Carol Rees | Thompson Rivers University (original) (raw)

Papers by Carol Rees

Contemporary trends and issues in science education, 2023

Canadian journal of genetics and cytology, Dec 1, 1986

Subjecting 5-day-old maize seedlings to a rapid elevation in growth temperature (heat shock; 25–4... more Subjecting 5-day-old maize seedlings to a rapid elevation in growth temperature (heat shock; 25–42 °C) results in a shift in the pattern of protein synthesis in maize plumules from the production of a broad spectrum of proteins to the new and (or) enhanced synthesis of a small number of heat-shock proteins (HSPs). The low relative molecular mass (Mr) HSPs, and more specifically an 18-kDa HSP with four major isoelectric variants, represent the majority of HSP synthesis following cell-free translation of total cellular poly (A)+ RNAs and polyribosomal RNAs extracted from heat-shocked plumules. Immunochemical studies, using polyclonal antibodies raised against the 18-kDa HSPs, show that the 18-kDa HSPs synthesized in vitro share immunochemical properties with HSPs of the same Mr synthesized in vivo by heat-shocked plumules. Furthermore, size fractionation and translation analyses of total cellular poly(A)+ RNAs extracted from heat-shocked plumules demonstrate that poly(A)+ RNAs encoding an 18-kDa HSP(s) have an estimated size of 0.6–0.95 kilobases. The observation that 18-kDa HSPs are absent among the translation products and immunoprecipitates of proteins synthesized in vitro by RNAs extracted from control plumules (25 °C) suggests that the mRNAs encoding 18-kDa HSPs are heat-shock induced.Key words: mRNA, maize, heat shock.

Proceedings of the 2019 AERA Annual Meeting

What threads, if any, weave between place-based education and education’s need to address the Tru... more What threads, if any, weave between place-based education and education’s need to address the Truth and Reconciliation Commission’s Calls to Action? In a culturally diverse educational institution such as TRU, is there a path that educators of settler and Indigenous descent can walk together in order to reconcile place? The work of Truth and Reconciliation is not easy and risks such pitfalls as cultural taxation on Indigenous colleagues as well as unintended violation of traditional protocol. This roundtable presentation will describe how a group of TRU educators from diverse backgrounds and disciplines recognized that a potential first step in this journey was to build compassion for and understanding of each other. Given that the one thing we all knew how to do was read (perhaps unsurprising given our occupations), we decided to read, in a book club format, two documents simultaneously: Secwepemc People, Land and Laws by Marianne and Ron Ignace and the Truth and Reconciliation Com...

The term co-teaching refers to the practice of two or more teachers teaching together for the ben... more The term co-teaching refers to the practice of two or more teachers teaching together for the benefit of students. It has been used in a host of different contexts for a variety of purposes such as: to bring specialist knowledge to students; for teachers to share their different areas of expertise with students; and for teachers\u27 to gain situated professional learning in new methods of teaching. We have been studying co-teaching for a number of years through video-recording and micro-analysis. In this session we will share some of our findings about effective ways teachers teach together in co-teaching. The aim of the session is to share our knowledge in ways that can support teachers who would like to try co-teaching in their courses

2020 Conference of the Canadian Society for the Study of Education, Jan 30, 2020

Remote laboratories offer students an opportunity to use analytical laboratory instruments throug... more Remote laboratories offer students an opportunity to use analytical laboratory instruments through the Internet, in real time, from their classroom. Although remote laboratory activities offer great potential for engaging students’ interest and student learning, little work has been done on using them with middle school students. This study focused on middle school students’ engagement during a remote laboratory activity. With the help of facilitators, 18 eighth-grade students worked in six groups of three to remotely operate a Shimadzu TOC/TN Analyzer in a university chemistry laboratory, in real time, to measure the total nitrogen content in their river water samples. We video- and audio-recorded the students’ discourse with each other and with facilitators during the activity. Following transcription, discourse was coded for types of engagement as defined by the Productive Disciplinary Engagement framework, which posits three types of engagement: general engagement—students make active contributions; disciplinary engagement—students’ contributions are connected to the discipline of science; and productive disciplinary engagement—students make intellectual progress. All six groups demonstrated general engagement and disciplinary engagement. Students talked about both the technology, such as the video camera that allowed them to view inside the university laboratory, as well as the science, such as how the machine was actually doing the measuring. Two groups showed evidence of moving towards productive disciplinary engagement when they discussed the meaning of their results. Our results suggest that remote laboratory activities can engage middle school students and can be a site for their learning.

