ASTE 2015 International Meeting: Exploring New Frontiers has ended

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ASTE 2015 International Meeting: Exploring New Frontiers

7:30am PST

Science and Cultural Intersections of the Oregon Coast- ASTE Environmental Education Forum Sponsored Field Trip TBA

12:00pm PST

Pearl: ASTE Executive Board Meeting Pearl Salon A: Supporting Newly Hired Teachers of Science: Current Work in the Field Salon A

1:00pm PST

Portland: Reading, Writing, and Talking Science: Preparing Secondary Science Teachers to use Next Generation Science Standards and Common Core State Standards in Linguistically Diverse Classrooms Portland

3:00pm PST

Portland: STEM Integration in Life Science Education Portland Salon B: Reviewing for ASTE (Sponsored by the Publications Committee) Salon B

5:00pm PST

Pearl: ASTE Board Meeting Pearl

5:30pm PST

Salon B: Presider Training Salon B

6:45am PST

Annual Fun Run: Get out and exercise here in Portland where running (or walking!!) is king! Hotel Lobby

7:00am PST

Willamette: Mentor Meeting Willamette Salon E-F: Breakfast Salons E-F

8:00am PST

Salon B: CCSS + NGSS = STEM + ELA Salon B Willamette: Presider Training Willamette Eugene: A Modern Measurement of K-12 Teachers Understanding of NGSS Astronomy Concepts Eugene Eugene: The Intersection of Formal and Informal Science Education: Development, Motivations, and Contributions of Amateur Astronomers and Birder Hobbyists Eugene Medford: Food Discourse in Science Read-Alouds Medford Medford: Title: Evaluation of representations in general chemistry textbooks: Affordances and challenges Medford Medford: Using Scientific Humor to Help Students Remember, Understand, and Apply Knowledge Medford Portland: Critical Science Education and Student Interest in a Suburban Chemistry Class Portland Portland: Developing conceptual understanding and academic language for English language learners Portland Portland: Supporting environmental literacy in elementary classrooms: Obstacles and solutions Portland Salon A: Triumphs and Tensions - What We have Learned from Four Years of Single Sex Classes for At-risk Boys Salon A Salon A: Underrepresented Minority Students Find Balance in Science: Implications for Science Teacher Education Salon A Salon H: A cross-cultural examination of U.S. and Turkish preschoolers' ideas about objects in the sky Salon H Salon H: A Study of the Implementation of Student-Centered Scientific Research in K-12 Education Salon H Salon H: The Chasing aurora Project: Teaching and learning secondary level astronomy in a new way Salon H Salon I: Effects of Serious Educational Game Design Process on Student Content Knowledge and Interest. Salon I Salon I: The UVA Bay Game simulation: Striving to improve student understanding of the Chesapeake Bay watershed ecosystem Salon I Salon I: Use of Game-Based Learning to Teach Next Generation Science and Engineering Practices Salon I

8:15am PST

Columbia: How to utilize Participatory Action Research (PAR) as a way of teacher education Columbia Salon C: Secondary Science and English Learners Salon C Salon G: The steps of the scientific method: If only it were that simple Salon G

9:15am PST

Medford: Beyond Just Learning Science: Let's Imagine and Invent Medford Salon B: Implementing Inclusive STEM across a Rural K-12 District Salon B Willamette: Graduate Student Forum Willamette Eugene: Addressing Inquiry During Professional Development at an Informal Science Institution Eugene Eugene: Evaluating a Professional Development Program Consistent with Learning Science in Informal Environments: People, Places, and Pursuits (NRC, 2009) Eugene Eugene: The Value-Added Benefit of Distance-Based Instructional Coaching on Science Teachers' Inquiry Instruction and Student Achievement Eugene Portland: Energy as a Unifying Concept for Science Teaching: A Hybrid Course for Teachers in Grades 4-8 Portland Portland: Fostering Pre-Service Science Teacher Engagement in the Practices of Science with Team-Based Learning Portland Portland: Integrating Elementary Preservice Teachers Learning of Science Content with Application to Classroom Practice Portland Salon A: Urban Science Education: A study of equitable education for girls in urban schools Salon A Salon A: Using scaffolding to promote meaningful instruction for English language learners in a sheltered instruction classroom Salon A Salon A: What Factors Influence African American Males' Enrollment in Advanced Science Courses? Salon A Salon H: Science Notebooks in the 21st Century Salon H Salon H: The Effectiveness of the Blended/Tiered Vocabulary Approach in Teaching Science in English Only Compared to English with Spanish Supports Salon H Salon H: Visually Rich Integrated Science and Language Instruction to Strengthen Science Attitudes for Newcomer Middle School English Learners Salon H Salon I: Preparing elementary and middle school pre-service and in-service teachers to effectively use digital technologies for science instruction Salon I Salon I: Student-teacher interaction through online reflective journals in a high school science classroom: What have we learned? Salon I

