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CONFERENCE MARCH 15–18 PORTLAND, OR, USA Portland Marriott Downtown Waterfront 93RD ANNUAL INTERNATIONAL 2020 CONFERENCE MARCH 15–18 PORTLAND, OR, USA Portland Marriott Downtown Waterfront S P CI I EN H C S E N E E D Z U I C T A I T C I O · N A Y C T R I O N S S U P M L A M C E O S C A · N D L C O O N O T H E X C T S S 3/15/20 Concurrent Session 1 2:40 PM-4:10 PM Equity and Ethics Committee Admin Symposium-Addressing Issues of Equity and Justice across Places and Context in Science 2:40 PM-4:10 PM, Mt Hood Organizers Catherine Quinlan, Howard University Ying-Ting Chiu, The Ohio State University María González-Howard, University of Texas at Austin Stephanie Eldridge, University of Georgia James M. Nyachwaya, North Dakota State University Presenters Christopher Atchison SaMi Kahn, Princeton University Shari Watkins Brittany Garvin-Hudson ABSTRACT This equity and ethics syMposium extends the Meaning of accessibility across places and contexts for those Marginalized because of gender, ethnicity, Race, Medical, economics, and disabilities. This Means pushing the Margins and boundaries in science to understand what it takes to do science in a wheel chair or what it Means to include all the voices of people who have contributed to science. The audience will come away inspired with new understandings and atypical iMages about where science can happen. This syMposiuM will encourage the audience to think beyond whose science counts and has been privileged. Panel presentations will be followed by interactive discussions and presentations with practical iMpleMentation of culturally responsive pedagogy. Topics have iMplications for what it Means to break stereotypes rather than react to disabilities and differences. Issues of equity, social, cultural, historical, and political iMplications for science learning and practices in higher education and K-12 settings are iMplicated. Strand 1: Science Learning, Understanding and Conceptual Change Learning and Teaching Evolution in High School: Challenges and Possible Remedies 2:40 PM-4:10 PM, SalMon Discussant: Kostas KaMpourakis, University Of Geneva Presider: Anat Yarden, Weizmann Institute Of Science High School Students' Types of Teleological Explanations: Implications for Item Development and for Teaching-Learning Strategies Janina Jördens, Münster University Marcus Hammann, Münster University 1 Experiencing the Development of Antibiotics Resistant Bacteria: Students' Understanding of the Nature of Evolution Bat-Shahar Dorfman, Weizmann Institute of Science Orna Dahan, Weizmann Institute of Science Amir Mitchell, University of Massachusetts Medical School Anat Yarden, Weizmann Institute Of Science Plant Blindness – What German High School Students and In-Service Biology Teachers Daniela Fiedler, IPN - Leibniz Institute for Science and MatheMatics Education, Kiel, Germany Isabell Rösberg, IPN - Leibniz Institute for Science and MatheMatics Education, Kiel, Germany Marc Rodemer, IPN – Leibniz Institute for Science and MatheMatics Education, Kiel, GerMany Birgit Heyduck, IPN – Leibniz Institute for Science and MatheMatics Education, Kiel, GerMany Ute Harms, Leibniz Institute for Science and MatheMatics Education (IPN) Capturing Instructional Strategies of Pre-Service Biology Teachers to Counter Misconceptions about Evolution by the SCRBio Julian Fischer, Leibniz Institute for Science and MatheMatics Education Nils Machts, Department of Educational Psychology (IPL), Kiel University Jens Möller, Department of Educational Psychology (IPL), Kiel University Ute Harms, Leibniz Institute for Science and MatheMatics Education (IPN) Kostas KaMpourakis, University Of Geneva ABSTRACT Every citizen should understand the iMportance of evolution-related subjects that relate to everyday life. Indeed, evolution has been recomMended to be integrated throughout the undergraduate biology curriculum, into K-12 science education in the US, and in the curricula of other countries. Nevertheless, numerus Misconceptions about evolution were identified among different populations, from Middle- school students to college undergraduates and pre-service teachers. In this related-paper-set four leading scholars in the evolution education field will be focusing on the current state-of-the-art of the learning and teaching of evolution in senior high school. From the characterization of high school students’ types of teleological explanations, to advancing students’ understanding using a novel instructional strategy that enabled to experience bacterial evolution in a test tube, to illuminating new insights into the role of plants in the teaching and learning of evolution, and finally into a novel digital instruMent that enables to assess diagnostic knowledge about evolution aMong pre-service teachers. Taken together, this session will on the one hand