BSEMD Capstone Proposal Form Requirements of Project Proposal Documentation and Talk Name: Stephanie Hwang
1.) Pedagogical Rationale (50-100 words, 1-2 Slides)
• Give a pedagogical emphasis for your work, briefly summarizing sources from pedagogy posts that are of interest to you.
o My project emphasizes the “Engage” aspect of the 5E model, a pedagogical strategy that defines a learning sequence through engaging a student, exploring an idea, explaining science content, evaluating the student’s knowledge, and extending the concept to real life.
§ Anthony W. Lorsbach, The Learning Cycle as a Tool for Planning Science Instruction, Illinois State University (accessed June 15, 2006) [4]
§ 5 E's Lesson Components, The Maryland Virtual High School of Science and Mathematics (accessed June 15, 2006) [5] § Miami Museum of Science (2001). Constructivism and the Five
E's, The pH Factor, (accessed June 15, 2006) [6] § Zone of Proximal Development- Vygotsky
o As technology becomes increasingly prevalent, students are constantly immersed in the world of media. By using web-based videos as a source of engagement, teachers can spark curiosity, which can be used as a driving force for student learning. However, a phenomenal video that is not played in the right context may not be as effective as a video that is well framed. In an NSTA article by Barbara G. Pace and Linda Cronin Jones, the writers give suggestions for the most effective way to show web-based videos in the classroom. I want to use these ideas to frame engaging videos on my websites, so that teachers can show videos effectively. Such suggestions include:
§ Providing context
§ Playing the video in segments
§ Analyzing the cinematography to understand the science § Posing a question prior to showing
§ Telling your students what to expect
2.) Background Content (50-100 words, 1-2 Slides)
• List the science would you like to learn at UCI to incorporate into your project?
o To start building my website, I want to focus on biochemistry, cell biology, and genetics, the topics I have taught during student teaching. I had difficulty finding well-made, thought-provoking videos on
photosynthesis, cellular respiration, ecosystems, energy flow, cycles of matter, and biomes. I plan on taking courses in cell biology and
ecology to gain a deeper understanding and to see if a professor can spark some of my interest in this topic so that I can generate more curiosity in my students. I am not very interested in Ecology, so I should take a course in Ecology so that I will hopefully become more passionate about the topic.
3.) Standards Addressed (50-100 words, 1-2 Slides)
• Cross-reference your project to official content standards, such as NGSS, National science frameworks, State Science Standards and/or AP/IB, or similar standards for your specific field and audience.
o My website will give teachers an opportunity to cover the following standards:
§ Ask questions (for science) and define problems (for engineering)
§ Plan and carry out investigations § Develop and use models
§ Construct explanations for science and design solutions for engineering
§ Engage in argument from evidence
§ Obtain, evaluate, and communicate information 4.) Media Overview (50-100 words, 1-2 Slides)
• How will you use media to build your project, and comment upon your “comparison-based prototyping” for examples?
o I will be using and/or creating the following media sources to build my project:
§ Designing a website
§ Compiling web-based videos on public-domain websites § Producing web-based videos
o The website will host all of the web-based videos that are easily accessible for teachers to find video content with suggested context (questions, suggested places to segment the video, summary of the video, background knowledge, etc.) that will make learning more effective.
o In my comparison-based prototyping, all the websites currently out there do not provide any extensive background information that would make the video easily accessible by teachers. The most organization that I saw was by topic: Physics, chemistry, biology, Earth science, etc… Steve Spangler’s website was a little more organized because you could search for a topic and videos of that topic would come up, however, his website does not provide any support for teachers. Rather, his videos are geared towards instigating curiosity and selling science products.
5.) User Instructions/Manual (50-100 words, 1-2 Slides)
• How will you ensure fidelity of implementation, i.e. that your product is used in the way intended?
• How might you distribute the end-user instructions manual?
o Although, I cannot control how a public-domain video is used on my website, I can provide a suggested guide for how a video can be implemented into a classroom. Each video could include possible questions to ask the students, suggested areas to segment the video, possible student misconceptions, explanations of cinematography that helps explain the science, and possible activities to branch off. o The end-user instructions manual can be posted on the front page of
my website, distributed through social media websites like Facebook, Twitter, WordPress, etc.
6.) Lesson/Implementation Plans (50-100 words, 1-2 Slides)
• How would your project/product be used into a classroom (or other audience)?
