Science Education.

Chair: Sheila Brown, J.L. Scott Marine Education Center

Vice-chair: Kay Baggett, Gautier High School

THURSDAY MORNING

Oak Room B

8:00 THE USE OF SECONDARY SCHOOL STUDENTS TO INSTRUCT PRIMARY SCHOOL STUDENTS THE CONCEPTS OF PHYSICAL SCIENCE

Sarah Hicks, University of Southern Mississippi, Hattiesburg, MS 39406

The GK-12 program places graduate students with local public schools to help math and science teachers. As a GK-12 fellow, I design activities for the high-school physics class at Forrest County Agricultural High School to use while instructing fifth graders at South Forrest Attendance Center on the concepts of physical science. Part One of my paper examines the development of these activities and the incorporation of concepts found in the Mississippi Science Framework and the National Science Education Standards. Part Two explores how these activities are introduced to the high school physics class and how the high school students, in turn, present them to the fifth-grade classes. The paper concludes by presenting the results of a survey of the attitudes about the activities from the students and the teachers. Results have shown not only that the fifth graders have a more enhanced learning environment, but also that the high school physics students have a more firm grasp inthe physical sciences as they prepare to teach. This has been possible by the participation of the schools, the GK-12 program, and funding from the National Science Foundation.

8:15 THE USE OF WEBCT IN AN INTRODUCTORY PHYSICS COURSE

Carl Drake, Jackson State University, Jackson, MS 39217

This paper discusses the use of WebCT to supplement an introductory physics course. There are several problems to consider that is unique to physics and mathematics. In this paper I will talk about the problem of evaluating a student's work. It is important in physics to see the steps that a student takes in solving a problem, sometimes more so than the answer. There are also special symbols that are used to represent certain quantities that are difficult to generate in an online environment. Another problem is the fact that student drawn diagrams are also, in many cases, a part of the solution to a problem. It is rather difficult to draw a diagram using many of today's technology particularly when taking an online test and having a time limit to contend with. Examples of how WebCT can be incorporated into an introductory physics course will be demonstrated.

8:30 USING THE HISTORY OF MATHEMTICS TO IMPROVE STUDENTS' ATTITUDES TOWARDS MATHEMATICS

David Bramlett, Jackson State University, Jackson, MS 39217 and University of Southern Mississippi, Hattiesburg, MS 39406

This paper investigates the use of key significant historical events and how they connect to significant problems and developments in the history of mathematics in an attempt to enhance students' attitudes towards mathematical problems. The main goal of a mathematics class should be to create an awareness of the what, the how, and the why of mathematics so that the student can understand the mathematics and see how mathematics is a unique part of being human. The use of history in mathematics allows students to see how people through out the centuries have placed an emphasis on the knowing and doing of mathematics. Examples of how history can be incorporated into the mathematics classroom will be demonstrated.

8:45 EXPERIENCES AND MONSTERS: HOW THEY CONTRIBUTE TO SCIENCE LEARNING

Kerry Holmes*, Joe Sumrall*, and Emily Witt*, University of Mississippi, University, MS 38677

LEARN, Linking Experiences and Reading Network, is a reading comprehension strategy that requires students to use a "minds-on" approach when learning science vocabulary and basic facts by capitalizing on their real world experiences as they read. The purpose of the quasi-experimental study was to determine whether integrating students' experiences with science concepts promoted learning. One hundred forty nine fourth and fifth grade students from six classes in northern Mississippi participated in the study. A t-test was used to compare the average change from pre-to posttest for the control and treatment groups. An analysis of covariance was used to isolate the effects of the LEARN method from the effect of reading ability. The reading comprehension strategy, LEARN, enabled students to build knowledge from their prior experiences through the use of a series of three graphic organizers. Students represented information in shapes, and used these shapes to create a monster as they read, asked questions, sought answers, and made inferences about new science information. Students in the treatment groups demonstrated significant improvement in learning basic science vocabulary and facts during the second trial. Results of this study suggest that students who used their prior experiences to construct new learning would be a good follow up to inquiry-based science activities.