10:30am PST

Salon E-F: Keynote, Jim Clark Salons E-F

12:00pm PST

On Your Own: Lunch On Your Own

12:30pm PST

Salon I: Helping California Transition to NGSS Salon I

1:00pm PST

Columbia: Employing the Scan & Post Technique for Continuous Formative Assessment of Student Problem-Solving Skills in Science Classes Columbia

1:30pm PST

Salon G: Ready, Set, Grow! Salon G Willamette: Publication Committee Willamette Salon C: Educating Science Teachers for Sustainability: Lessons Learned in the Production of an ASTE Sponsored Volume Salon C Salon B: STEM Schools and Curricula: Research at the Elementary, Middle, and High School Levels Salon B Eugene: Building a Rube Goldgerg maching: How youth use evidence-based argument to identify the best solution to a problem Eugene Eugene: Exploring Science Communication in Panels of Exhibitions and Proposing its Development Direction in Exhibition Education: The Cases of Dinosaur Exhibitions of UK, USA, Korea, and Taiwan Eugene Eugene: Students' Learning at Science Exhibits of Light, Waves, and Gravity Eugene Medford: A case study of a Kindergarten teacher's beliefs about teaching science through inquiry before, during and after professional development Medford Medford: Assessing High School Science Teachers' Conceptions of Inquiry through Scenarios and Lesson Narratives Medford Medford: Science Teachers' Strategies and Actions for Motivating Science Learners in PlantingScience Medford Portland: Science education faculty vexations and ventures with standardized testing Portland Portland: What happens after the funding ends? Examining the persistence of professional development outcomes in elementary science education Portland Salon A: An Outreach Program to Prepare our Future K-8 Teachers for Culturally Relevant and Literacy Integrated Science Teaching for English Language Learners Salon A Salon A: Developing Pre-service Teachers' Pedagogical Content Knowledge for teaching Science to English Language Learners Salon A Salon A: Secondary Biology Textbooks and Standards for Teaching English Learners: A Content Analysis Salon A Salon H: Examining STEM in Early Childhood Education: Action Research in a Pre-Kindergarten Classroom Salon H Salon H: Lessons Learned from Teachers Implementing STEM Integration in Their Elementary Classrooms Salon H Salon H: Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration Salon H Salon I: APP-SO-LUTELY TOO2-Review of STEM/Interdisciplinary APPS Following a Designed and Tested Evaluation System Salon I Salon I: Designing Online Courses in Science Education: Tips from a Blackboard Catalyst Exemplary Course Award Winner Salon I

2:45pm PST

Salon A: Examining Bias and Sensitivity in NGSS: Perspectives from WA State Salon A Salon H: Electric Art Salon H Willamette: Equity Committee Willamette Eugene: 21st Century Informal Science Education: Building Moral Compasses, Engaging the Past, and Making Pragmatic Connections in Science Teacher Preparation through Informal Education Eugene Medford: Assessing Validity of Multiple Choice Questions in Measuring Fourth Graders Ability to Interpret Graphs about Motion and Temperature Medford Medford: Elementary student understandings of scientific inquiry: Using the Views About Scientific Inquiry (VASI) questionnaire to inform instruction in an elementary science classroom Medford Medford: Evaluation of Clicker Use and Student Success Medford Portland: Investigating a Developing University Faculty-Teacher Partnership in a Second Grade Classroom Portland Portland: Science College Professors Managing Multiple Identities Portland Portland: The Impact of SoTL Conferences on University STEM Faculty Teaching Practices Portland Salon B: Can I see myself in this STEM Career? How Middle School Students Talk about their Motivation and Values when Making Career Choices Salon B Salon B: Exploration of an Elementary STEM program Salon B Salon B: Using the Next Generation Science Standards (NGSS): Some Unexpected Findings Salon B Salon C: Assessing Elementary Teachers' PCK for Magnetism: Challenges and Insights Salon C Salon C: Engaging Preservice Teachers in Guided Inquiry Through Digital Video Production Salon C Salon C: High School Teacher and Student Understanding and Views of Climate Change Salon C Salon I: Adventure: Mississippi River (AMR)--An approach to engaging audiences around an adventure narrative to teach science. Salon I Salon I: An Online Instructional Unit for Understanding Biological Evolution Salon I Salon I: Media-Driven Inquiry to Promote Environmental Education Salon I Salon G: Preparing secondary science teacher candidates for the edTPA: Implementing parallel edTPA assignments in an existing curriculum and instruction course within a residency program. Salon G

3:00pm PST

Columbia: Using the NSTA Learning Center as an e-Textbook for Teaching Science Pre-service Teachers Columbia

