5.+Learning+Community

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 * 5. LEARNING COMMUNITY PRINCIPLE: **

// The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation for all students. //

// In this section of the portfolio, you need to make the case, with supporting evidence, that you have achieved each of the following proficiencies: //

//** 5.1. Candidates understand what may encourage or hinder student’s motivation and engagement in learning, based on an analysis of research and practice. **//

 Inquiry provides a perfect tool to allow students to gain ownership in their learning with developing critical thinking skills (5.1.a). There are multiple forms of inquiry that can be used during instruction, which include guided, direct, or open inquiry (Bell, 2002; Chiappetta & Koballa, 2010). Open inquiry is aligned best with providing high student motivation and engagement because it establishes student ownership and autonomy in investigations and learning. However, scaffolding must be crafted to help students reach this point. Instead of delving into open inquiry right away, students can experience guided inquiry which can help them with critical thinking and problem-solving skills, leading them up to the autonomy of open inquiry. Ryan and Deci (2000) outline a spectrum of different types of motivation. The two ends of the spectrum produce what is known as intrinsic motivation, meaning someone naturally believes something to be interesting, and extrinsic motivation, meaning there is a certain outcome or goal that is trying to be achieved by doing work. Both types of motivation are useful, even though it is viewed that intrinsic motivation provides higher learning and quality of experience in more self-determined methods (5.1.b). I have observed student motivation as described in my blog entry from creating a “Chemistry Scholars” wall (5.1.c). Ryan and Deci would probably label this motivation as introjection because it involves self-esteem and pride. However, the effect created a positive learning environment that was socially accessed and could have produced intrinsic motivation by individuals who passed by the wall.

 Students are also more likely to be engaged and motivated to work when the material is linked or connected to their lives. When students find a personal connection with material and can see how something affects them or how they affect something larger than them, that topic becomes interesting to study. Also, topics of everyday life are of interest to students because it pertains to their concerns or interest and they can directly apply it to themselves and their being. For example, during STARS and SWW the students did a lot with pollution and environmental sustainability. Calculating their eco-footprint and creating a Blue Team’s Daily Impact showed how their actions were indirectly affecting the environment, so it had meaning to them (5.1.d). Also, during the SWW expedition, students were very engaged and motivated to work in their disciplines because they were given choice as to what they wanted to do and what field they’d be working in. Being able to work in a career field that was interesting to them motivated them to ask questions, explore the concepts, and make it their own. Giving students this choice and ownership definitely got the students more engaged and increased participation and student desire to learn (5.1.e). Students who were doing expeditionary learning were engaged because they felt like they were making a difference, working with actual professionals in the field, and designing a shelter to help real animals in their city. Additionally, I have explained how getting out in the community and getting involved with service-learning and real-life situations can provide much motivation to children in my ED 451 Journal Critique on expeditionary schools (5.1.f). My UTL Working Theory of Practice also focused on how having high expectations and being interested in your students’ lives can show you care and motivate the students to reach those goals you have set for them (5.1.g). In order to do this though, one has to be cognizant of their differences or disabilities to allow them to receive any modifications or accomodations they may need. Students could be extremely motivated, but if they have a disability that impedes their learning, teachers need to be able to address that, cater to their needs, and give them the resources they need to succeed.

 Creating essential questions for the units I taught benefited the way in which the students could relate to the material, which increased their engagement. “How do acids and bases affect our everyday lives?” made the students consider the environment around them and their own interactions everyday that dealt with acids or bases (5.1.h). When learning about ions, isotopes, and even buffers, things that are difficult for students to grasp, students were able to see the connections and how it related to them and the chemicals in their bodies and blood, that existed to help them survive (5.1.i). Being able to connect material in the classroom to the students’ lives allows them to see the relevancy of what they are learning and no longer keeps material in school and experiences in their lives so disconnected. Without these relationships, students would not understand the purpose of coming to school and would not realize the benefits and connections that it has to the “real world,” often not being motivated to show up to class or learn.