SM, a 35-year-old woman, presents for an initialvisit to gastroenterology (GI) nutrition clinic w... more SM, a 35-year-old woman, presents for an initialvisit to gastroenterology (GI) nutrition clinic witha diagnosis of short bowel syndrome. Her medical history is significant for stage III B ovarian cancer which required 4 bowel resections and a course of chemotherapy within the past four years. She had not received radiation therapy. Total parenteral nutrition (TPN) was initiated via a Hickman catheter 5 months earlier due to failure to thrive and multiple admissions for dehydration and electrolyte disturbances including one septic episode to date. She recently moved to the area to be closer to family with her active 5-year son and she divulged in clinic that her primary goal is to see him start kindergarten. She is 5 ′3′′, has been stable at 98 pounds (lbs), but remains 22 lbs below her usual weight of 120 lbs. Her only medication is Estrase. She is on nocturnal TPN that infuses over 14 hours. The TPN provides 1600 kilocalories, (80 grams of which is pro-

Journal of Science Teacher Education, 2012

ABSTRACT This qualitative multiple-comparative case study investigates (1) The reported experienc... more ABSTRACT This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1–9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of the PTs toward conducting open inquiry, as indicated by their core conceptions regarding science, the purpose of education, effective teaching, and the capacity of students. Findings indicate that (1) although there were differences in the experiences of the four PTs, all four had an opportunity to observe and/or facilitate students conducting open inquiry with the SI framework, and after the practicum, all of them reported that they would like to include open inquiry in their own classrooms in the future; (2) one PT already possessed core conceptions indicative of a favorable disposition toward open inquiry before the placement; another altered her core conceptions substantially toward a favorable disposition during the placement; a third altered her conceptions regarding the capacity of students; and one PT maintained core conceptions indicative of a disposition that was not favorable to open inquiry despite the pronouncements that she would like to conduct open inquiry with students in their own future classroom. Possible reasons for the differences in the responses of the four pre-services teachers to the practicum placement are discussed.

Journal of Science Teacher Education, 2012

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educ... more Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus nonscience) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.

Teaching and Teacher Education

PLANT PHYSIOLOGY, 1989

Exposure of plumules of intact maize seedlings (Zea mays L.) to S-methyl-N-[(methylcarbamoyl)-oxy... more Exposure of plumules of intact maize seedlings (Zea mays L.) to S-methyl-N-[(methylcarbamoyl)-oxy]thioacetimidate (methomyl) represses synthesis of several polypeptides normally made under control conditions and induces synthesis of polypeptides similar to maize heat shock polypeptides (HSPs). Three of the methomyl-induced polypeptides (18 kilodaltons) are recognized by antibodies raised against 18 kilodalton maize heat shock polypeptides. Extraction of Protein and Radioactivity Determinations Following treatment, plumules or radicles (3/sample) were excised (2 cm from the tip) and proteins were extracted on ice (3). Aliquots (5 ,uL) of cell lysates were spotted onto glass fiber discs which were dried and treated as previously de-3Lannate: trade name (Dupont) for a solution of the insecticide methomyl in methanol. 1256

Evidence accumulated over several decades suggests that encouraging dialogic discourse in classro... more Evidence accumulated over several decades suggests that encouraging dialogic discourse in classrooms is important if we are to help students develop understanding. This study focuses on the cultivation and emergence of dialogic discourse within student-centered science inquiry. Engle and Conant (2002) characterize dialogic discourse in a content domain (such as science) as productive disciplinary engagement and propose four guiding principles for fostering it: problematizing; student authority; student accountability; resources. Through interactional analysis of video recordings, this study identifies episodes of students’ productive disciplinary engagement during science inquiry and examines ways these episodes are fostered in classrooms involved in the Steps to Inquiry project. This study supports the theoretical position of Engle and Conant regarding factors that foster productive disciplinary engagement and has direct practical implications for teachers’ wishing to cultivate di...