4:00pm PST

Salon I: Using TeachLivE TLE Virtual Teaching Avatar Simulation in Science Teacher Preparation and Professional Development Salon I Willamette: Seniors as Resources Willamette Salon A: Applications of Visual Data in the Science Classroom Salon A Salon H: From Professional Development to Classroom Implementation: Exploring STEM Integration in K-12 Science Education Salon H Eugene: The Value of Childhool Experiences with Nature Eugene Eugene: Understanding the Delivered Curriculum at a Residential Environmental Learning Center Eugene Eugene: What middle school students want and what teachers desire in a middle school summer science camp Eugene Medford: Biology Majors' Misconceptions in Ecology Medford Medford: High School Biology Teachers' Formative Assessment Practices During Instruction on the Cell Unit Medford Medford: Perspectives from College Biology Majors: Is Knowledge of Evolution Useful? Medford Portland: An Investigation of Student Meaning Making During Instruction about Earthquakes and Plate Tectonics Portland Portland: Aspects of Transformative Learning in a College Preparatory Program Portland Portland: Making Sense of the Modern Synthesis: Investigating How Biology Majors Understand Evolution. Portland Salon B: Effects of Epistemological Beliefs on NOS Instruction Salon B Salon B: How scientists and preservice teachers describe anomalous data and justification in science Salon B Salon B: Issues Concerning Scientific Processes in Science Lessons Involving Outdoor and Indoor Activities: A Comparative Study of Scientific Processes in Japanese Science Classes and the Chronological Development... Salon B

5:00pm PST

Mt. Hood: 'I walk in nature more confidently': Using photoessays to understand ecological mindfulness in pre-service elementary teachers Mt. Hood Mt. Hood: Addressing Pre-Service Teachers' Readiness to Teach in Increasingly Diverse Science Classrooms Mt. Hood Mt. Hood: Advancing Science Performance with Emerging Computer Technologies (ASPECT) Mt. Hood Mt. Hood: African-American Girls and Scientific Argumentation: Lived Experiences, Identities, and their Roles in Constructing and Evaluating Claims Mt. Hood Mt. Hood: An Analysis of Middle School Science Teachers' Topic-Specific Pedagogical Content Knowledge on Astronomy Contents Mt. Hood Mt. Hood: An Exploration of Students' and Teachers' Perceived Realness of a Remote Electron Microscopy Investigation Mt. Hood Mt. Hood: An Exploration of Systems Thinking among Elementary Pre-Service Teachers: Selection and Use of Multiple Pictorial Representations for a Proposed Lesson on the Water Cycle Mt. Hood Mt. Hood: Assessing alternative conceptions in an Earth Systems Science SENCER course for undergraduate non-science majors. Mt. Hood Mt. Hood: BACOT - An iPad App for Classroom Observation Data Collection and Teacher Development Mt. Hood Mt. Hood: Barriers to student transfer of the evolutionary principle of variation. Mt. Hood Mt. Hood: Bridging Home and School Literacies through a Food-Based Curriculum Mt. Hood Mt. Hood: Bridging the Gap Between Research and Practice Mt. Hood Mt. Hood: Critical Review of the Literature on Pedagogical Content Knowledge (PCK) Mt. Hood Mt. Hood: Development and Effects of an Application for the Diagnostic and Formative Assessment in Elementary Science Classes Mt. Hood Mt. Hood: Do Not Underestimate the Power of an Image Mt. Hood Mt. Hood: Dr. E. Laurence Palmer: STEM Pioneer in Environmental and Teacher Education Mt. Hood Mt. Hood: Engaging preservice elementary teachers in multidisciplinary lesson planning around socioscientific issues through the collaborative efforts of science and social studies educators Mt. Hood Mt. Hood: Engineering and