//**5.2. Candidates are able to construct comfortable and safe classroom environments for all students. **//

 To construct a physically safe environment for all students required that I constantly reviewed safety procedures for lab experiments. Before doing the flame test lab with twenty-eight students where there were ten Bunsen burners lit around the room, it was essential that I went over, demonstrated, and asked for explanations at the end of the safety precautions when using Bunsen burners as well as how to work them (5.2.a). Additionally, to avoid outbreaks or student name calling and yelling, I purposefully seated two students across the room from each other so that arguments they had would not escalate and cause a scene in class. I also spoke with them individually, helping mediate the situation and although could not solve their problem and did not try to interfere with their personal issue, told them that they had to be respectful of their peers and when they came to class they had to be respectful of one another.

Additionally, during my practice at East high I used a Van de Graaff generator to display electron flow. This involved the class understanding safety procedures related to the van de Graaff, such as avoiding metal objects on the floor and shelves and never approaching with an arm or leg a student who is touching the generator. One of the activities we did involved building a human chain. This was done by students holding hands around the room to create a link, where one of the free hands on the end touches the van de Graaff dome and the other free hand touches something metal or has another student join into the chain. This close contact required that the students were comfortable with the environment and that is was safe and conducive to learning. Safety was made explicit that no one should be near a metal object or let go of the person they were holding hands with while they were in the chain (5.2.b). Students successfully followed these instructions and engaged themselves in learning the purpose behind this activity and constructing content knowledge surrounding it by working as a team through collaborative interactions that show they were comfortable with each other and followed safety practices and instructions.

 At the beginning of my SWW student teaching placement, we worked as a class to create a set of classroom rules based on norms and values of the school and the students (5.2.c). Students worked together sharing ideas of what they thought was important to see in the classroom culture, being sure that students were courteous to others, listening when they were talking, and were respectful of others’ ideas and opinions. During my teaching I of course wanted students to feel comfortable and known in my classes. It took me only three days to completely learn one-hundred students’ names, and I consistently greeted them at the door as they entered every class. Additionally, giving students the incentive to participate and the encouragement to share their ideas whether they were right or wrong, I would challenge them, praise them, and give them feedback, and let them realize that they were in a safe environment where there was no such thing as a dumb question, and they were not afraid to try something and make a mistake.

 Circle of Power and Respect (CPR) began every morning at SWW. Sitting in a circle, the students would be responsible for conducting a greeting, a sharing, a question and activity so that everyone could participate. This allowed students to get to know each other, provide time for group and team building activities, and encourage interaction and respect for one another so the students became a tight knit community where they felt comfortable and safe from ridicule or teasing (5.2.d). At the end of that placement, my students evaluated me, saying I helped them when in need and was very respectful of them. I did my best to support the students' needs and was very respectful of them in order to gain their respect, and make the classroom a safe, comfortable environment where they could share ideas and opinions and ask for help, knowing that they would be respected (5.2.e).

//** 5.3. Candidates are able to construct a classroom environment that supports student motivation and learning and the creation of a “community of learners.” **//  In order to construct a classroom environment that fostered student motivation and learning, I consistently held my students to high standards. When I got an assignment or quiz back from a student that was blank, I gave it back to them telling them I knew they could do it and set the bar even higher for them, expecting them to reach it. When I was not satisfied with one of my student’s quiz scores knowing that he had not attempted any of the problems and left everything blank, I spoke with him individually about it, asked him if he would like to come after school and work on it, learning about a family situation that had kept him up all night and made him very tired in class. Holding my students to the high expectations and giving them chances they need to reach them, he came after school, worked on his quiz and received a 95 on it (5.3.a).

 On the first day of STARS and then again when the two half-teams from different schools met each other, we developed different ice breakers and activities to allow the students to get to know each other before they began working with them (5.3.b). In STARS and Get Real! Science Action Camp, students were intrinsically motivated to learn and investigate pollution concepts in their community and environment because they were acting like real scientists, feeling as though they could explore and learn about something close to them that was meaningful and relevant.

 To create a community of learners I consistently had the students engaged in group work. During STARS, for example, students worked together to develop their own testable question by building off of each other’s ideas and interests, and then taking on different roles within their groups such as data recorder, measurer and facilitator.


