Papers by Jennifer Frisch
Society for Information Technology & Teacher Education International Conference, Apr 7, 2020
Contemporary Issues in Technology and Teacher Education, 2017
This study describes a personal science story podcasting assignment that was developed to help pr... more This study describes a personal science story podcasting assignment that was developed to help preservice teachers reflect on their use of everyday and academic vocabulary in the context of science, as well as how to communicate effectively with their students. Podcasting assignments were collected from 16 elementary education candidates and nine Master of Arts in Teaching candidates. The kinds of personal science stories they wrote were categorized, along with the extent to which they used the podcasts to demonstrate their understandings of the contexts of their students and the relationship between academic and everyday vocabulary.
Journal of Science Teacher Education, 2019
This case study examines how elementary preservice teacher candidates used "hybrid" (both paper a... more This case study examines how elementary preservice teacher candidates used "hybrid" (both paper and digital) notebooks, the extent to which the digital portfolio showed evidence of changes in understanding, and whether candidates plan to use notebooks in their science lesson and unit plan assignments. Activity and reflection entries posted in an online digital portfolio from candidates in 3 science methods courses (each a bounded case) were analyzed for patterns in use and evidence of changes in thinking, and lesson and unit plans were examined to determine whether candidates planned to use some kind of notebook in their teaching. Findings show that when using hybrid notebooks, candidates make use of digital tools, but many prefer having the option to use paper notebooks to synthesize their reflections. Evidence of changes in thinking about science content and pedagogy were found in both paper notebooks and in digital entries, but more often in digital reflections. Instructor modeling might play a role in how candidates plan to use notebooks for learning and teaching.
Journal of …, 2007
In Defense of the Lecture By Mark Bland, Gerald Saunders, and Jennifer Kreps Frisch Science educa... more In Defense of the Lecture By Mark Bland, Gerald Saunders, and Jennifer Kreps Frisch Science education research has pro-duced empirical data supporting good teaching techniques. An awareness of this body ofknowledge can be helpful in deciding what to do with your 50 ...
Journal of Computing in Higher Education
This study describes a personal science story podcasting assignment that was developed to help pr... more This study describes a personal science story podcasting assignment that was developed to help preservice teachers reflect on their use of everyday and academic vocabulary in the context of science, as well as how to communicate effectively with their students. Podcasting assignments were collected from 16 elementary education candidates and nine Master of Arts in Teaching candidates. The kinds of personal science stories they wrote were categorized, along with the extent to which they used the podcasts to demonstrate their understandings of the contexts of their students and the relationship between academic and everyday vocabulary.
Journal of College Science Teaching, 2013
Journal of college science teaching
A number of case studies were examined to discover how introductory college biology instructors a... more A number of case studies were examined to discover how introductory college biology instructors and their students use stories to make sense of biology concepts. Methods involved observing and transcribing stories told by four instructors over two semesters. Three instructors and 31 students were interviewed. Four story types were identified from the study: personal experience stories, historical anecdotes, extended examples, and 'you' stories. Four story purposes were also identified: relating, engaging, illustrating change, and cautionary tale. Students found stories useful if they related to real life and were engaging or humorous. Applications for teaching teachers how to use stories effectively are discussed.
Journal of Science Teacher Education, 2010
Preservice teachers enrolled in a science content-based course wrote stories that could help thei... more Preservice teachers enrolled in a science content-based course wrote stories that could help their future students understand a science concept. First, participants chose their topic and wrote the story with few guidelines to establish a baseline. In the next part, a different set of students were given a choice of three topics (based on force, electricity, and heat misconceptions), and collaborated to write stories with guidance from the instructor. Stories were analyzed for narrative and science units, and test scores examined. Without guidance, many students struggled to find ways to integrate science within a story. With guidance, participants wrote stories that included more narrative elements overall, and participants felt the stories helped them understand the concepts.
In Defense of the Lecture By Mark Bland, Gerald Saunders, and Jennifer Kreps Frisch Science educa... more In Defense of the Lecture By Mark Bland, Gerald Saunders, and Jennifer Kreps Frisch Science education research has pro-duced empirical data supporting good teaching techniques. An awareness of this body ofknowledge can be helpful in deciding what to do with your 50 ...
Journal of Biological Education, 2008
A number of case studies were examined to discover how introductory college biology instructors a... more A number of case studies were examined to discover how introductory college biology instructors and their students use stories to make sense of biology concepts. Methods involved observing and transcribing stories told by four instructors over two semesters. Three instructors and 31 students were interviewed. Four story types were identified from the study: personal experience stories, historical anecdotes, extended examples, and 'you' stories. Four story purposes were also identified: relating, engaging, illustrating change, and cautionary tale. Students found stories useful if they related to real life and were engaging or humorous. Applications for teaching teachers how to use stories effectively are discussed.
Plants are often overlooked or ignored entirely in K-12 classrooms. This chapter provides backgro... more Plants are often overlooked or ignored entirely in K-12 classrooms. This chapter provides background information about the idea of “plant blindness,” which attempts to explain why botanical education is neglected, and why we humans have so much trouble “seeing” plants. We suggest that plants can be an integral part of life science education, and that giving teachers and students the chance to learn about and explore plant life in their communities will enhance their environmental awareness and sense of place. To this end, we make a case for giving teachers and students the skills they need to learn about the plants around them, including scientific nomenclature, evolution, and ecology. Included in the chapter are ideas for how to use nature-based outdoor experiences to teach about the environment, with an emphasis on National Science Education Standards and Environmental Education goals.
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Papers by Jennifer Frisch