To prepare students to address water-related challenges, undergraduate STEM education must provide them with opportunities to learn and reason about water issues. Water in Society is an introductory-level, innovative, and interdisciplinary undergraduate course offered annually at a large midwestern university. The course focuses on both disciplinary concepts and civic engagement, and is designed around a variety of interactive, research-based practices to support students' learning, engagement with authentic data, scientific models and modeling, and collaboration and learning among peers. This study aims to evaluate, "how have student outcomes and perceptions changed over five years of the course?". The results are based on data from students (n = 326) in five consecutive years of the course, during which time the course transitioned from a face-to-face model to fully asynchronous online model due, in part, to impacts of the COVID-19 pandemic. The particularly rapid and abrupt transition between 2020 and 2021 in response to COVID-19 led to many course changes, including modes of communication between instructors and students and opportunities for collaboration. Here, multiple measures are used to evaluate students' learning about water concepts, model-based reasoning about socio-hydrologic systems, and perceptions of the course across all five years. By the end of each iteration of the course, students improved their knowledge of hydrologic concepts, independent of the course format or other student-level variables. However, results also show that students' performance on complex socio-hydrologic systems modeling tasks, as well as their overall satisfaction with the course, decreased in Year 5 when the course was fully online. Results provide insight into efforts to move undergraduate STEM courses online and specific evidence of the COVID-19 pandemic's impacts on undergraduate STEM teaching and learning about water.
Supplementary information: The online version contains supplementary material available at 10.1186/s43031-022-00049-y.
{"title":"Supporting undergraduate students' developing water literacy during a global pandemic: a longitudinal study.","authors":"Silvia-Jessica Mostacedo-Marasovic, Diane Lally, Destini N Petitt, Holly White, Cory Forbes","doi":"10.1186/s43031-022-00049-y","DOIUrl":"10.1186/s43031-022-00049-y","url":null,"abstract":"<p><p>To prepare students to address water-related challenges, undergraduate STEM education must provide them with opportunities to learn and reason about water issues. Water in Society is an introductory-level, innovative, and interdisciplinary undergraduate course offered annually at a large midwestern university. The course focuses on both disciplinary concepts and civic engagement, and is designed around a variety of interactive, research-based practices to support students' learning, engagement with authentic data, scientific models and modeling, and collaboration and learning among peers. This study aims to evaluate, \"<i>how have student outcomes and perceptions changed over five years of the course?\".</i> The results are based on data from students (<i>n =</i> 326) in five consecutive years of the course, during which time the course transitioned from a face-to-face model to fully asynchronous online model due, in part, to impacts of the COVID-19 pandemic. The particularly rapid and abrupt transition between 2020 and 2021 in response to COVID-19 led to many course changes, including modes of communication between instructors and students and opportunities for collaboration. Here, multiple measures are used to evaluate students' learning about water concepts, model-based reasoning about socio-hydrologic systems, and perceptions of the course across all five years. By the end of each iteration of the course, students improved their knowledge of hydrologic concepts, independent of the course format or other student-level variables. However, results also show that students' performance on complex socio-hydrologic systems modeling tasks, as well as their overall satisfaction with the course, decreased in Year 5 when the course was fully online. Results provide insight into efforts to move undergraduate STEM courses online and specific evidence of the COVID-19 pandemic's impacts on undergraduate STEM teaching and learning about water.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1186/s43031-022-00049-y.</p>","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"4 1","pages":"7"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8899452/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9909776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1186/s43031-021-00041-y