 * <span style="font-family: 'Times New Roman',Times,serif;">NSTA STANDARDS: **

//**<span style="font-family: 'Times New Roman',Times,serif;">5.f Candidates create and maintain a psychologically and socially safe and supportive learning environment. **//

<span style="font-family: 'Times New Roman',Times,serif;">I have created and maintained a psychologically and socially safe and supportive learning environment in my classrooms through the building of strong relationships with my students This is evidenced through one of the narratives Jim wrote after observing one of my lessons, noticing a had built good relationships with my students, as well as his letter of recommendation. He noted that I also consistently gave praise and positive reinforcements to my students which encouraged them to participate (5.f.a). In his letter of recommendation, he stated: "Megan also possesses a natural way of making students feel comfortable with her. I have heard, first hand how much her students enjoy her as their teacher. In working with students in a lab setting or a group setting, she would stoop down to their level to address their questions or concerns about the activity or material at hand. From my perspective, this seemingly simple gesture creates a warm caring atmosphere within her classroom. It also sends a message that she likes her students, that she cares about her students, which in turn, allows for a positive student response to learning." The building of these relationships allowed me to know my students as individuals, as well as a collective. Through greeting students at the door I ensured that students did not come into my classroom in a manner that would disrupt my environment and the learning environment of others. I promoted effective group work through research projects and jigsaws, as well as whole class discussions. I gave students the opportunity to collectively create class expectations (5.f.a.a), which were followed when students worked together in different labs and activities, such as the inquiry cube, and adaptation stations, the acid and bases labs and so forth. (5.f.b).

<span style="font-family: 'Times New Roman',Times,serif;">I have also created a socially safe and supportive learning environment through the planning of and incorporation of leadership roles for students. During STARS my team and I found that our girls each had individual strengths and needs that we could develop through the assigning of leadership roles such as recorder, measurer, video conferencer, photographer, etc. We began to incorporate these roles into lessons and the girls showed achievement in understanding, involvement, and interest in the investigation they were conducting. This is shown best through photographs of engagement and teamwork as students completed their different roles (5.f.c). The students learned they could perform the skills they enjoyed doing and develop newer skills all through learning and doing their science investigation.

<span style="font-family: 'Times New Roman',Times,serif;">As mentioned in standard 5.2, I also was sure to learn all of my students' names within a matter of three days. I greeted each of them at the door before every class, which also gave them the opportunity to approach me to talk about their day, and just know that they were important and I was glad they were there. Also, as mentioned in standard 5.2, at SWW we did Circle of Power and Respect (CPR) every morning, that encouraged students to respectfully great each other, and share something related to the group activity/question they chose, such as "What are your plans for this weekend" or "What is your greatest goal for this year?" (5.f.d). This created an environment where everyone could openly share their opinions and feelings, and allowed students to bond, or simply share time together where no one was judging anyone else. I consistently asked students if they were understanding what they were learning during class, and students realized that the individual attention showed that I cared about their education and them as an individual. My supervisor Jim asked one of my students what he liked about my teaching, and he responded by saying that he liked that I always asked him if he understood. I believe that I did create a psychologically and socially safe and supportive environment where students could work together, share their ideas and concerns and be very respectful of each other at the same time. In my teaching evaluations, the students mentioned that I helped them when they needed it, and gave them respect, which added to the culture of respect in the classroom as a whole where it was given and reciprocated (5.f.e).

//**<span style="font-family: 'Times New Roman',Times,serif;"> 9.a Candidates understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials. **//

<span style="font-family: 'Times New Roman',Times,serif;"> In EDU 434 we took a trip to Marshall high school were Ed Awad lead us in a discussion on safety in the science classroom. In his presentation he gave us a Chemical Hygiene Plan for the Rochester City School District (9.a.a), informed us that there was a Chemical Hygiene Office for each school who knows the plan and procedures for that school, and a lecture and demonstration on the proper management of chemicals, safety equipment, and lab procedures. All the legal and ethical information I need can be found through these resources that were presented to me. I also attended a right-to-know workshop in Februrary 2010, where i was given a compliance checklist that notifies me of my rights to know about all chemical and safety procedures, any training I require, and OSHA communication standards that need to be met (9.a.b).

