Thursday 24 November 2022. 11:30am - 12:00pm
Chee-Siang Tan, Yu-An Chen, Su-Chi Fang
Exploring junior secondary students’ knowledge-based reasoning in the context of engineering design
Contact Author: Su-Chi Fang (
aGraduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan
BACKGROUND
STEM education has garnered extensive attention worldwide in the past decades. Engineering design is promoted as one dominant approach for STEM education because it can serve as a catalyst bringing all the four disciplines on a shared learning platform and create rich opportunities to apply disciplinary knowledge and inquiry. This study explores the nature of students’ knowledge-based reasoning in the context of an engineering design.
Phillip Vandevalk, Kwesi Yaro
Engaging in a culturally relevant mathematics pedagogy: the journey of a preservice teacher
Contact Author: Phillip Vandevalk (
Department of Secondary Education, University of Alberta, Alberta, Edmonton T6G 2G5, Canada
BACKGROUND
One common question that math teachers hear from students is, “When am I ever going to use this?”. Students are often uninterested in how math is presented to them in a typical classroom setting. With the first author being a beginning teacher in their first practicum, they wanted to make mathematics more relevant to their students. One avenue we responded to this was through the first author researching and implementing a Culturally Relevant Mathematics Task (CRT).
Kirsten R. Butchera, Michelle A. Hudsona, Madlyn Larsonb, Matthew P. Orra, McKenna Laneb, Susana Velásquez-Francoc, Vanessa J. Baileyc, Merinda Davisb, Mitchell J. Powerc
“Its face is so cute!” Engaging students in science investigations using digitising museum specimens
Contact Author: Kirsten R. Butcher (
aDepartment of Educational Psychology, University of Utah, Salt Lake City UT 84112, USA
bNatural History Museum of Utah, Salt Lake City UT 84108, USA
cDepartment of Geography, University of Utah, Salt Lake City UT 84112, USA
BACKGROUND
Learning with objects serves as a basis for engaging learners via personal interest and motivation (Paris & Hapgood, 2002). However, real objects and specimens often are too fragile, valuable, small, or otherwise inaccessible for regular integration in science classrooms.
This poster explores the impact of digitized museum specimens on interest, enjoyment, and engagement during online science learning. While museum collections often inspire strong visitor responses, such as “gawking in awe” or “recoiling” (Alberti, 2005), little is known how digitized specimens impact learner experiences in online learning contexts. This work examines emotional reactions during use of an online investigation with entomology specimens.