Lynn Bryan | Purdue University (original) (raw)
Papers by Lynn Bryan
“ADVANCING STEM WITH STUDENTS”, 2023
Research in Science Education
Journal of Research in Science Teaching
Journal of Research in Science Teaching, 2022
Recent calls for reform in K‐12 science education and the National Academy of Engineering's G... more Recent calls for reform in K‐12 science education and the National Academy of Engineering's Grand Challenges for Engineering in the 21st Century emphasize improving science teaching, students' engagement, and learning. In this study, we designed and implemented a curriculum unit for sixth‐grade students (i = 1305). The curriculum unit integrated science and engineering content and practices to teach ecology, water pollution, and engineering design. We investigated the designed integrated STEM unit's effectiveness in students' science learning outcomes on pre‐, post‐, and delayed post‐assessments. We collected pre‐and post‐assessment data of students' science learning outcomes for both the baseline group (taught via existing district‐adopted curriculum) and an intervention group (taught with integrated life science and engineering curriculum). We used a quasi‐experimental research design and examined differences between baseline and intervention groups. We used AN...
Promoting Spontaneous Use of Learning and Reasoning Strategies, 2017
Journal of Research in Science Teaching, 2017
Nanotechnology reviews, 2015
Democracy education, 2012
There is an emerging trend of democratizing science and schooling within science education that c... more There is an emerging trend of democratizing science and schooling within science education that can be characterized as citizen science. We explore the roots of this movement and some current projects to underscore the meaning of citizen science in science and schooling. We show that citizen science, as it is currently conceptualized, does not go far enough to resolve the concerns of communities and environments when considered holistically and when compared with more dynamic and multidimensional ideas for characterizing science. We use the examples of colony collapse disorder (CCD) and emerging trends of nanotechnology as cases in point. Then we justify three dialogical spheres of influence for future citizen science. As citizen science becomes more holistic, it embodies the responsibility of youths who are prepared to engage real concerns in their community. Read responses to this article
Physical Review Special Topics-physics Education Research, Nov 19, 2014
The Colorado Learning Attitudes about Science Survey (CLASS) is a widely used instrument designed... more The Colorado Learning Attitudes about Science Survey (CLASS) is a widely used instrument designed to measure student attitudes toward physics and learning physics. Previous research revealed a fairly complex factor structure. In this study, exploratory and confirmatory factor analyses were conducted on data from an undergraduate introductory physics course (n ¼ 3844) to determine whether a more parsimonious factor structure exists. Exploratory factor analysis results indicate that many of the items from the original CLASS have poor psychometric properties and could not be used in a revised factor structure. The cross validation showed acceptable fit statistics for a three factor model found in the exploratory factor analysis. This research suggests that a more optimum measurement of students' attitudes about physics and learning physics is obtained with a 15-item instrument, which describes the factors of personal application, personal effort, and problem solving. The proposed revised version of the CLASS offers researchers the opportunity to test a shortened version of the instrument that may be able to provide information about students' attitudes in the areas of personal application of physics, personal effort in a physics course, and approaches to problem solving.
Journal of Research in Science Teaching, Oct 30, 2003
This study, conducted from a constructivist perspective, examined the belief system of a prospect... more This study, conducted from a constructivist perspective, examined the belief system of a prospective elementary teacher (Barbara) about science teaching and learning as she developed professional knowledge within the context of reflective science teacher education. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs. Her foundational beliefs concerned (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. Her dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in lifelong science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well grounded in experience, embraced a hands‐on approach and predominantly guided her vision of practice. The findings accentuate the complexity and nestedness of teachers' belief systems and underscore the significance of identifying prospective teachers' beliefs, espoused and enacted, for designing teacher preparation programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 835–868, 2003
Journal of Science Teacher Education, Sep 1, 2005
Page 1. Journal of Science Teacher Education (2005) 16: 227239 cс Springer 2005 Innovations in A... more Page 1. Journal of Science Teacher Education (2005) 16: 227239 cс Springer 2005 Innovations in Action Article The Monets, Van Goghs, and Renoirs of Science Education: Writing Impressionist Tales as a Strategy for Facilitating ...
BRILL eBooks, Nov 17, 2018
COSMOS, Jun 1, 2013
Nanoscale science is a rapidly-developing, multidisciplinary field of science and research that c... more Nanoscale science is a rapidly-developing, multidisciplinary field of science and research that combines engineering, chemistry, physics, biology, and information technology pushes and the boundary between the science and the technology required to conduct it. Nanoscale science involves investigating and working with matter on the scale of 1-100 microns and has broad societal implications for new technologies. It is estimated that the worldwide workforce necessary to support the field of nanoscale science and nanotechnology will be close to 2 million by 2015 (National Nanotechnology Initiative, 2005). With such rapid developments iu nanoscale science and technology, it is becoming more incumbent upon K-12 science teachers to provide the learning experiences necessary for students to understand the principles that govern behavior at the nanoscale and develop the skills ueeded to apply these concepts to improve everyday life. While onlya limited amount of nanoscale curricular materials are available for K-12 aud undergraduate education many important unanswered questions exist, including: How do science teachers learn to teach nanoscale science?
