Conference Presentations

October, 2006: Association for Educational Communications and Technology (AECT). Presentation presented by

                         Dr.Brenda Bannan-Ritland, Hoadley, C .

Emerging methods: Design-based research in instructional technology.

April 7-11, 2006: American Educational Research Association (AERA). Paper presented by      

                            Dr. Brenda Bannan-Ritland, John Baek, Erin Peters, & Patricia Martinez.

Teachers as Collaborators in Design-based Research: Designing a Technology System Integrating Inquiry-based Science and Reading Comprehension Strategies

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April 3-6, 2006: National Association for Research in Science Teaching (NARST). Paper presented by                       

                          Erin Peters, Dr. Brenda Bannan-Ritland, John Baek, Patricia Martinez, Jolin Qutub, Qing Xia

Design-based Research as Professional Development: Case Study of a Reading Teacher in a Science Inquiry Project

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November, 17-19, 2005: Virginia Association of Science Teachers (VAST).  Presentation by   Erin Peters

Thinking Like Scientists: Using the Nature of Science as a Metacognitive Tool (.ppt)

Published abstract: Help your students become life-long learners by aiding their ability to think scientifically. Participants will learn about the nature of science and how to create questions to guide students to think like scientists. Handouts, a CD-ROM with activities, and the presenter’s web site will be available. (Feedback)

 

October 17-20, 2005: International Visual Literacy Association (IVLA). Poster presented by Jolin Qutub:

Are realistic or are abstract visual representations more effective tools in technology-based geosciences education? (.doc)

Published abstract: In this study, the researchers developed two visual representations for use in the geosciences context. One of the study’s goals was to demonstrate the educational value of distinguishing realistic from abstract visual representations in order to explore which type of representation most improves students’ cognitive understanding and learning of science. Six 4th-grade students were observed and videotaped while interacting with the developed representations. The researchers us ed the results to develop recommendations regarding useful pedagogical imagery. (Poster)

 

September 23-24, 2005: Coalition for Earth Science Education (CESE). Poster presented by John Baek:

GOInquire: Geomorphological Observation Inquiry for Upper Elementary Students. (gif)

Published abstract: The GO Inquire system has three aims: 1) to strengthen student understanding of local erosional processes using observational inquiry, 2) to build textual connections to visual representations, and 3) to support upper elementary teachers in using inquiry methods. This NSF project includes a web-based tool, spotlighted by interactive flash modules and photographic evidence of local school erosion.

 

April 11-15, 2005: American Educational Research Association (AERA). Paper presented by                                    

                              Dr. Brenda Bannan-Ritland & Xiao Han:

Literacy Activities in Two Fourth Grade Inquiry Science Teachers’Classrooms. (pdf)

Published abstract: This study identifies, describes and interprets the literacy activities in two fourth grade inquiry-based science classrooms. The researcher observed and videotaped the two classrooms across a whole science unit each, and interviewed the two teachers. The data was analyzed by using a micro-ethnographic method. The teachers' beliefs about inquiry science teaching and learning influence their use of literacy activities. The teachers seem to misunderstand the true meaning of literacy learning and comprehension. More efforts are needed on developing reliable and valid literacy comprehension assessment.

April 4-7, 2005: National Association for Research in Science Teaching (NARST). Poster presented by John Baek:

Characterizing Inquiry Teaching Through Beliefs, Time and Interactions. (gif)

Published abstract: This article explores one case of inquiry science teaching practice, a detailed ethnographic microanalysis of one teacher's science teaching theory-in-use. The teacher espoused the theory of inquiry science. Her managerial decisions and verbal interactions are interpreted as interpersonal theory-in-use, which structure and limit how inquiry science was implemented in her classroom. This analysis may contribute to related transformational models of science education reform, as well as efforts by teacher-practitioners to implement inquiry science in their classroom. We review the literature related to the implementation of inquiry specifically focused on dialogue in the classroom, teacher beliefs, time, and fidelity. Following, we describe the context and methods of the study. We then present an emergent perspective on interpersonal theory-in-use in an inquiry classroom. In the conclusion we postulate what the teacher's technical and interpersonal theory of inquiry science teaching might incorporate based on the evidence presented. Full length paper (doc) Proposal paper (pdf)

 

February 17-21, 2005: American Association for the Advancement of Science (AAAS). Poster presented by          

                                      Erin Peters

Analysis of Student Work to Develop Teacher Knowledge of Inquiry Science. (ppt)

Abstract: The purpose of this qualitative study was to investigate and describe how teachers think about inquiry science, how their conceptual knowledge enacts in the classroom, and how teacher conceptions align with models of inquiry developed from research literature. The participants of the study are six 4th grade teachers who are members of a graduate class in instructional technology. The class is supported by an NSF grant for a 5-year design based research project that is developing a tool to address the intersection of reading, inquiry, and geomorphology. The study developed from an interest in patterns of thought expressed in reflections written by the teachers in the course. In the reflections, the teachers expressed that their definitions of inquiry had changed due to the student work analysis. A deeper, descriptive investigation of teachers’ concepts of inquiry and how it was enacted in the classroom evolved from the comments in the reflections.

 

May 3, 2004: George Mason University's Graduate School of Education Faculty Sharing of Scholarship. Poster presented

                      by Dr. Brenda Bannan-Ritland, John Baek, Lin Shi & Xiao Han:

Comprehension Strategy Support in Inquiry-based Science: Preliminary Results from a Design Research Study. (gif)

Abstract:This poster discussed the first year data collection of a 5 year NSF CAREER grant examining reading comprenhension support in inquiry-based science at the fourth grade level. Interview and observation data with 6 fourth grade teachers were analyzed using an open-coding scheme. Preliminary conclusions were that teachers experienced tensions or dilemmas in implementing inquiry. Study found little evidence of student-generated questions or reading comprehension activities.