P762: Promoting self-efficacy and habits in science, sustainability, and service by designing experiences that unify learning across school, family, and community contexts
: Patrick L. Daubenmire, Loyola University Chicago, USA
Co-Author: Adam Tarnoff, Charles Bilodeau, Natalie J. Hall and Mary T. van Opstal, Loyola University Chicago, USA; Leah A. Bertke, Gordon Tech College Preparatory, USA; Eleanor D. Flanagin, Senn High School, USA; Brian C. Hayes, Taft High School, USA; Neil T. Reimer, Muchin College Preparatory, USA
Time: 10:35 AM – 10:55 AM
Room: MAK B1138
Related Symposium: S59
Evolving mobile technology and the rapid spread of STEM-focused informal learning environments has created a unique opportunity to break through the barriers that have traditionally separated diverse learning contexts such as school, family, and community. At least one theoretical perspective has claimed that in a well-designed family learning environment both parents and children can make significant gains in science knowledge, science skills, positive attitudes towards science, and academic self-efficacy (Brassett-Grundy, 2002; Haggart, 2000; Ostlund, Gennaro and Dobbert 1985). Families, Organizations, and Communities Understanding Science, Sustainability, and Service (FOCUSSS) is a design-based research project created to blur the boundaries between different learning contexts, and, in doing so, promote adoption of real-word behaviors that have tangible positive impacts on individuals, families, communities, and the environment. Data from this two-year proof-of-concept program present strongly encouraging, albeit preliminary, evidence that cutting across contexts does indeed correlate with increased self-efficacy and positive changes in behavior in participants. Furthermore, the FOCUSSS design framework appears to be quite robust, delivering consistent results across variations in the students’ teacher, grade level, school type (neighborhood, charter, private), parent education level, and other factors that might otherwise lead to alternate explanations of these differences in student outcomes.
P658: Shared best practices and products of adaptable design within the FOCUSSS teacher professional learning community
: Eleanor D. Flanagin, Senn High School , USA
Co-Author: Leah A. Bertke, Gordon Tech College Preparatory, USA; Brian C. Hayes, Taft High School, USA; Neil T. Reimer, Muchin College Preparatory, USA; Patrick L. Daubenmire, Adam Tarnoff, Charles Bilodeau and Mary T. van Opstal, Loyola University Chicago, USA
Time: 5:15 PM – 6:30 PM
Related Symposium: S33
The list of challenges endemic to teaching in urban schools is long, and there is significant variability in what a particular teacher in a particular school facing a particular group of students might perceive to be his/her most pressing challenge. The Families, Organizations, and Communities Understanding Science, Sustainability, and Service (FOCUSSS) hypothesizes that arming teachers with adaptable expertise and adaptable, flexible resources can prepare them to cope with inevitable change. This poster will present four case studies demonstrating how four adaptable experts (i.e. teachers) worked with FOCUSSS resources in four different contexts, and produced instructional designs that were appropriately differentiated for each context, but that retained “coherence and meaning” (Brown, 2004) with respect to the overall programmatic goals.
P223: Alignment of students’ problem-solving strategies with expert practices and instruction in general chemistry classrooms
: Patrick L. Daubenmire, Loyola University Chicago, USA
Co-Author: Thomas H. Sullivan, Philip C. Nahlik, Linda C. Brazdil and Mary T. van Opstal, Loyola University Chicago, USA
Time: 12:10 PM – 12:30 PM
Room: LOH 164
Related Symposium: S25
It is well established that novices and experts differ in their knowledge frameworks and approaches to content. This investigation focused on students’ use of problem-solving strategies in general chemistry and measured the alignment of these strategies to those of expert chemists who are also general chemistry instructors. By using a combination of surveys and a think-aloud protocol with eye tracking, the perceptions and execution of problem solving strategies of students and instructors were measured. Additionally, students and instructors were asked to characterize how problem solving strategies were presented in the classroom. Data analysis and coding targeted making claims about: (1) the alignment of experts’ problem solving strategies with those they describe teaching; (2) the alignment of students’ problem solving strategies with those they describe experiencing in class, and; (3) the alignment of students’ problem solving strategies with experts’ problem solving strategies. The results of this preliminary study indicate a possible disconnect between the strategies some experts use to solve problems and the strategies that they teach students to use in the classroom. We suggest that this disconnect may have implications for what students are expected to do when solving problems in general chemistry as well as how their strategies are assessed in the classroom.
P135: Teachers as species: Survive, interact, adapt, and thrive
: Neil T. Reimer, Muchin College Preparatory, USA
Co-Author: Leah A. Bertke, Gordon Tech College Preparatory, USA; Brian C. Hayes, Taft High School, USA; Eleanor D. Flanagin, Senn High School, USA; Patrick L. Daubenmire, Adam Tarnoff, Charles Bilodeau and Mary T. van Opstal, Loyola University Chicago, USA
Time: 11:10 AM – 11:30 AM
Room: MAK BLL 126
Related Symposium: S5
The adage, “The only constant is change,” is often used to describe the state of perpetual reform in urban schools. While some change can be good, constant change can create challenges for the teaching profession (Fung, 2012). While much must be done to combat instability (Payne, 2008), it is also necessary to better prepare teachers to cope with change. This requires “adaptable expertise,” the ability to excel in both routine and unpredictably shifting conditions (Clark &Feldon, 2008). Developing the robust ability to be adapters (Brown, 2004) in these environments, we argue, is a central component for success and longevity in the field of teaching. In this presentation, four experienced urban teachers share their reflections. These teachers have participated in two aligned professional development programs developed by Loyola University Chicago. Key characteristics of these programs include: (1) long-term teacher participation; (2) sustained relationships with mentors and peers; (3) equal emphasis on constructing knowledge and applying/refining knowledge in classroom practice; (4) adaptable instructional resources that are open-ended enough to encourage flexible use but structured enough to support fidelity of implementation (Brown, 2004); (5) emphasis on sound reasoning over “correct” solutions; and (6) a professional learning community that reinforces shared personal and professional values that remain stable despite external change. Teachers will trace their experiences with these programs, underscoring connections to program elements, and share thoughts about why these elements may be supporting their own longevity in the profession.