Journal of the Canadian Association for Curriculum Studies, 2020

Student-centred science inquiry, and creative approaches to science, are both recommended in curr... more Student-centred science inquiry, and creative approaches to science, are both recommended in curricula for early years and primary education. In student-centred science inquiry, children learn to design simple investigations to address their own science questions. Creative approaches to science education involve supporting children in self-motivated imaginative activity, which generates knowledge that is of value to the child. Based on the literature, a conceptual framework of seven synergies between the two was developed by Cremin et al. (2015) categorized as Play and Exploration, Student Motivation and Affect, Questioning and Curiosity, Problem-Solving and Agency, Dialogue and Collaboration, Reflection and Reasoning, and Teacher Scaffolding and Involvement. This qualitative study used this conceptual framework as a lens to examine the science activities of children in a grade-one classroom with the Teacher Scaffolding and Involvement aspect engaged via the Steps to Inquiry posters...

Chapter 2 Literature Review A scientist is a man who has cultivated (if indeed he was not born wi... more Chapter 2 Literature Review A scientist is a man who has cultivated (if indeed he was not born with) the restless, analytical, problem-seeking, problem-solving temperament that marks his possession of a Scientific mind. Science is an immensely prosperous and successful enterprise …..because it is the outcome of applying a certain sure and powerful method of discovery and proof to the investigation of natural phenomena: The Scientific Method….An episode of scientific discovery begins with the plain and unembroidered evidence of the senses-with innocent, unprejudiced observation, the exercise of which is one of the scientist's most precious and distinctive faculties-and a great mansion of natural law is slowly built upon it. Imagination kept within bounds may ornament a scientist's thought and intuition may bring it faster to its conclusions, but in a strictly formal sense neither is indispensable (Medawar 1982, p115). Key reasons for supporting a new approach to education for science literacy were advanced in the first chapter of the thesis. This chapter reviews literature pertaining to the development of a fresh approach that involves the construction of an augmented reality game for scientific literacy. There are three sections in this chapter. The first section is a review of the literature that informed the choice of the particular blend of views, values and attitudes to science incorporated into the definition of scientific literacy used in this work. The second section reviews literature concerning education for science literacy. The final section reviews literature pertaining to the development of the augmented reality game. Defining Scientific Literacy One way to help identify the views, values and attitudes to science that are typical of a scientifically literate person is to examine the views, values and attitudes of a person who is not; thereby throwing the attributes of scientific literacy into clear relief. The kinds of views on the nature of science embedded in Medawar's 'portrait of a scientist by an educated layman' (epigraph to this chapter) serve as a good starting point. Some of

Journal of the Canadian Association for Curriculum Studies, 2020

A recurring issue in science teacher education is how to support teachers using student-centred s... more A recurring issue in science teacher education is how to support teachers using student-centred scientific inquiry projects. This study investigates the first year of a three-year project (Inquire Together) that aims to support teacher candidate/teacher mentor teams using student-centred scientific inquiry projects while co-teaching during practicum. Co-teaching involves two or more teachers working together, co-planning, co-instructing and co-reflecting, for the benefit of students and to support each other’s development as teachers. The steps in the first year of the Inquiry Together project involved the following: a) developing a co-teaching model for our practicum in a two-day workshop, follow up focus groups and interviews; b) modelling student-centred scientific inquiry opportunities for teacher candidates and teachers; and c) supporting two teacher candidate/teacher mentor co-teaching teams implementing this pedagogy with practicum classes. The Covid-19 pandemic led to co-tea...

Remote laboratories offer students an opportunity to use analytical laboratory instruments throug... more Remote laboratories offer students an opportunity to use analytical laboratory instruments through the Internet, in real time, from their classroom. Although remote laboratory activities offer great potential for engaging students’ interest and student learning, little work has been done on using them with middle school students. This study focused on middle school students’ engagement during a remote laboratory activity. With the help of facilitators, 18 eighth-grade students worked in six groups of three to remotely operate a Shimadzu TOC/TN Analyzer in a university chemistry laboratory, in real time, to measure the total nitrogen content in their river water samples. We video- and audio-recorded the students’ discourse with each other and with facilitators during the activity. Following transcription, discourse was coded for types of engagement as defined by the Productive Disciplinary Engagement framework, which posits three types of engagement: general engagement—students make ...

