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Section VII: science education science building, room 173 Anil Banerjee, presiding.
Article Type:
Conference news
Subject:
Sciences education (Conferences, meetings and seminars)
Pub Date:
03/22/2011
Publication:
Name: Georgia Journal of Science Publisher: Georgia Academy of Science Audience: Academic Format: Magazine/Journal Subject: Science and technology Copyright: COPYRIGHT 2011 Georgia Academy of Science ISSN: 0147-9369
Issue:
Date: Spring, 2011 Source Volume: 69 Source Issue: 1
Geographic:
Geographic Scope: United States Geographic Code: 1USA United States

Accession Number:
255841356
Full Text:
2:00 EFFECT OF CLASSROOM ACTIVITIES ON STUDENTS' ATTITUDES AND PERFORMANCE, Sandra Rucker, Clark Atlanta University, Atlanta, GA 30314. We will discuss the implementation of pedagogical strategies designed to enhance students' performance in introductory college mathematics courses. Two calculus courses taught by the same instructor were used for the study. The experimental group used structured peer tutoring groups, and a structured homework design. The control group did not use structured peer tutoring groups or a structured homework design. The study employed a mixed-methods design. Qualitative data consisted of student interviews and an instructor developed attitude survey. Quantitative data included student quizzes. Our results indicate that students' perceptions and performance are enhanced by the use of well-structured peer tutoring groups.

2:15 IS GUIDED INQUIRY A BETTER METHOD TO DEVELOP PROCESS SKILLS AND REASONING ABILITIES? Anil C. Banerjee, Department of Chemistry, Columbus State University, Columbus, GA 31907. A quasi-experimental research design was used to explore whether guided inquiry is a better instructional strategy to develop process skills and reasoning abilities in high school chemistry students. The experimental class of 26 students was enrolled in a year-long high school chemistry course and the class was taught by a teacher with experience on inquiry teaching. Ten guided inquiry labs were used to teach the concepts and develop inquiry abilities. The control group was made of 24 students enrolled in a similar chemistry course from another high school from the same area. The control group was taught by an experienced chemistry teacher using traditional lecture and cook book laboratory methods. A 15-item science inquiry test was developed and standardized. The items measured laboratory and process skills, and reasoning abilities. Statistical analysis of pre-post test scores indicated both groups improved in process skills and reasoning abilities. However, the pre-post test score difference of the experimental group was statistically significant compared to the control group. The inquiry class also developed better reasoning abilities.

2:30 OPTIMIZING THE TETRAHYMENA TOXICANT ASSAY FOR USE IN THE BIOLOGY CLASS SETTING **, Caitlin Cole *, Jesina Elliston, Rachael Fairhurst and Nancy Eufemia Dalman, North Georgia College & State University, Dahlonega, GA 30597. Tetrahymena pyriformis are inexpensively grown protozoans commonly used for toxicological tests and in college laboratory courses. Tetrahymena feed indiscriminately and external changes, such as toxicant exposure, will alter feeding rate. We refined a currently available Tetrahymena phagocytosis protocol and made it more amenable for the classroom. First, Tetrahymena were starved for 24 h prior to the experiment, thus increasing feeding rate and allowing the experiment to be completed in a single laboratory period. Second, India ink, the typical food source in this lab exercise, causes differences in both number and size of food vacuoles, which can confound results. Changing the food source from ink to fluorescently coated latex beads enables students to more accurately view the rate of feeding. A bead concentration was established that gave each Tetrahymena ready access to 100 beads. In our pilot study, Tetrahymena began feeding immediately after beads were provided, and the protozoans were subsequently fixed with Lugols solution in 15 min intervals. The number of phagocytized beads was counted using a compound microscope, and the feeding rate was determined by graphing the number of food vacuoles formed as a function of time. Further assessment of the technique as an educational tool will be conducted in the introductory biology lab course. Funding was provided by the Center for Undergraduate Research & Creative Activities at NGCSU.

2:45 Break

3:00 POPULATION HEATH INDICATORS OF GEORGIA'S COUNTY PRIMARY HEALTH PROFESSIONAL SHORTAGE AREAS, Koosh Desai *, University of Georgia, Athens, GA 30604. Georgia faces immense primary care physician (PCP) shortages, our State currently ranks 43rd in PCP supply, and with the passing of the Patient Protection and Affordable Care Act, shortages are expected to get even worse. As part of a program to increase supply of primary care providers, the Health Resources and Services Administration designates geographic areas deemed to have shortages of primary medical care as county Health Professional Shortage Areas (HPSAs). Granting HPSA status is the Health and Human Resource's first step to increase physician supply of high primary provider demand areas. Therefore, it is critical to insure HPSA status is appropriately designated to areas with the greatest need for primary care services. In this study, cause-specific mortality and morbidity data of HPSAs were compared to Georgia's rural areas and the State as whole. Using vital statistics and hospital discharge data, various negative heath outcome rates were generated for ambulatory care sensitive conditions. These preventive health indicators, assumed to be lower in areas with actual PCP shortages, were shown to be similar for HPSA and rural areas; with rural areas generally showing slightly poorer health. While this data alone cannot rebuke the current system of designation, currently designated county HPSAs of Georgia do not seem to have a greater need for PCP than other areas. Additional investigation is required to further substantiate these results.