9:00 Break

9:15 NATURAL HAZARDS OF THE COASTAL ENVIRONMENT

Todd Adams, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

The objective of this educational presentation is to facilitate the thinking process in the student. The "thinking process" could easily become a tool students can use to investigate the surrounding environment and the threats/risks that exist that may cause loss of life and property to coastal residents. The hazards addressed include: hurricanes, tornadoes, waterspouts, severe thunderstorms, lightning, and tsunamis. A multi-media approach brings the natural phenomena into the classroom, by using photographs, digital images, and videos. Pre- and posttests will allow analyses to be completed regarding the students' knowledge of natural hazards. I believe the exposure to the threats/risks associated with natural hazards will result in furthering the students' interest in pursuing the sciences behind the hazards.

9:30 RESEARCH THE GENERAL TOPIC OF AQUACULTURE AND DEVELOP A POWER-POINT PRESENTATION FOR DISPLAY AT SCOTT AQUARIUM

Rebekah McKnight (1,2*) and Samuel Clardy (3), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533; (2) National Aeronautics and Space Administration, Stennis Space Center, MS 39522; and (3) Gulf Coast Research Laboratory's J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

The purpose of this project was to develop a power point presentation that gives the public an overview of the aquaculture industry which will be displayed at the Scott Aquarium's aquaculture exhibit. Onsite visits were conducted at local aquaculture facilities where professionals were interviewed. Interviews were combined with observing, photographing, and studying fish, shrimp, and other aquatic life. The completed product will benefit the guests visiting the Scott Aquarium by showing the importance of aquaculture facilities and highlighting contributions made to the industry by the Gulf Coast Research Laboratory and the Mississippi-Alabama Sea Grant Consortium.

10:00 MAKING A NEW AND IMPROVED SAFETY VIDEO FOR CHEMISTRY STUDENTS AT MGCCC 

Phung Kim Hoang, Phung Lily Nguyen*, and Steve Manis, Mississippi Gulf Coast Community College, Gautier, MS 39533 and National Aeronautics and Space Administration, Stennis Space Center, MS 39522

The purpose of this project was to produce a new version of a Chemistry safety video for Chemistry students before they are allowed to perform any laboratory activities. Several steps were taken to make the new video. First, the old safety video was reviewed for modifications. Information needed for the new video was gathered and a storyboard was created. Volunteer actors/actresses were recruited for each roll and part of the production. Appropriate equipment was acquired to film the video. Subsequent editing was necessary for producing the final product.

10:30 DEVELOPMENT OF AN EDUCATIONAL/INFORMATIONAL CARD SYSTEM USING COASTAL PLANT AND ANIMAL SPECIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS

Robin Mayo (1,2*) and Shelia A. Brown (3), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533; (2) National Aeronautics and Space Administration, Stennis Space Center, MS 39522; and (3) University of Southern Mississippi, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

The purpose of this project was to develop a card system resource for elementary teachers and their students. Fifty coastal organisms were selected for the file system. Both plant and animal species commonly found in the coastal counties of Mississippi (Hancock, Harrison, and Jackson) were included. Selected species were representatives of the Gulf of Mexico, Mississippi Sound, local marshes, maritime forests and beaches. The information cards were categorized by type (plant, bird, fish, etc.,) and habitat. Each card contains a photograph of the organism with facts on the biology, ecology and natural history of the species. On the back of each card review questions, vocabulary terms, an art activity, puzzle or word search were included. This card system adheres to state and national curriculum standards and can easily be augmented with additional species in the future. Goals, objectives, and benefits of this project are to enhance the content knowledge of teachers and students (grades 4-6) with scientific information associated with the organisms, provide teaches resource/curricular materials, and deliver a file card system of fifty species that can be added to in the future.