Contemporary trends and issues in science education, 2023

Canadian journal of genetics and cytology, Dec 1, 1986

Subjecting 5-day-old maize seedlings to a rapid elevation in growth temperature (heat shock; 25–4... more Subjecting 5-day-old maize seedlings to a rapid elevation in growth temperature (heat shock; 25–42 °C) results in a shift in the pattern of protein synthesis in maize plumules from the production of a broad spectrum of proteins to the new and (or) enhanced synthesis of a small number of heat-shock proteins (HSPs). The low relative molecular mass (Mr) HSPs, and more specifically an 18-kDa HSP with four major isoelectric variants, represent the majority of HSP synthesis following cell-free translation of total cellular poly (A)+ RNAs and polyribosomal RNAs extracted from heat-shocked plumules. Immunochemical studies, using polyclonal antibodies raised against the 18-kDa HSPs, show that the 18-kDa HSPs synthesized in vitro share immunochemical properties with HSPs of the same Mr synthesized in vivo by heat-shocked plumules. Furthermore, size fractionation and translation analyses of total cellular poly(A)+ RNAs extracted from heat-shocked plumules demonstrate that poly(A)+ RNAs encoding an 18-kDa HSP(s) have an estimated size of 0.6–0.95 kilobases. The observation that 18-kDa HSPs are absent among the translation products and immunoprecipitates of proteins synthesized in vitro by RNAs extracted from control plumules (25 °C) suggests that the mRNAs encoding 18-kDa HSPs are heat-shock induced.Key words: mRNA, maize, heat shock.

Proceedings of the 2019 AERA Annual Meeting

What threads, if any, weave between place-based education and education’s need to address the Tru... more What threads, if any, weave between place-based education and education’s need to address the Truth and Reconciliation Commission’s Calls to Action? In a culturally diverse educational institution such as TRU, is there a path that educators of settler and Indigenous descent can walk together in order to reconcile place? The work of Truth and Reconciliation is not easy and risks such pitfalls as cultural taxation on Indigenous colleagues as well as unintended violation of traditional protocol. This roundtable presentation will describe how a group of TRU educators from diverse backgrounds and disciplines recognized that a potential first step in this journey was to build compassion for and understanding of each other. Given that the one thing we all knew how to do was read (perhaps unsurprising given our occupations), we decided to read, in a book club format, two documents simultaneously: Secwepemc People, Land and Laws by Marianne and Ron Ignace and the Truth and Reconciliation Com...

The term co-teaching refers to the practice of two or more teachers teaching together for the ben... more The term co-teaching refers to the practice of two or more teachers teaching together for the benefit of students. It has been used in a host of different contexts for a variety of purposes such as: to bring specialist knowledge to students; for teachers to share their different areas of expertise with students; and for teachers\u27 to gain situated professional learning in new methods of teaching. We have been studying co-teaching for a number of years through video-recording and micro-analysis. In this session we will share some of our findings about effective ways teachers teach together in co-teaching. The aim of the session is to share our knowledge in ways that can support teachers who would like to try co-teaching in their courses

2020 Conference of the Canadian Society for the Study of Education, Jan 30, 2020

Remote laboratories offer students an opportunity to use analytical laboratory instruments throug... more Remote laboratories offer students an opportunity to use analytical laboratory instruments through the Internet, in real time, from their classroom. Although remote laboratory activities offer great potential for engaging students’ interest and student learning, little work has been done on using them with middle school students. This study focused on middle school students’ engagement during a remote laboratory activity. With the help of facilitators, 18 eighth-grade students worked in six groups of three to remotely operate a Shimadzu TOC/TN Analyzer in a university chemistry laboratory, in real time, to measure the total nitrogen content in their river water samples. We video- and audio-recorded the students’ discourse with each other and with facilitators during the activity. Following transcription, discourse was coded for types of engagement as defined by the Productive Disciplinary Engagement framework, which posits three types of engagement: general engagement—students make active contributions; disciplinary engagement—students’ contributions are connected to the discipline of science; and productive disciplinary engagement—students make intellectual progress. All six groups demonstrated general engagement and disciplinary engagement. Students talked about both the technology, such as the video camera that allowed them to view inside the university laboratory, as well as the science, such as how the machine was actually doing the measuring. Two groups showed evidence of moving towards productive disciplinary engagement when they discussed the meaning of their results. Our results suggest that remote laboratory activities can engage middle school students and can be a site for their learning.

