ohio Junior Science and Humanities
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Back to top Goal 3 - Evaluation Que
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I’ve been “forced” to read li
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The concepts and ideas that were di
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The progress of the NWO Center towa
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students. The also loved foldables.
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(TEAMS, TeachOhio and Other NWO): m
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In their open-ended evaluations and
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• more intellectual engagement of
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Appendix A Higher Education Faculty
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2007 ANNUAL REPORT - cosmos - Bowling Green State University

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