P1018: Building a culture of modeling in chemistry: Lesson learned from a professional development workshop for high school teachers

Author: Katarina Dass, Kennesaw State University, USA

Co-Author: Michelle L. Dean and Gregory T. Rushton, Kennesaw State University, USA

Date: 8/7/14

Time: 10:15 AM10:35 AM

Room: MAK B1112

Related Symposium: S74

The importance of modeling as a scientific practice has gained in popularity among high school chemistry classrooms due to the incorporation of this practice into new chemistry curriculum frameworks and standards. The importance of models in science have long been studied, however there still remains a lack of reports that describe how to effectively teach and enact the practice of modeling in high school classrooms. The research presented here will describe a professional development model that may be used to introduce high school chemistry teachers to modeling and how to build a culture of modeling in the classroom. Findings from this professional development will be discussed. These include changes in the teachers’ perceptions of models and catalyst as well as inhibitors that a teacher may encounter when implementing this new practice in the classroom.

P349: I-IMPACT: The use of teacher leadership as a guiding principle to developing strong teacher candidates

Author: Lyric Portwood, Kennesaw State University, USA

Co-Author: Michelle L. Dean, Samuel J. Polizzi and Gregory T. Rushton, Kennesaw State University, USA; Donna Barrett, Georgia State University, USA

Date: 8/4/14

Time: 3:40 PM4:00 PM

Room: MAK A1161

Related Symposium: S32

The high attrition rate among teachers working in high-needs schools is dismal and results in the need for high quality science teachers in these schools. The Noyce II Initiative to Inspire and Mentor Physics and Chemistry Teachers (I-IMPACT) is a five-year teacher induction program developed to address these needs. This program provides support for STEM career changers to enter into chemistry and physics teaching positions. This program is guided by Dempsey’s metaphors of teacher leadership. This paper will present initial findings from this longitudinal study on how the use of teacher leadership has resulted in strong preservice-mentor teacher relationships, increased stamina among first-year teachers, and improved self-efficacy and leadership skills among the these teachers.

P217: What were they thinking when they drew that?

Author: Kimberly Linenberger, Kennesaw State University, USA

Co-Author: Michelle Dean, Kennesaw State University, USA

Date: 8/4/14

Time: 9:55 AM10:15 AM

Room: LOH 164

Related Symposium: S25

Pen and pencil technology has been recently introduced as a new research tool that allows researchers to easily keep track of what students’ say as they are drawing with the pen. This not only helps address research questions but also allows for similar insights in the classroom. We used the technology in a chemistry course for current science teachers in other disciplines. The presentation will focus on how this technology allowed us to see how the teachers were describing the models that they would use to teach various chemistry concepts and what areas the teachers still needed support. Implications for future implementations will also be discussed.

P57: Targeted Learning Community for General Chemistry (TLC-GC): A holistic approach to addressing metacognition and self-regulation skills

Author: Michelle L. Dean, Kennesaw State University, USA

Co-Author: Hillary Steiner and Stephanie Foote, Kennesaw State University, USAy

Date: 8/3/14

Time: 2:25 PM2:45 PM

Room: MAN 107

Related Symposium: S9

General Chemistry is often seen as a gateway course for science majors. Many first-year students struggle to bridge the transition from high school to college-level science courses. This paper will explore a framework used to offer a holistic learning experience to allow students to build metacognitive and self-regulation skills in the context of learning General Chemistry. The Targeted-Learning Community for General Chemistry (TLC-GC) pairs the General Chemistry lecture and lab with a first-year seminar. The focus of the first-year seminar is on study strategies for success in Chemistry. The findings from this pilot study will explore how the TLC-GC impacted student retention in chemistry, impact of metacognition, and impact on student attitudes towards chemistry.