SM, a 35-year-old woman, presents for an initialvisit to gastroenterology (GI) nutrition clinic w... more SM, a 35-year-old woman, presents for an initialvisit to gastroenterology (GI) nutrition clinic witha diagnosis of short bowel syndrome. Her medical history is significant for stage III B ovarian cancer which required 4 bowel resections and a course of chemotherapy within the past four years. She had not received radiation therapy. Total parenteral nutrition (TPN) was initiated via a Hickman catheter 5 months earlier due to failure to thrive and multiple admissions for dehydration and electrolyte disturbances including one septic episode to date. She recently moved to the area to be closer to family with her active 5-year son and she divulged in clinic that her primary goal is to see him start kindergarten. She is 5 ′3′′, has been stable at 98 pounds (lbs), but remains 22 lbs below her usual weight of 120 lbs. Her only medication is Estrase. She is on nocturnal TPN that infuses over 14 hours. The TPN provides 1600 kilocalories, (80 grams of which is pro-

Journal of Science Teacher Education, 2012

ABSTRACT This qualitative multiple-comparative case study investigates (1) The reported experienc... more ABSTRACT This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1–9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of the PTs toward conducting open inquiry, as indicated by their core conceptions regarding science, the purpose of education, effective teaching, and the capacity of students. Findings indicate that (1) although there were differences in the experiences of the four PTs, all four had an opportunity to observe and/or facilitate students conducting open inquiry with the SI framework, and after the practicum, all of them reported that they would like to include open inquiry in their own classrooms in the future; (2) one PT already possessed core conceptions indicative of a favorable disposition toward open inquiry before the placement; another altered her core conceptions substantially toward a favorable disposition during the placement; a third altered her conceptions regarding the capacity of students; and one PT maintained core conceptions indicative of a disposition that was not favorable to open inquiry despite the pronouncements that she would like to conduct open inquiry with students in their own future classroom. Possible reasons for the differences in the responses of the four pre-services teachers to the practicum placement are discussed.

Journal of Science Teacher Education, 2012

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educ... more Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus nonscience) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.

Teaching and Teacher Education

PLANT PHYSIOLOGY, 1989

Exposure of plumules of intact maize seedlings (Zea mays L.) to S-methyl-N-[(methylcarbamoyl)-oxy... more Exposure of plumules of intact maize seedlings (Zea mays L.) to S-methyl-N-[(methylcarbamoyl)-oxy]thioacetimidate (methomyl) represses synthesis of several polypeptides normally made under control conditions and induces synthesis of polypeptides similar to maize heat shock polypeptides (HSPs). Three of the methomyl-induced polypeptides (18 kilodaltons) are recognized by antibodies raised against 18 kilodalton maize heat shock polypeptides. Extraction of Protein and Radioactivity Determinations Following treatment, plumules or radicles (3/sample) were excised (2 cm from the tip) and proteins were extracted on ice (3). Aliquots (5 ,uL) of cell lysates were spotted onto glass fiber discs which were dried and treated as previously de-3Lannate: trade name (Dupont) for a solution of the insecticide methomyl in methanol. 1256

Evidence accumulated over several decades suggests that encouraging dialogic discourse in classro... more Evidence accumulated over several decades suggests that encouraging dialogic discourse in classrooms is important if we are to help students develop understanding. This study focuses on the cultivation and emergence of dialogic discourse within student-centered science inquiry. Engle and Conant (2002) characterize dialogic discourse in a content domain (such as science) as productive disciplinary engagement and propose four guiding principles for fostering it: problematizing; student authority; student accountability; resources. Through interactional analysis of video recordings, this study identifies episodes of students’ productive disciplinary engagement during science inquiry and examines ways these episodes are fostered in classrooms involved in the Steps to Inquiry project. This study supports the theoretical position of Engle and Conant regarding factors that foster productive disciplinary engagement and has direct practical implications for teachers’ wishing to cultivate di...