Teacher Partners in STEM Education: What do Engineers Think? Mt. Hood Mt. Hood: Exploring Elementary Teacher Candidates' Home Inquiry Experiences and the Impact on their Science Knowledge, Beliefs, and Attitude Mt. Hood Mt. Hood: Exploring the Relationship Between Elementary Teachers' Scientific and Practitioner Selves Mt. Hood Mt. Hood: Females' Persistence in the STEM Pipeline: Lessons for Science Educators Mt. Hood Mt. Hood: First LEGO League's Effect on Student Attitudes Towards Science and Engineering Mt. Hood Mt. Hood: Gardens of the Future: What Can Preservice Science Teachers Learn From Permaculture Inspired Innovations? Mt. Hood Mt. Hood: How teachers and students with known NOS views make sense of the NOS portrayed in trade books during science read-alouds Mt. Hood Mt. Hood: Integrating Historical Short Stories and the Nature of Science in Secondary Science Instruction: Teachers' Implementation Decisions and Students' Reactions Mt. Hood Mt. Hood: Investigating impacts of the NSF Noyce Program on science and mathematics teachers' self-efficacy, epistemological beliefs, and constructivist practice Mt. Hood Mt. Hood: Moving Beyond Subject Matter Knowledge: Examining Practice-Based Measures of Content Knowledge for Teaching Science Mt. Hood Mt. Hood: Nature of Science Classroom Observation Protocol (NOS-COP) Mt. Hood Mt. Hood: Pedagogical Value of a Third Grade Prairie Restoration Project Mt. Hood Mt. Hood: Perceptions of student performance and teacher preparation in science education Mt. Hood Mt. Hood: Reaching out beyond traditional science activities '“ bringing non-traditional activities into an elementary science methods course Mt. Hood Mt. Hood: Saudi Secondary School Students' Views About Climate Change and Global Warming: Beliefs About Actions, and Willingness to Act Mt. Hood Mt. Hood: Science, Literacy and Teaching: Strategies to Support Pre-service Teachers in Elementary Education Mt. Hood Mt. Hood: STEM-focused teacher preparation: Discovering a relationship between beginning teachers' beliefs, teaching goals, and enacted practice Mt. Hood Mt. Hood: Teaching Strategies and Learning Progressions in Environmental Science Mt. Hood Mt. Hood: The best way to learn is to teach: An early field experience in a science content course for preservice elementary teachers Mt. Hood Mt. Hood: The Discourse Analysis of Different Level of Classrooms when teaching with argument based inquiry Mt. Hood Mt. Hood: The Earlier the Better: Teacher Beliefs About Design, Engineering, and Technology Instruction Mt. Hood Mt. Hood: The Effects of Inclusive Science Education on the Attitudes of 8th Grade Students Mt. Hood Mt. Hood: The Relationship between Individual Differences in Science Teachers' Values and their Perceptions of Inquiry-Based Teaching Practices Mt. Hood Mt. Hood: The use of coached rehearsals in a science methods course Mt. Hood Mt. Hood: Three strategies for mentor teachers to work with student science teachers: Emphasizing scientific modeling, giving feedback, and prompting reflection. Mt. Hood Mt. Hood: Using Big Ideas to Structure an Authentic Environmental Inquiry - Wolves and Their Ecosystems Mt. Hood Mt. Hood: Using Scenarios to Assess Pre-service Science Teachers' Pedagogical Strategies for addressing Students' Misconceptions on Electrolysis Mt. Hood Mt. Hood: Using Social Media to Enhance the Practice of Scientific Argumentation Mt. Hood Mt. Hood: Vanishing Firefly: A Look at Participant Demographics and Motivations for Volunteering in a Citizen Science Project. Mt. Hood Mt. Hood: Watching What You Say: Science Discourse Interactions Between Teachers and Linguistically Diverse Elementary Students Mt. Hood Mt. Hood: Reception Mt. Hood

