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Item How Student Beliefs about Anthropogenic Climate Change Develop after a Socioscientific Issue Unit(2024-12-11) Toppenberg, Dusty; Ana HousealIn the United States, anthropogenic climate change (ACC) is often framed as a belief system rather than scientific consensus, making it a contentious topic in education. Previous research shows that teaching mechanistic knowledge of climate change can increase acceptance of the scientific consensus. However, for students who hold conservative ideologies, it does not and could potentially lead to a backfire effect resulting in science denial. Research also confirms that it should be taught in K-12 schools in ways that are relevant to student lives. For this MS project, I developed a science unit using a socioscientific issues teaching and learning (SSI-TL) framework where students explored a relevant-to-them local issue related to ACC. The related research included interviewing three students pre- and post-learning using a structured interview called the repertory grid technique (RGT). This method is used to gather insight on personal constructs through which an individual experiences the world around them, thereby showing the beliefs a person may have on a given topic, in this case ACC. I used hierarchical cluster analysis to organize student associations and allow me to interpret if and how student beliefs on ACC changed after the intervention unit of learning. Due to the unique nature of each student's repertory grid, I present all data and discussions as individual cases. Overall, the results show that an SSI unit of learning caused a shift in thinking regarding ACC for the three students interviewed, in various ways.Item Balancing Clarity and Inquiry: Developing SEP-Driven Learning Intentions to Support Student Sensemaking in Science Education(2024-12-04) Allen, Megan; Ana HousealThis case study investigates the disconnect between administrative directives for clear, explicit learning intentions (LIs) and the Next Generation Science Standards' (NGSS) vision for inquiry-based, sensemaking science education. Set within Green River High School, the study explores how a group of science teachers developed a method for crafting LIs that support both administrative clarity and NGSS’s three-dimensional learning model, which emphasizes the integration of science and engineering practices (SEPs), crosscutting concepts (CCCs), and disciplinary core ideas (DCIs). The NGSS promotes a shift from content-focused instruction to student-centered, phenomenon-based learning that allows students to think and act like scientists, promoting deeper engagement and critical thinking. However, mandates requiring explicit “We are learning” and “I can” statements often reveal core content before the learning experience, compromising students' sensemaking opportunities. Through professional learning and collaborative practices, the Green River High School science team developed SEP-driven LIs that guide inquiry without "giving away" content, aligning better with NGSS practices. This case study documents the challenges and strategies involved in reframing LIs around SEPs, examines the pedagogical and administrative implications, and offers insights into creating LIs that uphold clarity while empowering student agency. The experience at Green River High School suggests that SEP-driven LIs can support student engagement, critical thinking, and deeper understanding.Publication Creating Columns or Breaking Down Barriers: A Self-Study into Exploring Rubrics(University of Wyoming. Libraries) Beitler, John Andrew; Houseal, AnaPublication Celebrating Indigenous food sovereignty: An inventory of initiatives within the western U.S.Babcock, Ashley B; Budowle, Rachael E.Publication Utilizing Mentor Texts in Informational Writing Instruction in an Elementary Classroom(University of Wyoming. Libraries, 2019-06-17) Christofferson, Kelsey; Robertson, Dana Young, Suzanne Brock, CynthiaPublication Exploring the Ways That Developing and Using Models Support Changes in Student Thinking About Phase Changes(University of Wyoming. Libraries, 2019-04-29) Alm, Monica; Houseal, AnaPublication Integrating Inquiry-Based Learning into Agricultural Education(University of Wyoming. Libraries, 2017-10-01) Christensen, Erin