Journal of the Canadian Association for Curriculum Studies, 2020

Student-centred science inquiry, and creative approaches to science, are both recommended in curr... more Student-centred science inquiry, and creative approaches to science, are both recommended in curricula for early years and primary education. In student-centred science inquiry, children learn to design simple investigations to address their own science questions. Creative approaches to science education involve supporting children in self-motivated imaginative activity, which generates knowledge that is of value to the child. Based on the literature, a conceptual framework of seven synergies between the two was developed by Cremin et al. (2015) categorized as Play and Exploration, Student Motivation and Affect, Questioning and Curiosity, Problem-Solving and Agency, Dialogue and Collaboration, Reflection and Reasoning, and Teacher Scaffolding and Involvement. This qualitative study used this conceptual framework as a lens to examine the science activities of children in a grade-one classroom with the Teacher Scaffolding and Involvement aspect engaged via the Steps to Inquiry posters...

Chapter 2 Literature Review A scientist is a man who has cultivated (if indeed he was not born wi... more Chapter 2 Literature Review A scientist is a man who has cultivated (if indeed he was not born with) the restless, analytical, problem-seeking, problem-solving temperament that marks his possession of a Scientific mind. Science is an immensely prosperous and successful enterprise …..because it is the outcome of applying a certain sure and powerful method of discovery and proof to the investigation of natural phenomena: The Scientific Method….An episode of scientific discovery begins with the plain and unembroidered evidence of the senses-with innocent, unprejudiced observation, the exercise of which is one of the scientist's most precious and distinctive faculties-and a great mansion of natural law is slowly built upon it. Imagination kept within bounds may ornament a scientist's thought and intuition may bring it faster to its conclusions, but in a strictly formal sense neither is indispensable (Medawar 1982, p115). Key reasons for supporting a new approach to education for science literacy were advanced in the first chapter of the thesis. This chapter reviews literature pertaining to the development of a fresh approach that involves the construction of an augmented reality game for scientific literacy. There are three sections in this chapter. The first section is a review of the literature that informed the choice of the particular blend of views, values and attitudes to science incorporated into the definition of scientific literacy used in this work. The second section reviews literature concerning education for science literacy. The final section reviews literature pertaining to the development of the augmented reality game. Defining Scientific Literacy One way to help identify the views, values and attitudes to science that are typical of a scientifically literate person is to examine the views, values and attitudes of a person who is not; thereby throwing the attributes of scientific literacy into clear relief. The kinds of views on the nature of science embedded in Medawar's 'portrait of a scientist by an educated layman' (epigraph to this chapter) serve as a good starting point. Some of

Journal of the Canadian Association for Curriculum Studies, 2020

A recurring issue in science teacher education is how to support teachers using student-centred s... more A recurring issue in science teacher education is how to support teachers using student-centred scientific inquiry projects. This study investigates the first year of a three-year project (Inquire Together) that aims to support teacher candidate/teacher mentor teams using student-centred scientific inquiry projects while co-teaching during practicum. Co-teaching involves two or more teachers working together, co-planning, co-instructing and co-reflecting, for the benefit of students and to support each other’s development as teachers. The steps in the first year of the Inquiry Together project involved the following: a) developing a co-teaching model for our practicum in a two-day workshop, follow up focus groups and interviews; b) modelling student-centred scientific inquiry opportunities for teacher candidates and teachers; and c) supporting two teacher candidate/teacher mentor co-teaching teams implementing this pedagogy with practicum classes. The Covid-19 pandemic led to co-tea...

Remote laboratories offer students an opportunity to use analytical laboratory instruments throug... more Remote laboratories offer students an opportunity to use analytical laboratory instruments through the Internet, in real time, from their classroom. Although remote laboratory activities offer great potential for engaging students’ interest and student learning, little work has been done on using them with middle school students. This study focused on middle school students’ engagement during a remote laboratory activity. With the help of facilitators, 18 eighth-grade students worked in six groups of three to remotely operate a Shimadzu TOC/TN Analyzer in a university chemistry laboratory, in real time, to measure the total nitrogen content in their river water samples. We video- and audio-recorded the students’ discourse with each other and with facilitators during the activity. Following transcription, discourse was coded for types of engagement as defined by the Productive Disciplinary Engagement framework, which posits three types of engagement: general engagement—students make ...