G. Roehrig, E. Dare, Joshua A. Ellis, Elizabeth A. Ring‐Whalen
{"title":"Beyond the basics: a detailed conceptual framework of integrated STEM","authors":"G. Roehrig, E. Dare, Joshua A. Ellis, Elizabeth A. Ring‐Whalen","doi":"10.1186/s43031-021-00041-y","DOIUrl":"https://doi.org/10.1186/s43031-021-00041-y","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44297698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-27DOI: 10.1186/s43031-021-00038-7
E. Aster, J. Bouwma-Gearhart, K. Fisher
{"title":"Contextualizing communities in an instructional improvement initiative: exploring STEM faculty engagement in teaching-related conversations","authors":"E. Aster, J. Bouwma-Gearhart, K. Fisher","doi":"10.1186/s43031-021-00038-7","DOIUrl":"https://doi.org/10.1186/s43031-021-00038-7","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46740614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-05DOI: 10.1186/s43031-021-00037-8
Dina Tsybulsky, Y. Muchnik-Rozanov
{"title":"Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies","authors":"Dina Tsybulsky, Y. Muchnik-Rozanov","doi":"10.1186/s43031-021-00037-8","DOIUrl":"https://doi.org/10.1186/s43031-021-00037-8","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43694685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1186/s43031-021-00036-9
K. Southard, Susan D. Hester, J. Jurkiewicz, Joan E. Curry, Y. A. Kim, Jonathan F. Cox, L. Elfring, P. Blowers, V. Talanquer
{"title":"A close look at change: the role of an instructional-team community on an Instructor’s evolution during instructional reform","authors":"K. Southard, Susan D. Hester, J. Jurkiewicz, Joan E. Curry, Y. A. Kim, Jonathan F. Cox, L. Elfring, P. Blowers, V. Talanquer","doi":"10.1186/s43031-021-00036-9","DOIUrl":"https://doi.org/10.1186/s43031-021-00036-9","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46458754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-23DOI: 10.1186/s43031-021-00035-w
Ngawang Gonsar, Lorelei E Patrick, S. Cotner
{"title":"Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms","authors":"Ngawang Gonsar, Lorelei E Patrick, S. Cotner","doi":"10.1186/s43031-021-00035-w","DOIUrl":"https://doi.org/10.1186/s43031-021-00035-w","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-021-00035-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49662809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-09DOI: 10.1186/s43031-021-00034-x
Robbert Smit, Nicolas Robin, F. Rietz
{"title":"Emotional experiences of secondary pre-service teachers conducting practical work in a science lab course: individual differences and prediction of teacher efficacy","authors":"Robbert Smit, Nicolas Robin, F. Rietz","doi":"10.1186/s43031-021-00034-x","DOIUrl":"https://doi.org/10.1186/s43031-021-00034-x","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-021-00034-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45964888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.1186/s43031-021-00032-z
Sarah C. Fankhauser, Gwendolynne Reid, Gwendolyn Mirzoyan, Clara L. Meaders, Olivia Ho-Shing
{"title":"Participating in the scientific publication process: exploring how pre-college students perceive publication within the scientific enterprise","authors":"Sarah C. Fankhauser, Gwendolynne Reid, Gwendolyn Mirzoyan, Clara L. Meaders, Olivia Ho-Shing","doi":"10.1186/s43031-021-00032-z","DOIUrl":"https://doi.org/10.1186/s43031-021-00032-z","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-021-00032-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42424560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-26DOI: 10.1186/s43031-020-00030-7
M. Kubsch, S. Opitz, J. Nordine, K. Neumann, David Fortus, J. Krajcik
{"title":"Exploring a pathway towards energy conservation through emphasizing the connections between energy, systems, and fields","authors":"M. Kubsch, S. Opitz, J. Nordine, K. Neumann, David Fortus, J. Krajcik","doi":"10.1186/s43031-020-00030-7","DOIUrl":"https://doi.org/10.1186/s43031-020-00030-7","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00030-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47587856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-04DOI: 10.1186/s43031-020-00029-0
David Fortus, Israel Touitou
{"title":"Changes to students’ motivation to learn science","authors":"David Fortus, Israel Touitou","doi":"10.1186/s43031-020-00029-0","DOIUrl":"https://doi.org/10.1186/s43031-020-00029-0","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00029-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41835090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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