7:00am PST

Eugene: Long Range Planning Eugene Medford: Elections Committee Medford Portland: Conference Planning Portland Salon A: Membership Committee Salon A Salon B: Oversight Committee Salon B Salon C: Professional Development Salon C Salon H: Awards Committee Salon H Salon I: Publications Committee Salon I Salon E-F: Breakfast Salons E-F

8:00am PST

Columbia: Web-based Interactive Mapping Applications for Use in Science Methods Courses Columbia Salon A: Earthquake Engineering Activity: Integrating Science/Engineering Standards and Common Core (ELA and Mathematics) Standards Salon A Salon B: Learning to Really See: How to Bring Out the Scientist, Writer, and Artist in STEM Inquiry Salon B Salon I: Publications Committee Salon I Willamette: Regional Unit Directors Willamette Salon G: The Champlain Research Experience for Secondary Teachers Salon G Salon G: Creating Science Identity with Pre-service Elementary Teachers within an Informal Science Education Course Salon G Salon G: Elementary Science Methods: Improving Candidates' Assessment Competence through the Writing Partners Program Salon G Salon G: Pre-Service Teachers' Science Attitudes and Self-Efficacy in a Life Science Content Course Salon G Salon G: Science Research As A Context for Teacher Professional Development Salon G Salon G: Teaching Engineering Design to In-Service Teachers Salon G Salon G: The Use of Photovoice and Nature Autobiography in the Science in the Natural Enviroment Course Salon G Eugene: Professional Identity of High School Science Teachers Participating in a Reform-based PD Eugene Eugene: Teacher and student learning trough a Teacher Design Team (TDT) Eugene Medford: Exploring the Characteristics of PCK displayed by Elementary Teachers for the Topic-Specific Strategies: Preliminary Study of Teaching Progression Medford Medford: Perceptions of Science Education among Elementary school Teachers Medford Medford: The Knowledge Needed to Teach Science: Approaches, Implications, and Potential Research Medford Portland: Conceptual Changes in Post-Secondary Students Enrolled in an Experiential Environmental Course Embedded with Socioscientific Issue Instruction Portland Portland: Impact of Experiential Environmental Socioscientific Issues Instruction on Post-Secondary Students' Conceptions of Environmental Issues in the Greater Yellowstone Ecosystem Portland Portland: Reason about Climate Issues: Bridging between Cognitive Research and Environmental Education Portland Salon C: A biology curriculum model for integrating the three dimensions of the Framework and NGSS using data from published scientific research Salon C Salon C: Engaging pre-service science teachers in learning and teaching of homeostasis using computer simulation Salon C Salon C: Exploring the Design and Theory Behind a Field Based Elementary Science Methods Course in an Urban Elementary School Salon C Salon H: Scientific Literacy in the 21st Century Classroom: Examining Elementary Teacher and Student Perspectives of Multiliteracies, Student Voice, and Scientific Practices Salon H Salon H: The Impact of Emotions on Secondary School Students' Decision Making on Socioscientific Issues Salon H Salon H: Understanding Adolescent Student Perceptions of Science Education Salon H Salon I: Enhancing the quality of scientific arguments by learners investigating an interactive computer simulation Salon I Salon I: Examination of individual differences and moderators of science content and 21st Century Skill acquisition Salon I Salon I: Technology Enhanced Performance Tasks (TEPTs): An approach to developing and assessing Science and Digital Literacy the NGSS way within Middle School Science Classroom Salon I

9:15am PST

Preparing Elementary Preservice Teachers to Teach Nature of Science: Using and Writing Children's Books Salon G Columbia: 3D Printing and Evolution: Presenting the Future Columbia Willamette: Meet the Board Willamette Salon G: How to Develop STEM Inquiry and Problem-Based Learning within K-8 classrooms Salon G Salon G: Recruiting and Retaining Preservice High School Science Teachers: Early Teaching Experiences Salon G Salon G: Teacher Education for Beginning Teachers: The LAMP Mentoring Program Salon G Salon G: An exploration of how students and teachers connect daily life to ecology Salon G Salon G: Promoting Effective Argumentative Discourse in Pre-Service Teacher Education Salon G Eugene: Data Explorations in Ecology: Students' Understanding of Variability and Use of Data in Environmental Citizenship Eugene Eugene: In-Service Secondary School Science Teachers' Knowledge Base For Teaching Climate Change Eugene Eugene: Using a Scientist Teacher Partnerships Model to Provide Professional Development in Climate Change Eugene Medford: Integrating the process and content of science: Standards vs. Curriculum Medford Medford: Latent Class Profile Transition Analysis of Student STEM Career Selection using Serious Educational Games Medford Medford: Warming up to teaching and learning science the NGSS way: Results from a year 1 pilot of an on-line educative curriculum guide on convection. Medford Portland: A Perspective on Exploring the Terrain of Middle Level Education Portland Portland: Exploring Beginning Physical Science Teachers' Use of Inquiry-oriented Discourse Practices Willamette Portland: Scientific Argumentation: NGSS Practice for Improving Climate Change Education Portland Salon A: How Preservice Special Education Teachers Define and Characterize Scientific Inquiry Salon A Salon A: Pre-service elementary teachers creating science concept movies as context for understanding the 5E teaching model and evidence-based explanations Salon A Salon B: Exploring the Relationship Between Elementary Pre-Service Teachers' Environmental Literacy and Views Toward STS Issues and Instruction in an STS-based Science Methods Course Salon B Salon B: Outdoor Education: An Integrated Approach to teaching Science at the High School Level Salon B Salon B: Visual Literacy and Creative Expression in the Science Classroom Salon B Salon C: BioInquiry: How a course on inquiry-based learning influences high school biology teachers and their students Salon C Salon C: Knowledge Use When In- or Out-of-Field: Exploring Beginning Chemistry Teacher Content Knowledge Salon C Salon C: Two distinct measures of in-service science teacher gains in chemistry and physics content knowledge: objective item exams and structural concept maps Salon C Salon D: Helping Preservice Elementary Teachers' Teach the Nature of Science Salon D Salon D: Maybe I Just Want to Play Outside: Building Bridges to Find One's Science Teacher Educator and Environmental Educator Identity Salon D Salon D: Preservice Teachers' Perspectives on 'Appropriate' K-5 Earth and Environmental Science Topics Salon D Salon H: An Investigation of Images of Solids in Science Education Curricular Materials Salon H Salon H: Analyzing Eye Movement in Performing Biology Classification Task According to Elementary Students' Cognitive Style. Salon H Salon H: Examining Elementary Teachers' Use of Multiple Representations to Generate Sense-Making for Students through Different Modalities Salon H