//**<span style="font-family: 'Times New Roman',Times,serif;">9.b Candidates know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction. **//

<span style="font-family: 'Times New Roman',Times,serif;"> Before chemistry demonstrations with acids and bases, I worked with my CT to ensure that the chemicals I was working with were safe for the students. Whenever working with harmful acids or bases, I would prepare diluted solutions, as well as require that students and I wear goggles (9.b.a). The same went for when students were using Bunsen burners. I always modeled good safety by wearing my own goggles and gloves when required, and when I expected the students to. When preparing different chemical solutions or when making a chemical indicator that I needed for one experiment, I read all the labels, understood their chemical make up and was very thoughtful about how to prepare them. The storage of most of the materials was along the back wall in labeled drawers which allowed the students to get what they needed (9.b.a.a). In the back of the room were two locked chemical storage rooms which only my CT and I had the keys to, and we did not allow students to go back there. When students were every working with harmful materials or chemicals, after explaining the safety procedures and assessing their grasp on it, I would constantly be rotating around the room to keep an eye on everything that was going on, making sure a safe environment was always maintained (9.b.b). When glass beakers or other glassware broke, the students knew to call me over where I would grab the broom and dust pan and dispose of the class in a separate recepticle.

<span style="font-family: 'Times New Roman',Times,serif;">For example, during STARS my team and I planned several lessons that included materials that required preparation, storage, dispensing, supervision, and disposal. We had the girls make diluted chemical solutions out of water and household chemicals such as comet, bleach, ecofriendly detergent, and regular detergent. The girls wore safety goggles and gloves when handling these chemicals. All the chemicals were provided in labeled jars that the girls used to pour into and measure out the necessary volumes in graduated cylinders (9.b.c). After each chemical was used the girls rinsed that graduated cylinder out and began the creation of the next diluted chemical solution. All work was done over a lab table and a sink to ensure that cleanup would be easy and that any chemical spills were controlled. The girls also had several experiences with chemical demonstrations, such as elephant toothpaste. During one lesson we had the girls explore the concept of pH through demonstrations in order to understand their investigation better. We made the girls put on safety goggles and gloves and used a carved pumpkin to show girls how lab chemicals, along with some dish soap, when mixed can create a foamy reaction. We had the girls each put in a chemical or two (after they were wearing the goggles and gloves) and then we supervised the use and combination of these materials (9.a.d). The girls learned that acids and bases react in violent ways that can create reactions that evolve quickly. The girls disposed of the pumpkin and elephant toothpaste foam in a large trash bin that was provided in the hallway by the school.

//**<span style="font-family: 'Times New Roman',Times,serif;">9.c Candidates know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and abilities of students. **//

<span style="font-family: 'Times New Roman',Times,serif;">There were emergency procedures in place in our classroom if anything went wrong with flames, glass, or chemicals, which I was introduced to at the beginning of my placement at East High School, and reinforced for the students. Students were informed of these procedures in case they were faced with any of these experiences. It was important that at least one time during the year that someone checks the safety equipment around the room to make sure it works properly in case on an emergency. Before beginning labs that dealt with harmful chemicals or flames, students had to be wearing safety goggles and gloves. Any hazardous chemicals would be placed in the fume hood and the activities would be performed there. I never had to use my knowledge of any emergency procedures during my placement, but was educated in them by my safety audit and safety essay that was completed during my field experience (9.c.a). I also completed two safety audits, which I handed in, one at each student teaching placement, after going around to check off a list of the safety precautions and procedures that the buildings had.

