Nancy Songer | Drexel University (original) (raw)
Papers by Nancy Songer
Journal of Science Education …, Jan 1, 1994
Educational …, Jan 1, 1999
School Science and Mathematics, 1989
Page 1. 58 Teaching Scientific Reasoning Skills: A Case Study of a Microcomputer-Based Curriculum... more Page 1. 58 Teaching Scientific Reasoning Skills: A Case Study of a Microcomputer-Based Curriculum Yael Friedler Rafi Nachmias Nancy Butler Songer School of Education University of California Berkeley, California 94720 ...
Cognition and …, Jan 1, 1996
Journal of Research in Science …, Jan 1, 1991
This study characterized students' views of science as falling into three groups: static, mixed, ... more This study characterized students' views of science as falling into three groups: static, mixed, and dynamic. Those who view science as static assert that science consists of a group of facts that are best memorized. Those who view science as dynamic believe that scientific ideas develop and change and that the best way to learn these ideas is to understand what they mean and how they are related. Students with mixed beliefs hold some static and some dynamic views. This study also examined the relationship between views of science and acquisition of integrated understanding of thermodynamics. We found that students with dynamic views acquired more integrated understanding than those with static views. Participants were 153 middle school students following the Computer as Lab Partner (CLP) curriculum. Students conducted both simulated and real-time experiments using an electronic notebook during the 12 weeks of instruction. Interventions encouraging students to integrate their experiences resulted in 89% of students successfully predicting the outcome of an everyday situation and 77% of students being able to succcessfully explain their prediction. We investigated how students preferred to integrate their experiences and found that some students preferred a concrete prototypic locus for integration while others preferred a more abstract principled locus of integration.
Journal of the Learning Sciences, Jan 1, 1996
... Requests for reprints should be sent to Nancy Butler Songer, School of Education, Institute o... more ... Requests for reprints should be sent to Nancy Butler Songer, School of Education, Institute of Cognitive Science, The University of Colorado ... For the first research cycle, Internet classrooms were established in six locations: the Denver, Colorado area; a mountainous area of ...
Journal of research in Science teaching, Jan 1, 1991
Journal of Research in Science …, Jan 1, 2002
What are the barriers to technology-rich inquiry pedagogy in urban science classrooms, and what k... more What are the barriers to technology-rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the``pedagogy of poverty'' (Haberman, 1991), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards-based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology-rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district-wide middle school science reform. Results indicated that despite many challenges in the ®rst year of implementation, students in all 19 classrooms of this program demonstrated signi®cant content and inquiry gains. In addition, case study data comprised of twice-weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the ®rst year of systemic reform, we suggest that they begin to build evidence for the role of technology-rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. ß
Educational …, Jan 1, 2000
... NANCY BUTLER SONGER IS an associate professor at the School of Education, University of ... p... more ... NANCY BUTLER SONGER IS an associate professor at the School of Education, University of ... practices to implement each activity structure, in-cluding whole-class discussion, small-group work ... We were impressed by the lively discussions, frequent citing of related ideas from ...
Merrill-Palmer Quarterly: Journal of …, Jan 1, 1993
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Science Education, Jan 1, 2003
The work presented builds on a multiyear effort to study the implementation and adaptation of Kid... more The work presented builds on a multiyear effort to study the implementation and adaptation of Kids as Global Scientists (KGS), an inquiry-based, technology-rich middle school learning environment enacted simultaneously in hundreds of classrooms across the nation. Two groups of teachers participated in this study. One group consists of "maverick" teachers: those distributed across the nation that find us and customize our program to their needs without systematic professional development. This group of teachers tends to work in schools with a relatively rich fund of resources and supports. Another group-urban teachers-resulted from a recent partnership between KGS and teachers from a large, high-poverty urban school district. We provide these teachers with targeted professional development to help them overcome constraints common to their schools. This study provides profiles of both maverick and urban teachers, and then examines teacher and student data from five focus classrooms that were successful in implementing KGS. In all cases, successful classrooms were defined as those where students made significant positive gains on open-ended and multiple-choice assessments. The focus classrooms consisted of three classrooms from urban teachers in high-poverty environments and two classrooms from maverick teachers in middle-class suburban environments. The paper discusses the need for research that provides multiple exemplars of classroom science inquiry that are realized through large-scale enactments responsive to diverse learning environments.
Journal of Science Education …, Jan 1, 1994
We contrast the current sclence educat~on reform effort with the reiorms of the 1960's and sugges... more We contrast the current sclence educat~on reform effort with the reiorms of the 1960's and suggest how the cunenr efforr could be enhanced. We identify insi@ts tiom recent research that we believe can mform the reform process. In particular. to reach all science students and also impart a cohesive view of science. We propose an "alternative models" view of scientific explanation and show now this view would contribute to reiorms of (a) course goals, (b) social aspects of science learning. (c) instructional practices. and (d) roles for technology.
American Journal of Education, Jan 1, 1991
Page 1. Cognitive and Conceptual Change in Adolescence MARCIA C. LINN University of California, B... more Page 1. Cognitive and Conceptual Change in Adolescence MARCIA C. LINN University of California, Berkeley NANCY BUTLER SONGER University of Colorado, Boulder Conceptual changes occur during adolescence, both ...
