Arizona Science Arizona Science ConferenceConference

October 8, 2011October 8, 2011Dr. Donna AndrewsDr. Donna Andrews

Maria NewsomeMaria Newsome

Martin CasillasMartin Casillas

California State University, StanislausCalifornia State University, Stanislaus

To be or not to be a To be or not to be a teacher teacher

William Butler YeatsWilliam Butler Yeats““Education is not the filling of Education is not the filling of the pail but the lighting of a the pail but the lighting of a fire.”fire.”

SurveySurvey

We surveyed 165 college students We surveyed 165 college students regarding their high school experience.regarding their high school experience.

We were interested in qualities in highly We were interested in qualities in highly effective instruction and learning effective instruction and learning strategies that prepared them for the strategies that prepared them for the transition to college.transition to college.

Attributes of an Effective Attributes of an Effective Teacher Teacher

Enthusiastic

Content Knowledge

Sense of Humor

Compassionate Respectful

50%

Strongest Motivator for Students Strongest Motivator for Students to do well in School to do well in School

Self-Motivation

Getting in College

Parental Approval

Peer Approval

Teacher Approval

50%

Most Helpful Instructional Most Helpful Instructional Strategies Strategies

DiscussionsLecture Hands-on Activities

Group Activities Student

Presentations

50%

Most Helpful Assessments Most Helpful Assessments of Learning of Learning

Research Papers

Objective Tests

Individual Projects

Group Projects Essays In

Class Essays

50%

GPA FACTS:GPA FACTS:

• Above 4.0 Above 4.0 = Knowledge of subject matter not = Knowledge of subject matter not as high as other attributes as high as other attributes

• 4.04.0 = Lecture = Lecture

• 3.5 - 4.0 3.5 - 4.0 = Hands on Activities= Hands on Activities

• 3.0 - 3.5 3.0 - 3.5 = Hands on Activities= Hands on Activities

Instruction by GPAInstruction by GPA

Category Hands-On Activities

Class Discussion

Lecture

4.0 and Above

20% 31%

3.5 - 3.9 33% 21%

3.0 - 3.4 22% 13%45%

35%

35%

COLLEGE LEVEL:COLLEGE LEVEL:

  T-test Results:T-test Results: The current college level was recoded into a The current college level was recoded into a new dichotomous variable with categories of lower division new dichotomous variable with categories of lower division and upper division. Lower division included freshmen and and upper division. Lower division included freshmen and sophomores and upper division included juniors and sophomores and upper division included juniors and seniors. Independent t-tests were performed to test the seniors. Independent t-tests were performed to test the null hypothesis of no differences between the mean of null hypothesis of no differences between the mean of lower division students and the mean of upper division lower division students and the mean of upper division students on the 10 attribute (dependent) variables. All t-students on the 10 attribute (dependent) variables. All t-tests were not significant. In all cases the null hypothesis tests were not significant. In all cases the null hypothesis was accepted. There were no significant differences in the was accepted. There were no significant differences in the 10 dependent variables between lower division students 10 dependent variables between lower division students and upper division students. and upper division students. 

Interpretation:Interpretation: Based on a ranking scale of 1-10, with 1 being Based on a ranking scale of 1-10, with 1 being the most important quality for a high school teacher to the most important quality for a high school teacher to possess in promoting learning, the results indicate that possess in promoting learning, the results indicate that lower division students and upper division students rank lower division students and upper division students rank each of the qualities equally. each of the qualities equally.

GENDER:GENDER:T-test Results:T-test Results: Independent t-tests were performed to Independent t-tests were performed to test the null hypothesis of no differences between the test the null hypothesis of no differences between the mean of males and the mean of females on the 10 mean of males and the mean of females on the 10 attribute (dependent) variables. Only one t-test was attribute (dependent) variables. Only one t-test was significant which resulted in rejection of the null significant which resulted in rejection of the null hypothesis. There was a significant difference on the hypothesis. There was a significant difference on the dependent variable dependent variable enthusiasm / passion for teachingenthusiasm / passion for teaching between males and females. The mean of males was between males and females. The mean of males was significantly higher than the mean of females on the significantly higher than the mean of females on the dependent variable dependent variable enthusiasm / passion for teachingenthusiasm / passion for teaching. . (T=2.32, DF=99.122, p < 0.05). The test of equality of (T=2.32, DF=99.122, p < 0.05). The test of equality of variances was significant. Variances are unequal. (F variances was significant. Variances are unequal. (F value = 2.27, P=0.0003).value = 2.27, P=0.0003).