<span style="font-family: 'Times New Roman',Times,serif;">At East high I involved my students in a lesson on electron flow. This involved them making a human chain and touching a van de Graaff generator in order to charge the chain. Students learned that the electrons flowed through each of their bodies, charging each of them and that when someone joined into the chain they were shocked by induction. In order to make sure this activity was safe for students I had to instruct them to stay away from metal objects and to not break the chain once they were in it. I stood by the van de Graaff generator for quick shutoff in preparation for any mishaps or unexpected occurrences during the procedures (9.c.b). I made sure to consider the abilities of students in all of my lessons, recognizing that the level of safety did not change based on their ability--everyone was to wear the appropriate gear no matter what. Due to safety considerations, I made sure that no chemicals they worked with that came from the chemical storage closet were very dangerous. In each of my lesson plans, I also wrote out a section dedicated to safety, and what to consider and prepare to maintain a healthy classroom, making sure no students were in danger. In any sort of lab or activity where chemicals were involved where it would benefit students to wear goggles, they wore goggles. This included labs with acids and bases, elephant toothpaste, and metal chlorides (9.c.c). I was additionally trained in chemical safety procedures and laws by attending the OSHA and Right-to-Know training given to science teachers of RCSD, as well as a safety lesson in science education at Marshall High where I received the Chemical Hygiene Plan to be followed by all chemistry teachers to ensure the safety of their students. I was sure to do this, keeping all materials and equipment organized, and making sure all chemicals were properly labeled (9.c.d).

//**<span style="font-family: 'Times New Roman',Times,serif;">9.d Candidates treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping and use. **//

<span style="font-family: 'Times New Roman',Times,serif;">During STARS and School Without Walls students participated in an investigation that required the maintenance of plants (9.d.a). specifically for STARS these plants had to be transported to and from school to ensure that proper watering took place for them. The plants at SWW were monitored by the students and watered daily during lesson time (9.d.b). During the SWW expedition, students went out into the environment to explore the environment, test the soil, and determine how the building of a shelter in that location would affect the ecosystem and the animals that lived there. Before going on this field trip, students were instructed to keep all soil, ground material, insects, etc, in their environment, and to not harm them. The students went about working in the environment the way the career professional instructed them, digging up soil to identify it, but then putting it back where they had found it (9.d.c). At SWW students also went on an "urban biome hunt" sketching different things they found that were part of their "urban biome." The students were aware after a class discussion, that they were to treat every living organism with respect and recognize that we were also entering their habitat. We decided that they would be responsible for their actions, and in order to respect nature, would only sketch what they found, rather than touching or chasing after objects or animals they spotted. I had no other experiences with living organisms in my placements but understand the ethical principles and manner of treating them and value these treatments as a part of my science classroom and community, which I spoke about in my safety essay (9.d.d).

