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Now showing 1 - 6 of 6
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EXPLORING TRENDS IN THE USE OF VIRTUAL SIMULATIONS IN THE 9th- 12th GRADE SCIENCE CLASSROOM: PRESENTING TEACHERS PERSPECTIVES & PRACTICES ON USE, ACCESS AND DECISION-MAKING
([Bloomington, Ind.] : Indiana University, 2024-12) Balogun, Aishat Olere; Kwon, Kyungbin
This study explored and presented teachers’ perspectives on the use of virtual simulations and how their practices reflected this. The main purpose was to foreground teachers' perspectives in how and why they select simulations. This study aimed to understand when teachers use virtual simulations, why they use them, how they use them, challenges they encounter if any and if they have alternatives to the simulations. The qualitative research method using the multiple case study approach and a descriptive cross case analysis design was used in this study. Data was collected from two sources namely semi-structured individual interviews, and lesson plans. The interview responses were analyzed using thematic descriptive analysis while content analysis was done on the lesson plans. The factors considered in this research included where teachers get information about the simulations to use, how these simulations are accessed, consideration while selecting or adopting a simulation to use, how simulations informed the teacher’s pedagogical decisions, the thought process behind the use of a particular simulation, goals and approaches for using the virtual simulations. The findings showed that when selecting simulations, teachers consider (1) Focus on Student type, learning levels and rigor, (2) Accurate representation, especially the appearance and graphics relevant to the concepts and (3) Ease of access, use and versatility especially with LMS. The findings also revealed that teachers' source of information about simulations were mostly from self-search by browsing the internet, social media and dependence on trusted sources like recommendations from fellow teachers, higher institutions, professional bodies and federal agencies. Content analysis of the lesson plans showed that the teachers seem to emphasize engagement and exploration in the simulation they use which is reflected in the lessons they design. Deepen understanding by providing opportunities to connect prior knowledge, apply, practice and reinforce concepts were also reflected in the lessons. While factors like the type of student and the type of content taught inform the pedagogical decisions of the teachers. Finally, this study found that while most of the teachers seem to use and support the use of simulations, caution was advised especially the risk of misconception based on the illustration or graphics used in the simulations.
EXPERIENCES AND THEIR ATTRIBUTES THAT GAVE STEM PROFESSIONALS SELF-EFFICACY TO CONSIDER NAVAL STEM CAREERS
([Bloomington, Ind.] : Indiana University, 2024-12) Closser, Florentina; Leftwich, Anne Ottenbreit
Due to the reliance on STEM professionals to fulfill the Navy’s mission of protecting our country’s interest at sea, developing the pipeline of STEM talent is an area of critical importance to the United States Navy. However, there is concern that the current trend of students obtaining STEM degrees will not meet the demand for STEM professionals. To broach this gap the Department of Defense and the U.S. Navy have instituted several STEM experiences designed to grow the talent pipeline. Using parallel mixed methods, this study explores the experiences and their attributes that contributed to the self-efficacy of STEM professionals in considering U.S. Naval STEM careers. Utilizing Social Cognitive Career Theory (SCCT) and Bandura’s sources of self-efficacy, this research investigated the influential experiences of current Naval STEM professionals.
This study identifies STEM experiences such as in-school, out-of-school experiences, both formal and informal and support systems that foster self-efficacy. There were key themes for implementing effective STEM experiences: the importance of real-world problems; exploring a wide range of topics important to students; the importance of encouragement and inclusivity; the importance of academic support; career chosen on positive attributes; intrinsic interest; and financial opportunities. The study concludes with three recommendations to the Naval STEM Coordination Office: revisit naval STEM catalog and add more real-world problems; formalized mentor training; and connect with affinity groups. The findings aim to inform the development of effective STEM programs to motivate students towards STEM careers, addressing the Navy’s need for a skilled STEM workforce.
THE INVISIBLE IMPACT: COLLABORATION WITH TEACHING FACULTY AND INSTRUCTIONAL DESIGNERS
([Bloomington, Ind.] : Indiana University, 2024-12) Cooper, Shannon L.; Brush, Thomas
This study sought to understand how instructional designers in medical and health professions education collaborate with teaching faculty with the design and development of learning events for health professions students. Successful collaboration depends on clear and effective communication between instructional designers and the faculty they support. This research also investigated instructional designers' perspectives on what barriers they may have encountered—especially with communication—and the teaching methods (e.g., tools, types of learning events, instructional design models) they use to help teaching faculty create curricula for students. The study also explored how these models and theories are used in practice.
To answer these questions, a mix of surveys and semi-structured interviews was used to gather data. The study's findings echoed earlier research, showing that communication with teaching faculty and subject matter experts is one of the biggest challenges for instructional designers. Other challenges—already noted in the field—include teaching faculty and subject matter experts not fully understanding the instructional designers' role and the lack of time to complete projects. Survey participants also often shared that they rarely use instructional design models throughout, from start to finish. Ultimately, this study aimed to bring greater awareness to the ongoing challenges that instructional designers face in higher education.
TEACHER PERCEPTIONS AND PROFESSIONAL DEVELOPMENT IMPACT ON GENERATIVE AI USE IN MIDDLE GRADES
([Bloomington, Ind.] : Indiana University, 2024-12) Dixon, Kathryn; Brush, Thomas
Educational technology is changing rapidly, partly due to the increased accessibility of generative AI available to teachers and to students. This case study aims to examine teacher perceptions and use of AI use in middle grades and how professional development opportunities impact these perceptions in three middle schools in Indiana. The research questions are (1) What innovative pedagogical uses for AI are reported by teachers?, (2) What professional development opportunities related to AI do middle grade teachers participate in? and (3) How do teacher perceive that professional development has supported their use of AI in the classroom? To obtain information about AI use in middle grade classrooms and teacher perceptions, a survey was disseminated via Google Forms to middle school teachers in three school districts in Indiana, and qualitative interviews were conducted with 12 teachers who elected to participate. Results of the study suggest connections between professional development opportunities in schools and positive perception and innovative use of AI tools in classrooms.
Preparing Future Educators to Offer Queer-Inclusive Curriculum through Teaching Scenarios: A Practitioner Inquiry Perspective
([Bloomington, Ind.] : Indiana University, 2024-12) Fulvi, Camilla; Damico, James
The dominance of heteronormative P-12 curricula has gained even greater force in recent years because of numerous laws put in place nationwide that severely limit teachers’ opportunities to provide a Queer-inclusive curriculum for their students. Even in states where these laws are not in place, fear over retribution causes widespread self-censorship when creating curricula. Despite research showing that all students benefit from inclusive curricula for many reasons including the access to “windows and mirrors” (Bishop, 1990), currently there is no cohesion in if or how educator preparation programs prepare future educators to navigate the nuances of providing a Queer-inclusive curriculum. This is a practitioner research study that uses Braun and Clarke’s thematic analysis method to analyze reflection and discussion data from a graduate-level educator preparation program course that uses teaching scenarios that present scenarios teachers face when deciding how to include LGBTQ+ topics and people in a hostile environment. The findings of this study indicate that the use of such teaching scenarios is beneficial for several significant reasons. This approach allowed future teachers to think about solutions to problems before they face them in the field, encouraged productive and respectful discussion on controversial issues in education that center marginalized students and families, and prompted future teachers to think critically and realistically about how they can provide a Queer-inclusive curriculum once they are out in the field.