  Interpretation:Interpretation: Based on a ranking scale of 1-10, with 1 Based on a ranking scale of 1-10, with 1 being the most important quality for a high school being the most important quality for a high school teacher to possess in promoting learning, the results teacher to possess in promoting learning, the results indicate that females, as a group, rank the quality of indicate that females, as a group, rank the quality of enthusiasm / passion for teachingenthusiasm / passion for teaching much more much more importantly than do males. importantly than do males.

HIGH SCHOOL GPA:HIGH SCHOOL GPA:

  T-test Results:T-test Results: The high school GPA variable was recoded into a new The high school GPA variable was recoded into a new dichotomous variable with categories of GPA above 4.0 and below dichotomous variable with categories of GPA above 4.0 and below 4.0. Independent t-tests were performed to test the null 4.0. Independent t-tests were performed to test the null hypothesis of no differences between the mean of high school GPA hypothesis of no differences between the mean of high school GPA above 4.0 and the mean of high school GPA below 4.0 on the 10 above 4.0 and the mean of high school GPA below 4.0 on the 10 attribute (dependent) variables. Only one t-test was significant attribute (dependent) variables. Only one t-test was significant which resulted in rejection of the null hypothesis. There was a which resulted in rejection of the null hypothesis. There was a significant difference on the dependent variable significant difference on the dependent variable knowledge of the knowledge of the subject matter subject matter between high school GPA above 4.0 and below 4.0. between high school GPA above 4.0 and below 4.0. The mean of high school GPA below 4.0 was significantly higher The mean of high school GPA below 4.0 was significantly higher than the mean of high school GPA above 4.0 on the dependent than the mean of high school GPA above 4.0 on the dependent variable variable knowledge of the subject matterknowledge of the subject matter. (T=-1.98, DF=163, p < . (T=-1.98, DF=163, p < 0.05). The test of equality of variances was not significant. 0.05). The test of equality of variances was not significant. Variances are equal. (F value = 1.06, P=0.8349).Variances are equal. (F value = 1.06, P=0.8349).

Interpretation:Interpretation: Based on a ranking scale of 1-10, with 1 being the Based on a ranking scale of 1-10, with 1 being the most important quality for a high school teacher to possess in most important quality for a high school teacher to possess in promoting learning, the results indicate that students with a high promoting learning, the results indicate that students with a high school GPA above 4.0 rank the quality school GPA above 4.0 rank the quality knowledge of the subject knowledge of the subject mattermatter much more importantly than do students with a high much more importantly than do students with a high school GPA below 4.0. school GPA below 4.0.

Four Kinds of Four Kinds of Workplace TasksWorkplace Tasks

• Routine Cognitive (filing, bookkeeping)Routine Cognitive (filing, bookkeeping)

• Routine Manual (assembly line work)Routine Manual (assembly line work)

• Expert Thinking (identifying and solving new Expert Thinking (identifying and solving new problems)problems)

• Complex Communication (eliciting critical Complex Communication (eliciting critical information and conveying a convincing information and conveying a convincing interpretation of it to others)interpretation of it to others)

Tony WagnerTony Wagner

The Seven Survival Skills for The Seven Survival Skills for Careers, College, & Citizenship Careers, College, & Citizenship in the 21st Century in the 21st Century 

From From The Global Achievement The Global Achievement GapGap by Tony Wagner by Tony Wagner

Seven 21Seven 21stst Century Century SkillsSkills

1. Critical Thinking and Problem Solving 1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading 2. Collaboration Across Networks and Leading by Influence by Influence

3. Agility and Adaptability3. Agility and Adaptability

4. Initiative and Entrepreneurship4. Initiative and Entrepreneurship

5. Effective Oral and Written Communication 5. Effective Oral and Written Communication

6. Accessing and Analyzing Information 6. Accessing and Analyzing Information

7. Curiosity and Imagination 7. Curiosity and Imagination

Ideas for Science Ideas for Science ProjectsProjects

* Investigate the impact of genetic * Investigate the impact of genetic engineering of crops on global and engineering of crops on global and local food production, and local food production, and populations.populations.

*Test and analyze results of local *Test and analyze results of local water systems. Share the results of water systems. Share the results of an investigation of water quality with an investigation of water quality with neighboring communities in order to neighboring communities in order to increase public awareness.increase public awareness.