3:15 COLLEGE STUDENTS TEACHING PRE-COLLEGE STUDENTS SCIENCE AND MATH: A PROPOSAL FOR A MUTUALLY BENEFICIAL EXPERIENCE THAT PROMOTES THE LEARNING AND TEACHING OF SCIENCE AND MATH **, Juan Mora * (1), Nastassia Mondesir (1), Army Lester (1) and Alvin Harmon (2), [.sup.1]Kennesaw State University. Kennesaw, GA 30144 and [.sup.2]Atlanta Metropolitan College, Atlanta, GA 30310. The challenge of promoting excellence in science seems to be fueled partially by a lack of quality experiences for our learners, and a lack of trained college students to become life-long teachers. This work proposes that college science students are excellent candidates to teach pre-college students science and math in an outside the classroom experience. Each semester, a group of college students could meet to develop and present a series of hands-on activities to help pre-college students understand science, math and laboratory skills. The high school students would be assisted in developing strategies to master science and math, and to understand how such principles and skills are used to shape society and to achieve academic success. Preliminary indicators suggest that the pre-college students benefit by being exposed to principles and skills that they generally do not experience until they enter college. These students also gain from the repeated exposure to a variety of connected science and math concepts, and by serving as a science teacher, which reinforces what is learned in science and math courses. The greatest benefit of this experience however, might be the impact that this experience has on showing college students that all science students have the potential to become engaged activists in promoting success in science. College students can become teachers of our next generation of learners by going into the classroom as a science teacher or by engaging in the work of the community as a servant leader in science education. It appears that all benefit when our college students are given an opportunity to sharpen their knowledge and skills by teaching others.

3:30 THE EFFECT OF A NOVEL CROSS-DISCIPLINARY LABORATORY EXPERIENCE ON SELF-REPORTED LEARNING **, Elizabeth M. Southard *, Laura M. Tamowski *, Steven Lloyd, and Ryan Shanks. North Georgia College & State University. Dahlonega, GA 30597. Cross-discipline laboratory experiences create an opportunity for students to gain real-world analytical experience with modern research tools relevant to current scientific questions. Four freshman biology laboratory courses taught by two different instructors were used for this study. The experimental group consisted of two classes (n = 107) who engaged in a novel sequence of cross-disciplinary laboratory experiences involving hypothesis-driven, collaborative experimentation involving podcasted media. This experiment assessed the effects of methamphetamine or saline on aggressive behaviors in a resident-intruder paradigm. The control group (n = 118) participated in a standard sequence of laboratory sessions designed for undergraduate biology students using a non-hypothesis driven design. This lab included collecting, disseminating and analyzing data on yeast fermentation rates and potato cell osmosis. Baseline knowledge as well as students' attitudes toward science were captured via a 21 question modified version of the commonly used self-report instrument called the Student Assessment of Learning Gains (SALG). The SALG was also administered in the week preceding the completion of the standard laboratory sequence (control group) or the novel laboratory sequence (experimental group). Learning gains were assessed for control and experimental groups by comparing pretest to posttest scores using two-way ANOVAs in SPSS.

3:45 BEST PRACTICES FOR IMPROVING RETENTION AND INCREASING THE NUMBER OF MINORITY STEM SCHOLARS TRANSFERRING TO FOUR YEAR INSTITUTIONS, Abe Ojo, Bonita Flournoy, Alvin Harmon and Bryan Mitchell, Atlanta Metropolitan College, Atlanta, GA 30310. At Atlanta Metropolitan College (AMC) we have established the Mathematics, Engineering, Science Achievement (MESA) and the Louis Stokes Alliance for Minority Program (LSAMP) models to assist in increasing the retention of under-represented minorities majoring in STEM areas, as well as those that are transferring to four-year institutions in Georgia and across the United States. One major cornerstone of these models is the Academic Excellence Workshop (AEW). STEM majors from educationally and financially disadvantaged minorities who otherwise have low eligibility rates of going to four year universities are interviewed and selected as MESA and LSAMP scholars. These students must be registered in any of the difficult science and mathematics courses, such as college algebra, pre-calculus, calculus I, general physics I and II and general chemistry to attend the AEW. The AEW utilize peer facilitators or upper level/graduate students to lead the workshops. The MESA and LSAMP scholars must also be registered in a leadership and research course entitled "Topics in Science" (CHEM/BIOL/PHYS 2246). In addition, the students must sign a participatory contract to attend the AEW and counseling sessions which are provided weekly. Between 2005 to 2010, one hundred and eight minority STEM scholars matriculated through the combined programs. For both programs, approximately fifty-eight percent of the scholars were retained and thirty-eight percent transferred to four-year institutions. This presentation will discuss the successes, challenges and areas of improvement that have been recorded with both the AMC MESA and LSAMP programs.

4:00 "SOAP" NOTES AND CASE STUDIES IN HUMAN ANATOMY AND PHYSIOLOGY, John V. Aliff, GPC Online, Georgia Perimeter College. Clarkston, GA 30021. When a patient visits medical doctor, the physician writes a SOAP note with the assistance of a nurse. Very general case studies, e.g., "A student has passed out in the hall. How do you aid the student? Explain the disease process involved and the necessary treatment." The case begins with a student request for patient information that is provided by the instructor. S = Subjective reports from the patient (symptoms and patient history): O = Objective observations made by the nurse and physician (vital signs, results of medical tests and imaging that the student determines by research): A = Assessment is a preliminary diagnosis to be confirmed by further testing: P = Plan of treatment. The SOAP note is following by a section describing the "Anatomy and Physiology of the case" and an "explanation of the treatment." Depending on the patient information given, different disease processes can be diagnosed. References follow in GA J SCI form. I have previously reported (Aliff, 2005) that students benefit from case studies.
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