10:30am PST

Salon E-F: Keynote Salons E-F

12:00pm PST

On Your Own: Lunch On Your Own

12:30pm PST

Small Schools Forum Salon C Eugene: Informal Science Education Forum Eugene Medford: Policy and Govt. Relations Medford Portland: Technology Forum Portland Salon A: Scientists and Science Education Salon A Salon B: Environmental Education Forum Salon B Salon G: Inclusive Science Education Forum Salon G

1:30pm PST

Columbia: Pedagogical Content Knowledge through an Ecological Lens of Energy Flow: Using Next Generation Science Standards to Introduce PCK for Science Teaching Columbia Medford: T.A.L.E.S. Teaching And Learning with Engaging Stories Medford Salon H: Professional Teacher Learning Community as Induction Support for Novice STEM Teachers in High Needs Schools Salon H Salon A: Town Hall Meeting Salon A Salon I: Science and Mathematics Teacher Preparation: Successes and Lessons Learned from a UTeach Replication Site Salon I Eugene: Exploring Culturally Relevant Teaching and Learning in Science Classrooms Eugene Eugene: From Awareness to Practice: Conceptualizing High School Science Teachers' Progression as Culturally Responsive Educators Eugene Eugene: Science Without Borders: Building Capacity for Culturally Responsive Pedagogies through International Immersion Experiences Eugene Salon B: Building Multi-Institutional STEM Partnerships - Doing Together What We Cannot Do Alone Salon B Salon B: STEM Inquiry Institute for School Leadership Teams: An Analysis of a year-long Professional Development Course for STEM Implementation. Salon B Salon B: The Creation and Validation of an Instrument to Measure School STEM Culture Salon B Salon C: Conceptual Storylines: Another Dimension of Teachers' Understanding of the 5E Learning Cycle Salon C Salon C: Modeling in Life Science: Examining Middle School Science Teachers' Conceptions of Plant Processes Salon C Salon C: Nanoscale Science Professional Development: Using it in the Classroom Salon C Salon D: Coherent Science Learning for Future Elementary Teachers: Cross-Disciplinary Collaboration in STEM Education Salon D Salon D: Improving At-Risk Students' Attitudes toward and Interests in Science and Science Instruction with Placed-Based Inquiry Instruction Salon D Salon D: Pre-Service teachers' understanding of NGSS Science Practices and their ability to incorporate Science Practices in science teaching Salon D Portland: Graduate Student Workshop—The Job Market, Creating CVs, and the Interview Portland Salon G: Science Education for All: Using video, Disciplinary Literacy and Other Research Base Strategies to Support Learning for all Students Salon G Willamette: ASTE Board Leadership Workshop Willamette

2:30pm PST

Columbia: Integrating the Use of Online Mobile Mapping Technologies to Engage Science Teachers and Students in STEM Learning Columbia

2:45pm PST

Medford: Measuring Mastery of Both Practices and DCIs Using Hands-on Performance Assessment Medford Eugene: Impact of Project Lead The Way Professional Development on Teachers' Knowledge and Skills about Teaching Science Eugene Eugene: Preparing Effective STEM Teachers for High-Needs Schools: Assessing the Impact of Noyce Professional Development Experiences on Beginning Teachers' Beliefs and Practices Eugene Eugene: Preparing the Next Generation STEM Faculty for Indian Universities: The STEM Faculty Project Year 1 Eugene Salon A: How does a three-year technology-infused teacher professional development program impact the science and mathematics achievement scores of 2300 students in two rural, high poverty middle schools? Salon A Salon A: Teachers as Leaders: Exploring the Venture/Vexation Activity in the Teacher Induction Network Salon A Salon A: This implies the need for further content-based professional development opportunities for in-service teachers. Salon A Salon B: A Collaborative Professional Development Program for an Argument-Based Inquiry Teaching Approach Salon B Salon B: Exploring the Challenges of Teachers' Implementation of Explanation and Argumentation Salon B Salon B: Incorporation of Scientific Argumentation into Instruction: Results from a Professional Development for High School Teachers Salon B Salon C: Meeting the demands of science reforms: Comprehensive professional development for practicing middle school teachers Salon C Salon C: Supporting Teachers' Implementation of the Next Generation Science Standards Salon C Salon C: The effect of professional development on elementary science teachers' understanding and classroom implementation of reforms-based science instruction: A randomized controlled trial Salon C Salon D: At the intersection of Science Inquiry and Teacher Inquiry: A preservice teacher's journey to becoming an inquiry-based Elementary Science Teacher Salon D Salon D: Elementary Pre-Service Teachers field experience in a science museum Salon D Salon D: The Impact of Support Networks within an Elementary Science Teaching Field Placement Salon D Salon H: Communicating Evolution to the Public: A Communicative Approach to Controversial Science Instruction Salon H Salon H: Developing a Program to Enhance Observing and Classifying Process Skills Salon H Salon H: The comparison of a technology rich explanation phase as compared to a traditional text based explanation phase within a fourth grade STEM unit of instruction. Salon H Salon I: Elementary Science Left Behind Salon I Salon I: Science to school to science again: Second career science teachers reflections on the NGSS science practices Salon I Salon I: Sustaining or diffusing elementary science education reform after two years. Salon I

