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The Effect of the NOVA Model on University Courses

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16. The Effect of the NOVA Model on 16new courses.
University Courses. A total of 135 courses 178. Aspects of NOVA Professional
were developed and offered at 84 NOVA Development Model that are Effective in
institutions. 24% - biology, life science, Creating and Sustaining Change. c. What
life in space, or environmental science factors relate to sustaining change
21% - earth and space science 20% - brought about through the NOVA
combined categories of mathematics, professional development process? 2002 LDC
mathematics and technology, mathematics surveys showed 91% agreed that NOVA
and science, or statistics 16% - chemistry workshop provided opportunities to learn
alone or chemistry, physics, or physical about NASA resources Site Evaluation Visit
science 10% - nature of science, inquiry interviews showed that continued
science, or integrated mathematics and interaction between disciplines was a
science 5% - mathematics or science valuable form of professional development
methods for preservice teachers 4% - There was a relationship between a shift
engineering based for preservice teachers. to a more student-centered approach and
26. The Effect of the NOVA Model on the effectiveness of NOVA teams.
University Courses. NOVA Phase I Course 189. Impact of the NOVA Model on
Levels by Percent of Total. 400 8%. 500 Classrooms and Students. a. Course
1%. 300 15%. 100 60%. 200 16%. Disciplinary Content. Most common title
36. The Effect of the NOVA Model on was interdisciplinary course in science
University Courses. Course Level for Second most typical was a course in a
Modified and Created Phase I Courses. No. single discipline Third - “NOVA Project”
Courses 81 21 20 11 2. Fourth - integration of science,
47. The Impact of the NASA Mission, mathematics, and technology Fifth -
Data and Information, and Fundamental mathematics course for preservice teachers
Questions on the NOVA Courses. NASA Sixth - connection between pedagogy and
Strategic Enterprise Representation. science or mathematics Others involved
Institution 18 3 74 39 51. nature of science, inquiry-based science,
57. The Impact of the NASA Mission, etc.
Data and Information, and Fundamental 199. Impact of the NOVA Model on
Questions on the NOVA Courses. Classrooms and Students. a. Course
67. The Impact of the NASA Mission, Disciplinary Content. Exemplary action
Data and Information, and Fundamental research projects San Francisco State
Questions on the NOVA Courses. During University Kansas State University Alaska
workshop sessions, the research program of Pacific University Brescia University.
each NASA Strategic Enterprise is 209. Impact of the NOVA Model on
described and participants are provided: Classrooms and Students. a. Course
NASA Strategic Plan NASA Implementation Disciplinary Content. San Francisco State
Plan for Education, 1999-2003 NSES & University NOVA Geology Course Higher
NCTM standards NRC’s Project 2061 & scores in attitudes toward science as
Science for All Americans NSTA’s College inquiry and nature and study of climate
Pathways to the Science Education Better connections between concepts.
Standards ISTE’s standards. 219. Impact of the NOVA Model on
77. The Impact of the NASA Mission, Classrooms and Students. a. Course
Data and Information, and Fundamental Disciplinary Content. Kansas State
Questions on the NOVA Courses. Many University NOVA Geology Course Students
institutions have 3 or more connections to had significantly higher teaching efficacy
NASA Enterprises Number of NASA More positive attitudes toward geology.
Enterprises implemented remains similar 229. Impact of the NOVA Model on
across institutions by Carnegie Classrooms and Students. a. Course
Classification. Disciplinary Content. Alaska Pacific
87. The Impact of the NASA Mission, University Significant gains in content
Data and Information, and Fundamental knowledge Gains did not depend on gender,
Questions on the NOVA Courses. An class standing, or major Students with
assessment instrument identifying NASA lower initial scores made more gains.