bring insights into promoting our understanding of students’ and teachers’ comprehension difficulties and Means to probe theM, and on the other hand novel instructional strategies that atteMpt to promote the understanding of evolution in high school. Strand 2: Science Learning: Contexts, Characteristics and Interactions Language & Learning Science 2:40 PM-4:10 PM, Hawthorne/BelMont/Laurelhurst Presider: Katherine Carr ChapMan, Vanderbilt University Hispanic Student Perceptions toward Spanish, Learning Science, and Attitudes Angela ChapMan, University Of Texas Rio Grande Valley Anthony Bailey, University Of Texas Rio Grande Valley 2 Amy WeiMer, Texas State University Shania Pintor, University Of Texas Rio Grande Valley Stephany Pinales, University Of Texas Rio Grande Valley ABSTRACT Learning science vocabulary is a challenge for educators and all students. This is especially true for students whose first language is not English. This study investigated student perceptions toward science, Spanish, and learning for Hispanic high school students. We report that students have a More positive attitude toward science than they do toward the role of Spanish and science. In addition, instruction that explicitly connects Spanish to learning has a positive effect on their attitude toward the role of Spanish in learning science. Languages of Modeling, Modeling in Languages: Integrating Science and Translanguaging Ashlyn Pierson, Vanderbilt University Douglas B. Clark, University of Calgary Corey E. Brady, Vanderbilt University ABSTRACT This design-based study adopts a syncretic approach to leverage parallels between eMerging bilingual students’ everyday translanguaging practices and scientific Modeling practices to address goals related to equity and disciplinary learning. The design is grounded in two principles: (1) valuing and promoting modeling-in-languages, including English, Spanish, and invented language, and (2) creating opportunities for students to recognize and analyze the multiModal languages-of-modeling. We find that these principles support eMerging bilingual and Monolingual students’ engageMent in negotiated and purpose-driven scientific discourse. The Effects of Language and Other Home factors on Lebanese Students' Performance in TIMSS Rayya Younes, University of Balamand Sara Salloum, University of Balamand Maya Antoun, University of Balamand ABSTRACT The aiM of this study is to describe and explore language and other home factors affecting the performance of Lebanese students in TIMSS. In Lebanon, Science and MatheMatics are taught in a foreign language based on a language-in-education or Language of Learning and Teaching policy (LoLT) that dates back to 1926. It is suggested that LoLT policies May create ‘linguistically structured inequalities’ or linguistic discriMination, where poor proficiency in the international language results in poor achieveMent of learners. Exploring TIMSS data can help us locate areas and groups of students that need More support to counter such inequalities. Using the TIMSS data and hierarchical linear Modelling (HLM), we exaMined the perforMance of students in MatheMatics and Science depending the language of the test, how frequently they spoke it at home, and other home factors: parents’ education level, number of books owned, and parents’ involveMent. Results show that the effect of the frequency of the spoken language at home on the students’ performance is affected by the language of the test. Moreover, there is a direct relationship between the parents’ education level and the students’ performance. We discuss these findings utilizing Bourdieu’s notion of cultural capital. 3 Strand 2: Science Learning: Contexts, Characteristics and Interactions The Chemistry Learning Environment 2:40 PM-4:10 PM, Meadow Lark/Douglas Fir - 3rd floor Presider: Jonathon Grooms, George Washington University Why do students choose a context? Students' reasons for choosing a learning task in chemistry Helena Van Vorst, University of Cologne Hatice Aydogmus ABSTRACT Context-based learning has gained an increasing influence in science education over the last 30 years. However, it is still unclear which types of contexts foster students’ interests and learning achieveMent and hence, are appropriate for science classes. While contexts are usually selected by the teachers or curriculum developers, this study focusses on students’ perspective. The central aiM of this research project is to analyze which contexts students choose for their science learning and what are the reasons for their choice. Therefore, a questionnaire study has been conducted. The data analysis illustrates significant differences in the selected contexts depending on students’ individual variables like sex or individual interest in the subject. Additionally, a cluster
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