4:00pm PST

Eugene: SE Region Eugene Medford: MidAtlantic Region Medford Portland: NE Region Portland Salon A: N. Central Region Salon A Salon B: SW Region Salon B Salon C: FarWest Region Salon C Salon D: NW Region Salon D Willamette: International Region Willamette

6:00pm PST

WISE Dinner Lobby

7:00am PST

Salon E-F: Breakfast Salons E-F

7:45am PST

Columbia: It’s Debatable! Using Socioscientific Issues (SSI) in Science Methods Courses to Promote K-12 Scientific Literacy. Columbia

8:00am PST

Medford: NASA's Space Forensics: Integrating Storytelling into STEM Education Medford Willamette: NTLI Willamette Portland: Graduate Student Workshop—Surviving Graduate School Portland Salon G: A Collaborative Student-Authored Book as a Doorway to Environmental Stewardship Salon G Salon G: A collaborative self-study on co-teaching an integrated STEM methods course Salon G Salon G: Age-related Differences Among Citizen Scientists in Nature of Science Views and Attitudes Toward Science and the Environment Salon G Salon A: Designing and Assessing Science Field Experiences in Teacher Education Salon A Portland: CONTINUUMS OF COMPLEXITIES FOR SCIENCE TEACHER EDUCATION: Synergizing Learning Progression and Disability Studies in Education Theoretics Salon H Salon B: Convincing Science Teachers for a Practical Change towards Inquiry-Based Instruction: Revisiting Guskey's Staff Development Model Salon B Salon B: Evaluating the use of chemistry representations in teacher-developed activities Salon B Salon C: Preservice Teachers' Images of Engineers: Preliminary Investigations Salon C Salon C: Prospective Secondary Teachers' Conceptions of Teaching Biology Salon C Salon C: Understanding Evolution: exploring acceptance and rejection in the Southeastern United States Salon C Salon D: Metaphors for student and teaching in an elementary science methods course Salon D Salon D: Teaching Pre-Service Teachers Disciplinary Literacy through Popular Fiction Salon D Salon D: The Role of Journal Clubs in Pre and Inservice Teacher Education Salon D Salon H: An Analysis of the Structure of Teacher and Student Argumentation Salon H Salon H: Autonomy, an ethic of belief and the contemporary discourse in science education Salon H Salon I: Critical Praxis: Situating Thinking and Practice in a STEM Afterschool Program Salon I Salon I: Practice-based teaching: Fostering equity through discourse in secondary science urban classrooms Salon I Salon I: Supporting Pre-Service Science Teachers' Pedagogical Design Capacity for Planning Task-Based Classroom Discussions Salon I Eugene: Using Hands-on Performance Assessment in K-12 Classrooms: Assessing Student Mastery of Both the Science Practices and DCIs Eugene