Ideas for Math ProjectsIdeas for Math Projects

• Use graphing calculators and probes to Use graphing calculators and probes to collect and analyze environmental data collect and analyze environmental data (e.g., pH of streams) or contextual data (e.g., pH of streams) or contextual data (e.g., speed of cars in school zones).(e.g., speed of cars in school zones).

•   Select and research a stock listed on Select and research a stock listed on the New Stock Exchange. Estimate the the New Stock Exchange. Estimate the projected outlook and profit margin, projected outlook and profit margin, track, document, and offer rationale for track, document, and offer rationale for its gain or loss over a period of time.its gain or loss over a period of time.

Podcasting in GeometryPodcasting in GeometryProject with a Geometry class from Project with a Geometry class from

Upper Arlington High School in Upper Arlington High School in Columbus, Ohio and the teacher Columbus, Ohio and the teacher

credential students at California State credential students at California State University, StanislausUniversity, Stanislaus

Final ScoreFinal Score

Your final grade will be Your final grade will be calculated by multiplying calculated by multiplying mymy score by three (75 points total). score by three (75 points total). The other 25 points will come The other 25 points will come from the evaluation by Pre-from the evaluation by Pre-Service Teachers in California. Service Teachers in California. Your total score will be out of Your total score will be out of 100 points. 100 points.

Rubric ScoreRubric Score: Podcast: Podcast55 The podcast is accurate mathematically. The The podcast is accurate mathematically. The

student has made the material easy to student has made the material easy to understand and has correctly emphasized the understand and has correctly emphasized the most important concepts. The presentation is most important concepts. The presentation is well rehearsed and appropriate for all well rehearsed and appropriate for all learners.learners.

33 The podcast is generally accurate and is most The podcast is generally accurate and is most appropriate for a high school math student. appropriate for a high school math student.

11 The podcast contains some accurate The podcast contains some accurate information and would be most appropriate information and would be most appropriate for our Geometry math class. for our Geometry math class.

Rubric ScoreRubric Score: Visual : Visual ComponentComponent

55 The accompanying visual(s) is accurate and clearly The accompanying visual(s) is accurate and clearly explains the concepts being addressed. Even without explains the concepts being addressed. Even without the audio, the visual(s) can assist any learner to the audio, the visual(s) can assist any learner to understand the concept presented in the podcast.understand the concept presented in the podcast.

33 The accompanying visual(s) is generally accurate The accompanying visual(s) is generally accurate and reasonably helpful for a high school math and reasonably helpful for a high school math student. student.

11 The accompanying visual(s) contains some accurate The accompanying visual(s) contains some accurate and/or helpful information and would be most and/or helpful information and would be most appropriate in our Geometry math class. appropriate in our Geometry math class.

Rubric ScoreRubric Score: Links: Links

55 The websites provided have accurate and The websites provided have accurate and useful explanations that further clarify the useful explanations that further clarify the topic presented in the podcast for anyone topic presented in the podcast for anyone with a general math background. with a general math background.

3 The websites provided have generally 3 The websites provided have generally accurate information and would be best for accurate information and would be best for high school math students. high school math students.

11 The websites provided would be most The websites provided would be most appropriate for our Geometry class. appropriate for our Geometry class.

Rubric ScoreRubric Score: Upload to : Upload to WikiWiki

55 The student has uploaded everything to the The student has uploaded everything to the wikiwiki correctly. The links, MP3 file and PDF are all active correctly. The links, MP3 file and PDF are all active and able to be viewed by any person with Internet and able to be viewed by any person with Internet access.access.

33 The student has uploaded a majority of the The student has uploaded a majority of the components to components to wikiwiki correctly. Users can open the correctly. Users can open the files and/or links with access to the specific files and/or links with access to the specific software.software.

11 The student has attempted to upload to the The student has attempted to upload to the wikiwiki. .

Rubric ScoreRubric Score: Professional : Professional AudienceAudience

55 The tutorial is easy to navigate and The tutorial is easy to navigate and appropriate for all Internet users. appropriate for all Internet users.

3 The tutorial can be navigated and 3 The tutorial can be navigated and would be most beneficial to a high would be most beneficial to a high school math student.school math student.

33 The tutorial is accessible and The tutorial is accessible and would benefit a member of our would benefit a member of our Geometry class. Geometry class.

Thank you!!!!Thank you!!!!

Maria NewsomeMaria Newsome

Dr. Donna AndrewsDr. Donna Andrews

dandrews@csustan.edudandrews@csustan.edu

209-667-3217209-667-3217