Journal of Research in Science Teaching, Feb 1, 1999
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“ADVANCING STEM WITH STUDENTS”, 2023
Research in Science Education
Journal of Research in Science Teaching
Journal of Research in Science Teaching, 2022
Recent calls for reform in K‐12 science education and the National Academy of Engineering's G... more Recent calls for reform in K‐12 science education and the National Academy of Engineering's Grand Challenges for Engineering in the 21st Century emphasize improving science teaching, students' engagement, and learning. In this study, we designed and implemented a curriculum unit for sixth‐grade students (i = 1305). The curriculum unit integrated science and engineering content and practices to teach ecology, water pollution, and engineering design. We investigated the designed integrated STEM unit's effectiveness in students' science learning outcomes on pre‐, post‐, and delayed post‐assessments. We collected pre‐and post‐assessment data of students' science learning outcomes for both the baseline group (taught via existing district‐adopted curriculum) and an intervention group (taught with integrated life science and engineering curriculum). We used a quasi‐experimental research design and examined differences between baseline and intervention groups. We used AN...
Promoting Spontaneous Use of Learning and Reasoning Strategies, 2017
Journal of Research in Science Teaching, 2017
Nanotechnology reviews, 2015
Democracy education, 2012
There is an emerging trend of democratizing science and schooling within science education that c... more There is an emerging trend of democratizing science and schooling within science education that can be characterized as citizen science. We explore the roots of this movement and some current projects to underscore the meaning of citizen science in science and schooling. We show that citizen science, as it is currently conceptualized, does not go far enough to resolve the concerns of communities and environments when considered holistically and when compared with more dynamic and multidimensional ideas for characterizing science. We use the examples of colony collapse disorder (CCD) and emerging trends of nanotechnology as cases in point. Then we justify three dialogical spheres of influence for future citizen science. As citizen science becomes more holistic, it embodies the responsibility of youths who are prepared to engage real concerns in their community. Read responses to this article
Physical Review Special Topics-physics Education Research, Nov 19, 2014
The Colorado Learning Attitudes about Science Survey (CLASS) is a widely used instrument designed... more The Colorado Learning Attitudes about Science Survey (CLASS) is a widely used instrument designed to measure student attitudes toward physics and learning physics. Previous research revealed a fairly complex factor structure. In this study, exploratory and confirmatory factor analyses were conducted on data from an undergraduate introductory physics course (n ¼ 3844) to determine whether a more parsimonious factor structure exists. Exploratory factor analysis results indicate that many of the items from the original CLASS have poor psychometric properties and could not be used in a revised factor structure. The cross validation showed acceptable fit statistics for a three factor model found in the exploratory factor analysis. This research suggests that a more optimum measurement of students' attitudes about physics and learning physics is obtained with a 15-item instrument, which describes the factors of personal application, personal effort, and problem solving. The proposed revised version of the CLASS offers researchers the opportunity to test a shortened version of the instrument that may be able to provide information about students' attitudes in the areas of personal application of physics, personal effort in a physics course, and approaches to problem solving.
Journal of Research in Science Teaching, Oct 30, 2003
This study, conducted from a constructivist perspective, examined the belief system of a prospect... more This study, conducted from a constructivist perspective, examined the belief system of a prospective elementary teacher (Barbara) about science teaching and learning as she developed professional knowledge within the context of reflective science teacher education. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs. Her foundational beliefs concerned (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. Her dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in lifelong science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well grounded in experience, embraced a hands‐on approach and predominantly guided her vision of practice. The findings accentuate the complexity and nestedness of teachers' belief systems and underscore the significance of identifying prospective teachers' beliefs, espoused and enacted, for designing teacher preparation programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 835–868, 2003
Journal of Science Teacher Education, Sep 1, 2005
Page 1. Journal of Science Teacher Education (2005) 16: 227239 cс Springer 2005 Innovations in A... more Page 1. Journal of Science Teacher Education (2005) 16: 227239 cс Springer 2005 Innovations in Action Article The Monets, Van Goghs, and Renoirs of Science Education: Writing Impressionist Tales as a Strategy for Facilitating ...
BRILL eBooks, Nov 17, 2018
COSMOS, Jun 1, 2013
Nanoscale science is a rapidly-developing, multidisciplinary field of science and research that c... more Nanoscale science is a rapidly-developing, multidisciplinary field of science and research that combines engineering, chemistry, physics, biology, and information technology pushes and the boundary between the science and the technology required to conduct it. Nanoscale science involves investigating and working with matter on the scale of 1-100 microns and has broad societal implications for new technologies. It is estimated that the worldwide workforce necessary to support the field of nanoscale science and nanotechnology will be close to 2 million by 2015 (National Nanotechnology Initiative, 2005). With such rapid developments iu nanoscale science and technology, it is becoming more incumbent upon K-12 science teachers to provide the learning experiences necessary for students to understand the principles that govern behavior at the nanoscale and develop the skills ueeded to apply these concepts to improve everyday life. While onlya limited amount of nanoscale curricular materials are available for K-12 aud undergraduate education many important unanswered questions exist, including: How do science teachers learn to teach nanoscale science?
Journal of Research in Science Teaching, Feb 1, 1999
Skip to Main Content. ...