University

Wednesday, July 6, 2016
12 pm Patsy Jones, Chandler, AZ Reid 101
Casteel High School, Queen Creek, AZ
Facilitator: Alyson Darconte
Teaching Data Literacy in High School Biology
This research project investigated ways to increase student engagement and data literacy skills in a high school biology classroom.
Lessons were designed to incorporate data literacy instruction along with acquiring authentic data into existing units in ecology
and evolutionary theory. The study showed that student engagement increased with the use of real data and skills in data literacy
were improved using focused instructional lessons.
12 pm William J. Sparks, Sylva, NC Library – Room 1151 (Innovative Learning Studio)
Jackson County School of Alternatives, Sylva, NC
Facilitator: Justine Fox
Using Cell Phones Constructively in the Science Classroom
Over the past ten years I have seen the evolution of the cell phone taking place. I watched the demand for cells phones grow from a
few students having them to every student in my classes having a smart phone. You will see students taking selfies or checking
Facebook on a regular basis. I incorporated their phones into my lesson with hopes that this will alleviate the constant war that has
developed in my classroom.
1 pm Bryan Idleman, Gilbert, AZ Reid 102
Higley High School, Gilbert, AZ
Facilitator: Julie Welde
Inquiry Based Learning in the Chemistry Classroom
Research has shown that motivation is a key factor in determining a student’s success in learning. Inquiry based learning is said to
give science students a deeper understanding and an improved perception of learning in the science classroom by allowing them to
take control of their learning experience. This study examines the impact of inquiry based lessons on both student performance
and student motivation in the high school chemistry classroom.
2 pm Christina L. Pavlovich, Livingston, MT Reid 101
East Side Intermediate School, Livingston, MT
Facilitator: Mary Noel
Teacher Conceptual Framework and Gains in Relation to Student Scientific Literacy Achievement
Intermediate teachers face multiple content areas and high stakes testing and report little time for science instruction due to
pressures in English language arts and math. This study followed teachers through professional development that blended English
language arts and science practices into applied scientific literacy learning. The study’s main focus was to determine if application
of science practices in language arts had an effect on student attitudes and achievement compared to teacher attitudes,
instructional pedagogy, and reported science instructional time.
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