9:15am PST

Willamette: Oversight Committee Willamette Portland: Graduate Student Workshop—Understanding the Professoriate and the Experiences of a New Professor Portland Salon G: Bringing together the NGSS, edTPA and science teacher preparation: A roundtable with seasoned implementers. Salon G Salon G: From STEM to STEAMD '”Designing a program for science education and social justice in the Neoliberal Era Salon G Salon G: NOS and Elementary Teachers: Do Teaching Changes Persist Eight Years after Prolonged Professional Development Salon G Salon G: Storytelling podcasts to teach academic language and content in biology Salon G Salon G: The edTPA: Successes and Challenges for Pre-service teachers at the University of Wyoming Salon G Salon G: Ways to Include Global Climate Change in Science Courses for Prospective Teachers Salon G Medford: Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-based Instruction in Inclusive Chemistry Classrooms Medford Medford: Scrutinizing the position of a teacher in argumentation in a high school physics classroom Medford Salon A: Conceptualization of Epistemic Orientations toward Teaching Science Salon A Salon A: Drawing Scientists Together: Science Instructors' Conceptions of Art and Perceived Barriers to Constructing and Implementing Visual Data in Science Classrooms Salon A Salon A: Preservice teachers learning to attend to student thinking: The use of video reflection within a community of practice Salon B Salon B: Changing classroom practice: Lessons learned from professional development program integrating language arts for elementary teachers Salon B Salon B: Making school and science useful Salon B Salon B: The influence of a K-5 science endorsement on the professional knowledge bases of elementary teachers Salon B Salon C: Teaching in the field: What teacher professional life histories tell about how they learn to teach in the outdoor learning environment Salon C Salon C: The Effect of Pre-Service Elementary Teacher Participation in Citizen Science Project on Efficacy, Beliefs, and Perceptions of Teaching Science Salon C Salon C: Transforming Science Teaching Identities: Lessons Learned from Preservice Elementary Teachers in a Science Concentration Salon C Salon D: A Learning Progression Depicting How Preservice Elementary Teachers Construct Their Ideas About Energy Salon D Salon D: Bridging the Gap Between Theory and Practice in an Alternative Certification Program Salon D Salon D: Pre-service Elementary Teachers' SMK Through Literature-Rich Instruction Salon D Salon H: Challenges and Advantages of Collaborative Small Group Work during Inquiry-Based Science Laboratory Activities Salon H Salon H: Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A Five-Year Analysis Salon H Salon H: The Effects of Inquiry-Based Teaching Approaches Compared to Traditional Textbook Science Instruction Salon H Salon I: Academic Language Supports in Elementary Science Instruction Salon I Salon I: Learning to Notice Students' Understanding through the Examination of Student Work Salon I Salon I: Preservice Science Teachers' Argumentation and Scientific Reasoning Salon I

9:45am PST

Columbia: Coaching College Instructors in Teaching and Learning Columbia

10:30am PST

Willamette: Equity Committee Willamette Salon G: An Epidemiological Response to the Anti-Evolution Movement Salon G Salon G: Defining and Measuring Pedagogical Content Knowledge: Piloting Environmental Science Scenarios with Elementary Teachers Salon G Salon G: The Next Generation STEM Classroom Professional Development: A Teacher Lead Model for Best Practice in Inquiry Based Elementary Science Teaching Salon G Salon G: Developing Pedagogical Content Knowledge through the Evaluation and Discussion of Science Teaching Resources within an Online Social Bookmarking Forum Salon G Salon G: Science Teacher Professional Growth from Collaborative Curriculum Design Salon G Salon G: Teaching to Reach Rural Science Educators: A study on continuous professional development Salon G Salon G: We-Teach: Revising Undergraduate Science Teacher Education at the Convergence of CAEP, UTeach, and edTPA Salon G Medford: Using Visual Data to Investigate K-6 Pre-service Teachers' Science Content Knowledge, and Instructional Practices Medford Salon H: The Smithsonian's 'Teaching Evolution through Human Examples' project Salon H Eugene: Learning to Teach Inquiry through Reflection on Practice Eugene Eugene: Reflection writing: A tool for understanding teacher's perspectives on long term professional development. Eugene Eugene: Using Teachers' Voices to Inform Professional Development on Science Teacher Leadership Eugene Salon A: Critical Factors Impacting the Role of a District Science Coordinator Salon A Salon A: Science Teacher Attitudes Toward Inquiry-Based Teaching and Learning Salon A Salon A: The Role of Alternative Certification Programs in Teacher Induction: Understanding the Needs of Newly Hired Alternatively Licensed Science Teachers in Louisiana Salon A Salon B: Changes in Teachers' Beliefs about Reformed Science Teaching and Learning and Practices Concerning Inquiry-Based Instruction Salon B Salon B: Impact of experiencing professional learning grounded in reformed science teaching practices and educative curricula: An investigation of the outcomes of a science teacher professional development. Salon B Salon B: Science Teacher Professional Learning: Expanding the Model Salon B Salon C: A Pilot Study Examining Preservice Science Teachers' Perceptions with 'Google-A-Science-Teacher' Salon C Salon C: How the pedagogy of poverty and administrative power drove highly qualified and effective beginning science teachers from a NCLB turnaround school Salon C Salon C: Why teach physics? Factors that lead undergraduate students to consider a physics teaching as a career. Salon C Salon D: Effects of a Multi-Phase Conceptual Change Instructional Approach on Elementary Preservice Teachers Salon D Salon D: Infusing High Leverage Practices in Elementary Science Methods - An Iterative 4-semester Design Salon D Salon D: The Inclusion of Sustainability Education in K-6 Science Teacher Education: Exploring the Importance of Targeted and Teacher Mentored School-based Experiences Salon D Salon I: Assessing Argumentation of Socioscientific Issues in Critical Friend Pair Case Studies Salon I Salon I: Future Science Teachers as NOS-focused Curriculum Designers Salon I Salon I: The effectiveness of field experiences for elementary methods course: after-school instruction vs. classroom observations Salon I

11:45am PST

Salon E-F: Awards Luncheon Salons E-F