|| EDU 486 Inquiry responses || || Ions Lesson Plan || [|DSC00412_2.JPG] || Van de Graaff lesson plan and pictures || [|photo_(6).jpg] || Student Evaluations of my Teaching (1st placement) || || Jim Davidson Observation Notes Jim's Letter of Recommendation || [|DSC00412_2.JPG] || Inquiry Cube activity photo Van de Graaff generator class activity photo Lesson plan with Jigsaw- scientist photographs || [|Picture_10.png] [|Picture_9.png] [|DSC07459.JPG] [|Picture_25.png] [|Picture_1.png] || STARS pictures - leadership roles || [|photo_(6).jpg] || Student evaluations of my teaching || [|DSC07405.JPG] [|DSC07399.JPG] || Lesson plans (#5) of diluted solutions safety Photos of safety (students with goggles) Safety section of lesson plan || [|DSC07605.JPG] || Photographs of supervision || || Safety Essay Safety Essay graded rubric || [|DSC00412_2.JPG] || Van de Graaff generator lesson plan || [|DSC07399.JPG] [|Picture_1.png] [|Picture_14.png] || Photos of students with goggles/gloves || [|DSC00445.JPG] || OSHA, Right-To-Know training Chemical Hygiene Plan Photo of organized materials || [|Picture_16.png] || Pictures of plants || || Safety essay Safety essay graded rubric ||
 * Evidence # || Embedded or Linked Object || Description ||
 * 5.1.a || [[file:486sciencinquiry.pdf]]
 * 5.1.b || [[file:LC1.pdf]] || EDU 448 Motivation response ||
 * 5.1.c || [|DSC00441.JPG] || Chemistry Scholars wall ||
 * 5.1.d || [|DSC07434.JPG] || Blue Team's Daily Impact ||
 * 5.1.e || [] || Student responses to expedition (movie I made) ||
 * 5.1.f || [[file:20100726-ED451JournalCritique-MSaunders.doc]] || ED 451 Journal Critique ||
 * 5.1.g || UTL Working Theory of Practice || UTL Working Theory of Practice ||
 * 5.1.h || [[file:20100307-EDU448InnovativeUnit-MSaunders.doc]] || Acids and Bases Innovative Unit ||
 * 5.1.i || [[file:20100319-EastHighObs2-MSaunders (4).doc]]
 * 5.2.a || [[file:20100310-EastHighFlameTest-MSaunders.doc]] || Flame Test Safety precautions ||
 * 5.2.b || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://comprehensiveportfolio-msaunders.wikispaces.com/file/view/20100319-EastHighObs2.ActivityPacket-MSaunders+%283%29.doc"]] [|20100319-EastHighObs2.ActivityPacket-MSaunders (3).doc]
 * 5.2.c || [|DSC07612_2.JPG] || Photo of expectations list made by students ||
 * 5.2.d || [] || Circle of Power and Respect (CPR) article ||
 * 5.2.e || [|photo_(5).jpg]
 * 5.3.a || [|DSC00439.JPG] || Student Quiz ||
 * 5.3.b || [[file:20091129-EDU434StarsLessonPlans-MSaunders.doc]] || STARS Lesson plans ||
 * 5.f.a || [[file:Megan Saunders East #1 (1).doc]]
 * 5.f.a.a || [|DSC07612_2.JPG] || Class constructed class expectations ||
 * 5.f.b || [|DSC07554.JPG]
 * 5.f.c || [|Picture_14.png]
 * 5.f.d || <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[] || Circle of Power and Respect (CPR) article ||
 * 5.f.e || [|photo_(5).jpg]
 * 9.a.a || [[file:RCSD CHP.pdf]] || Rochester City School District Chemical Hygiene Plan ||
 * 9.a.b || [[file:Right To Know.pdf]] || OSHA and Right-to-Know training ||
 * 9.b.a || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://comprehensiveportfolio-msaunders.wikispaces.com/file/view/20091129-EDU434StarsLessonPlans-MSaunders.doc"]] [|20091129-EDU434StarsLessonPlans-MSaunders.doc]
 * 9.b.a.a || [|DSC00445.JPG] || Photo of labeled equipment ||
 * 9.b.b || [|S4010047-1.jpg]
 * 9.b.c || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://comprehensiveportfolio-msaunders.wikispaces.com/file/view/20091129-EDU434StarsLessonPlans-MSaunders.doc"]] [|20091129-EDU434StarsLessonPlans-MSaunders.doc] || STARS diluted solutions lesson plan #5 ||
 * 9.b.d || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://comprehensiveportfolio-msaunders.wikispaces.com/file/view/elephant+toothpast+and+acidic+candy.doc"]] [|elephant toothpast and acidic candy.doc] || STARS Elephant Toothpaste pictures ||
 * 9.c.a || [[file:20100125-SafetyEssay-MSaunders.doc]]
 * 9.c.b || [[file:20100319-EastHighObs2-MSaunders (5).doc]]
 * 9.c.c || [|DSC07405.JPG]
 * 9.c.d || [[file:Right To Know.pdf]]
 * 9.d.a || [|Picture_15.png]
 * 9.d.b || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://comprehensiveportfolio-msaunders.wikispaces.com/file/view/20091129-EDU434StarsLessonPlans-MSaunders.doc"]] [|20091129-EDU434StarsLessonPlans-MSaunders.doc] || Lesson plans for plants ||
 * 9.d.c || [|DSC07468.JPG] || SWW Expedition photos, testing soil ||
 * 9.d.d || [[file:20100125-SafetyEssay-MSaunders.doc]]

References

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11px;">Bell, B. K. (2002). Recognizing inquiry: Comparing three hands-on teaching techniques. Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom, Foundations monograph series Washington DC: National Science Foundation, (2). <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11px;"> Chiappetta, E.L., & Koballa, T.R. (2010). Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills. New York: Allyn & Bacon.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11px; line-height: 19px;">Ryan, R., and Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. //Contemporary Educational Philosophy//, //25//, 54-67.