• How might you train end-users?
o My website helps teachers design more effective lesson plans by giving them a suggested layout for introducing a topic through media. o The end-user instructions manual can be a “How-to” video that I
produce and place on the front page of the website. This will show teachers how the website is meant to be used and all the possible resources that will be available to maximize student learning. 7.) Assessment Tools (50-100 words, 1-2 Slides)
• What types of assessments could you use to evaluate your product, and give some examples?
o If I can require an email address prior to teachers using the website, I can send surveys that rate the usefulness or effectiveness of the website. I can possibly find a way to track the pages that educators visit most often (which would help in seeing where I can focus my attention on). Other survey questions could include any
inconveniences on the website, suggestions for change, experiences with technical difficulties, etc.
8.) Bibliographic References (minimum 20 total for proposal, 1-2 Slides) • Literature Review with one paragraph per reference (pedagogy, media,
science content)
o 1. Chia, Li-Gek and Christine Chin. Problem-Based Learning Tools. The Science Teacher: November 2008 (44-49).
§ Pedagogy. Provides a suggested framework on how to teach using project-based learning. Focuses more on teaching rather than media or science content.
o 2. Jones, Linda Cronin and Barbara G. Pace. Teaching with Web-Based Videos. The Science Teacher: January 2009 (47-50).
§ Pedagogy, Media, and Science. Provides suggestions on effective ways of showing web-based videos in the classroom. Lists possible ways to integrate the video: posing questions, segmenting the video, analyzing cinematography, tell students what to expect, etc.
o 3. Berumen. “ ‘Life’ in Movies”. The Science Teacher: December 2008 (26-31).
§ Science and Media. Opens gateway for learning science through cinema. Suggests movies that science teachers can analyze in the classroom that demonstrate proper/improper explanations of science.
o 4. Bixler, A. 2007. Teaching evolution with the aid of science fiction. The American Biology Teacher 69(6):337-340.
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o 5. Mayer, R. 2001. Multimedia Learning. New York: Cambridge University Press.
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o 6. Mayer, R., and R. Moreno. 2003. Nine ways to reduce cognitive overload in multimedia learning. In Web-based learning, eds. R. Bruning, C.A. Horn, and L.M. Pytlikzillig, 25-44. Greenwich, CT: Information Age Publishing.
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o 7. National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press. o 8. Barrows, H.S., and R.S. Tamblyn. 1980. Problem-based learning
and approach to medical education. New York: Springer Publishing. o 9. Chin, C. and L.G. Chia. 2004. Problem-based learning: Using
students’ questions to drive knowledge construction. Science Education 88(5): 707-727.
o 10. Gallagher, S.A., W.J. Stepien, B.T. Sher, and D. Workman. 1995. Implementing problem-based learning in science classrooms. School Science and Mathematics 95(3): 136-146.
o 11. Minstrell, J., and E.H. van Zee, eds. 2000. Inquiry into inquiry learning and teaching in science. Washington, DC: American Association for the Advancement of Science.
o 12. Duncan, Kanesa and Toby Daly-Engel. Using Forensic Science Problems as Teaching Tools. November 2006 (38-43).
o 13. Williams, W.M., P.B. Papierno, M.C. Makel, and S.J. Ceci. 2004. Thinking like a scientist about real-world problems: The Cornell
Institute for Research on Children Science Education Program. Applied Developmental Psychology 25:107-126.
o 14. Riechert, Susan and Brian K. Post. From Skeletons to Bridges and other STEM Enrichment Exercises for High School Biology. The American Biology Teacher January 2010: Vol. 72, No. 1 (20-22). o 15. Benyus, J.M. (1997). Biomimicry: Innovation Inspired by Nature.
NY: William Morrow.
o 16. Ross, J.A. & Hogaboam-Gray, A. (1988). Integrating Mathematics, Science, and Technology: Effects on students. International Journal of Science Education 20, 1119-1135. o 17. Kouh, Minjoon and River Merz. Light, Brain, and Action: An
introductory, interdisciplinary course on optogenetics for
undergraduate students. Journal of College Science Teaching: Vol. 43, No. 2, 2013 (60-64).
o 18. Songer, Nancy Butler, H. Lee, and R. Kam. Technology-Rich Inquiry Science in Urban Classrooms: What Barriers to Inquiry Pedagogy? Journal of Research in Science Teaching: Vol. 39, No. 2, 2002 (128-150)
o 19. Kirschner, Sweller, Clark. Why Minimal Guidance During
Instruction Does Not Work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. o 20. Sondergeld, Toni A. and Robert A Schultz. Science, Standards,
and Differentiation: It Really Can Be Fun! Gifted Child Today: Winter 2008 (34-40).
o 21. Garner, Judy. Models and Methods of Case-Based Learning. 2003 o 22. Hutchings, Pat (1993). Using Cases to improve College Teaching. Washington, DC: American Association of Higher Education. AAHE Teaching Initiative.
9.) Bibliographic Video of your research interests and developing project (5-10 minute video)