Journal of Science Education …, Jan 1, 1994
Educational …, Jan 1, 1999
School Science and Mathematics, 1989
Page 1. 58 Teaching Scientific Reasoning Skills: A Case Study of a Microcomputer-Based Curriculum... more Page 1. 58 Teaching Scientific Reasoning Skills: A Case Study of a Microcomputer-Based Curriculum Yael Friedler Rafi Nachmias Nancy Butler Songer School of Education University of California Berkeley, California 94720 ...
Cognition and …, Jan 1, 1996
Journal of Research in Science …, Jan 1, 1991
This study characterized students' views of science as falling into three groups: static, mixed, ... more This study characterized students' views of science as falling into three groups: static, mixed, and dynamic. Those who view science as static assert that science consists of a group of facts that are best memorized. Those who view science as dynamic believe that scientific ideas develop and change and that the best way to learn these ideas is to understand what they mean and how they are related. Students with mixed beliefs hold some static and some dynamic views. This study also examined the relationship between views of science and acquisition of integrated understanding of thermodynamics. We found that students with dynamic views acquired more integrated understanding than those with static views. Participants were 153 middle school students following the Computer as Lab Partner (CLP) curriculum. Students conducted both simulated and real-time experiments using an electronic notebook during the 12 weeks of instruction. Interventions encouraging students to integrate their experiences resulted in 89% of students successfully predicting the outcome of an everyday situation and 77% of students being able to succcessfully explain their prediction. We investigated how students preferred to integrate their experiences and found that some students preferred a concrete prototypic locus for integration while others preferred a more abstract principled locus of integration.
Journal of the Learning Sciences, Jan 1, 1996
... Requests for reprints should be sent to Nancy Butler Songer, School of Education, Institute o... more ... Requests for reprints should be sent to Nancy Butler Songer, School of Education, Institute of Cognitive Science, The University of Colorado ... For the first research cycle, Internet classrooms were established in six locations: the Denver, Colorado area; a mountainous area of ...
Journal of research in Science teaching, Jan 1, 1991
Journal of Research in Science …, Jan 1, 2002
What are the barriers to technology-rich inquiry pedagogy in urban science classrooms, and what k... more What are the barriers to technology-rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the``pedagogy of poverty'' (Haberman, 1991), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards-based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology-rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district-wide middle school science reform. Results indicated that despite many challenges in the ®rst year of implementation, students in all 19 classrooms of this program demonstrated signi®cant content and inquiry gains. In addition, case study data comprised of twice-weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the ®rst year of systemic reform, we suggest that they begin to build evidence for the role of technology-rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. ß
Educational …, Jan 1, 2000
... NANCY BUTLER SONGER IS an associate professor at the School of Education, University of ... p... more ... NANCY BUTLER SONGER IS an associate professor at the School of Education, University of ... practices to implement each activity structure, in-cluding whole-class discussion, small-group work ... We were impressed by the lively discussions, frequent citing of related ideas from ...
Merrill-Palmer Quarterly: Journal of …, Jan 1, 1993
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Science Education, Jan 1, 2003
The work presented builds on a multiyear effort to study the implementation and adaptation of Kid... more The work presented builds on a multiyear effort to study the implementation and adaptation of Kids as Global Scientists (KGS), an inquiry-based, technology-rich middle school learning environment enacted simultaneously in hundreds of classrooms across the nation. Two groups of teachers participated in this study. One group consists of "maverick" teachers: those distributed across the nation that find us and customize our program to their needs without systematic professional development. This group of teachers tends to work in schools with a relatively rich fund of resources and supports. Another group-urban teachers-resulted from a recent partnership between KGS and teachers from a large, high-poverty urban school district. We provide these teachers with targeted professional development to help them overcome constraints common to their schools. This study provides profiles of both maverick and urban teachers, and then examines teacher and student data from five focus classrooms that were successful in implementing KGS. In all cases, successful classrooms were defined as those where students made significant positive gains on open-ended and multiple-choice assessments. The focus classrooms consisted of three classrooms from urban teachers in high-poverty environments and two classrooms from maverick teachers in middle-class suburban environments. The paper discusses the need for research that provides multiple exemplars of classroom science inquiry that are realized through large-scale enactments responsive to diverse learning environments.
Journal of Science Education …, Jan 1, 1994
We contrast the current sclence educat~on reform effort with the reiorms of the 1960's and sugges... more We contrast the current sclence educat~on reform effort with the reiorms of the 1960's and suggest how the cunenr efforr could be enhanced. We identify insi@ts tiom recent research that we believe can mform the reform process. In particular. to reach all science students and also impart a cohesive view of science. We propose an "alternative models" view of scientific explanation and show now this view would contribute to reiorms of (a) course goals, (b) social aspects of science learning. (c) instructional practices. and (d) roles for technology.
American Journal of Education, Jan 1, 1991
Page 1. Cognitive and Conceptual Change in Adolescence MARCIA C. LINN University of California, B... more Page 1. Cognitive and Conceptual Change in Adolescence MARCIA C. LINN University of California, Berkeley NANCY BUTLER SONGER University of Colorado, Boulder Conceptual changes occur during adolescence, both ...