resources indicated: 78% were able to 239. Impact of the NOVA Model on
readily identify NASA Enterprises relevant Classrooms and Students. a. Course
to their proposed course 70% had course Disciplinary Content. Brescia University
materials that clearly indicated the NASA Significant gains in content knowledge No
Enterprises relevant to the courses being significant difference in students’
taught 91% stated they had used NASA science literacy although NOVA groups
resources to develop college level scored higher Students valued hands-on,
activities. collaborative approach Revised methods
97. The Impact of the NASA Mission, improved course in second year.
Data and Information, and Fundamental 249. Impact of the NOVA Model on
Questions on the NOVA Courses. Examples of Classrooms and Students. b. Classroom
use of NASA resources: University of Pedagogy. 68% were using inquiry-based
Tennessee at Chattanooga offers 2 courses lessons Majority of faculty have shifted
using NASA materials through Phase III to more student-centered approaches and
NASA Field Center projects Brescia others are in transtition Team approach
University used spreadsheets involving was seen as essential 98% used technology
NOVA data as part of course activities of some sort 80% of instructors had high
University of the Incarnate Word full-scale scores on the ESTEEM Science
integrated NASA research data and NASA Classroom Observation rubric
Internet sources in laboratory Content-specific pedagogy subscale was
investigations. lowest indicating more NOVA workshop time
108. Aspects of NOVA Professional should be spent on pedagogy.
Development Model that are Effective in 259. Impact of the NOVA Model on
Creating and Sustaining Change. a. What Classrooms and Students. c. Specific
are the faculty perceptions of effective Disciplinary Pedagogy. 100% indicated
elements in the NOVA professional national standards were referred to in
development process? Sunal, Hodges, Sunal, development of course Students reported
Whitaker, Freeman, & Edwards (2001) hands-on methods with little or less
examined faculty conceptions about lecture, lots of group work, motivational
effective teaching and learning at 30 instructors, improved content knowledge,
universities. Information was gathered on and enhancement of learning by technology
faculty attitude, knowledge, teaching Three NOVA institutions experienced poor
efficacy, course planning, and classroom implementation of the NOVA model
interactions. Results showed that faculty Instructors were not original NOVA team
who described themselves as facilitators members.
of learning and those with higher 269. Impact of the NOVA Model on
self-efficacy were more likely to follow Classrooms and Students. c. Specific
through on implementing change. Successful Disciplinary Pedagogy. Overall, typical
implementation of change was also NOVA courses emphasized: construction of
dependent upon knowledge of pedagogy and knowledge through hands-on, inquiry-based
course design. activities focusing on solving relevant
118. Aspects of NOVA Professional problems support from technology
Development Model that are Effective in enhancement from cross-college faculty
Creating and Sustaining Change. a. What collaboration.
are the faculty perceptions of effective 279. Impact of the NOVA Model on
elements in the NOVA professional Classrooms and Students. c. Specific
development process? Nine important Disciplinary Pedagogy. Doctoral
criteria emerged for successful dissertation studies showed: Modeling,
implementation of change. For example: active engagement, project-based
interaction between science/mathematics activities, and cooperative learning
and education faculty administrative and positively affected science teaching
collegial support a sense of common efficacy (Staples, 2002) Higher
purpose and similar goals among faculty achievement in elementary students of
interpersonal skills and trust between teachers experienced in NOVA (Staples,
faculty developmental and incremental 2002) Cross-college faculty collaboration
change importance of action research is effective but time consuming (Hodges,
component network of faculty as a support 1999).
mechanism. 2810. Impact of the NOVA Model on
128. Aspects of NOVA Professional Science and Mathematics Literacy of
Development Model that are Effective in University Students. a. What are students’
Creating and Sustaining Change. b. Does perceptions of effective learning in
action research conducted as a regular science, mathematics, or engineering
part of faculty teaching facilitate classrooms resulting from the NOVA course?
development of effective courses in Integration of lab & lecture to
science and mathematics? Fifty-two action promote a hands-on approach Goal should be
research plans were analyzed: Eight were understanding, not just content Awareness
in the novice-apprentice range Thirty-two of prior knowledge Ability to explain on
in the apprentice-proficient range students’ level Use diverse ways of
Thirteen in the proficien-distinguished teaching Make science “come to life” NOVA
range Most were weak on the data analysis model “improved content knowledge,
component Some did not devise actual attitude and confidence”.
research questions or hypotheses Most were 2910. Impact of the NOVA Model on
a mixture of qualitative and quantitative; Science and Mathematics Literacy of
most common was pre-posttest design. University Students. b. What changes in
138. Aspects of NOVA Professional attitude toward science and mathematics
Development Model that are Effective in are found in the students who experienced
Creating and Sustaining Change. b. Does the NOVA course? Increased content
action research conducted as a regular knowledge Appreciation and enjoyment in
part of faculty teaching facilitate becoming comfortable with technology aids
development of effective courses in High rates of employment and admission to
science and mathematics? Emphasis of graduate school Positive impact on
action research resulted in the use of a minority students Overall improvement in
range of techniques for student attitude toward science and mathematics
assessment: • journals • on-line tasks • More confidence in future ability to teach
performance tasks • rubrics • observations science.
• interviews • concept maps • discussion 3010. Impact of the NOVA Model on
groups • discourse analysis • video and Science and Mathematics Literacy of
audio tape • self-evaluation • peer University Students. c. What changes in
review. teaching efficacy and learning outcomes
148. Aspects of NOVA Professional resulted from students taking the NOVA
Development Model that are Effective in course? Increased self-efficacy in science
Creating and Sustaining Change. b. Does Greater understanding of mathematical
action research conducted as a regular concepts Increased ability and willingness
part of faculty teaching facilitate to teach science and mathematics
development of effective courses in Improvement in attitudes toward the
science and mathematics? Most institutions language of mathematics Decrease in
saw students as the only source of data or misconceptions Long-term retention of
unit of analysis Research focused on science content Improvements in
student content knowledge, student skills, achievement on science content assessments
student attitudes, etc. Cleveland State A variety of ways to teach mathematical
University used an approach where content were learned.
instructors focused on their own teaching: 3110. Impact of the NOVA Model on
Two instructors constructed portfolios Science and Mathematics Literacy of
that included personal reflections, University Students. d. What changes in
philosophies, methods, student surveys and the nature of science and nature of
suggestions for improvement. mathematics, related to the literacy goals
158. Aspects of NOVA Professional in the national standards, are found in
Development Model that are Effective in students taking the innovative NOVA
Creating and Sustaining Change. b. Does courses? Overall increase in science and
action research conducted as a regular mathematics literacy Increase seen in
part of faculty teaching facilitate minorities and females Increased
development of effective courses in understanding of the nature of science
science and mathematics? Cyclical nature More positive learning climate Positive
of change is indicated in action research. impact on attitudes toward mathematics
Planning. Reflecting. Acting. Observing. Long-term effects such as incorporation of
Does it answer the problem? Followed by. relevant nature of science topics in
Results in. Leads to. secondary content.
168. Aspects of NOVA Professional 3210. Impact of the NOVA Model on
Development Model that are Effective in Science and Mathematics Literacy of
Creating and Sustaining Change. b. Does University Students. e. What are the
action research conducted as a regular indicators of change in students in NOVA
part of faculty teaching facilitate courses related to knowledge and
development of effective courses in performance of standards-driven reforms as
science and mathematics? Sixteen action a K-12 teacher of science and mathematics?
research papers presented at the NOVA Overall achievement improvement in all
Leadership Development Conferences, 2001 areas of science and mathematics
& 2002: 13 described improvement in understanding related to national
science or math content knowledge, standards Improvement in achievement on
attitudes to the subject, process skills, science content assessments More
and teaching efficacy Others dealt with comfortable attitudes toward the idea of
instructor issues such as classroom teaching science Improved Personal Science
environment and teaching strategies Teaching Self-Efficacy Comfort with
Studies of student outcomes showed constructivist learning environments.
improved student outcomes as a result of
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