10:45 Break

11:00 COURTYARD REFURBISHMENT AT PECAN PARK ELEMENTARY SCHOOL 

Pamela Heiter (1,2*), Karen Jarvis (1,2*), and Adel Register (3), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533; (2) National Aeronautics and Space Administration, Stennis Space Center, MS 39522; and (3) Pecan Park Elementary School, Ocean Springs, MS 39564

The primary objective of this project was to create an outdoor, interactive, educational and recreational area for the students and staff of Pecan Park Elementary School. The project consisted of cleaning up the existing courtyard area, redesigning the landscape to include a butterfly garden with a water feature, incorporating a weather station, and enhancing the outdoor classroom area. Research was conducted to identify certain seasonal plants that would attract butterflies and that were indigenous to the Mississippi coastal region. All of the plants that existed in the courtyard at the beginning of the project were relocated and utilized throughout the area. Weather station instruments such as a barometer, thermometer, and rain gauge were placed in different locales in the courtyard to provide an opportunity for teachers to present weather lessons to the students. Based on the Mississippi Science Curriculum Framework, activities will be implemented in nature and weather studies for each grade level. The renovated courtyard affords the students an opportunity to learn to use weather instruments, to identify flowering and non-flowering plants, and to view firsthand the life cycle of butterflies that make this area their home.

11:15 DESIGN AND IMPLEMENTATION OF AN INTERPRETIVE SCIENCE TRAIL FOR GRADES K-12

Jana J. Causey* and Austin W. Trousdale, University of Southern Mississippi, Hattiesburg, MS 39406

Collaboration among educators and scientists offers promise for strengthening scientific literacy in American society. The specific goal of one such partnership begun in 2003 was the establishment of an interpretive trail at Forrest County High School (FCAHS). This effort involved teachers, administrators, and students from FCAHS and Teaching Fellows from the NSF GK-12 program at the University of Southern Mississippi (USM). The anticipated benefits of the trail will be: 1. improved performance of students within academics (via integration of curricula into a novel environment conducive to inquiry); 2. outreach to the surrounding community (by providing a setting for field trips from other schools as well as by opportunities for service by student, civic, and church organizations); 3. conservation and restoration of natural resources showcased by the trail (e.g., providing examples of exotic/invasive species and by monitoring quality of water within a stream). Educators and students from FCAHS facilitated physical improvements to the trail environment, submitted detailed drawings for bridges and signs, and recommended topics to be emphasized within the design of the trail. Content specialists from USM applied their expertise in biology, chemistry, geology, physics, polymer science, and mathematics through development and delivery of demonstrations and activities. The result of our cooperation is a valuable teaching resource for South Mississippi based on its opportunities to educate audiences diverse in age and scientific knowledge.

11:30 CARNIVOROUS PLANTS OF THE MISSISSIPPI GULF COAST 

Michael Carley, J. L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

The purpose of this project is to educate kindergarten through 12th grade students about carnivorous plants indigenous to the coastal region of Mississippi. Integrated as part of a thematic non-formal teaching unit on adaptations of marine/wetland organisms, this project comprises the botanical portion of the series. The students are introduced to morphological and physiological characteristics of pitcher plants (Sarracenia spp.) through the use of lecture, laboratory, and age-appropriate educational activities. The program is presented at the MEC & A to traditional classroom groups, as well as homeschool groups and its value is measured by their instructors using a Likert-scale assessment instrument. This project helps the students better understand the biotic and abiotic factors governing adaptation.

11:45 HERPET OF AUNA IN LOCAL LONGLEAF PINE SAVANNA ECOSYSTEM

Paul Parker (1,2*), Chris May (3), and David Ruple (3), (1) Mississippi Gulf Coast Community College, Gautier, MS 39553; (2) National Aeronautics and Space Administration, Stennis Space Center, MS 39522; and (3) Grand Bay National Estuarine Research Reserve, Moss Point, MS 39562

Some of the historical longleaf pine savannas on the Grand Bay Reserve have been overgrown by dense slash pine, and are in an unnatural state. One method used to restore the longleaf pine savannas is mechanical thinning. With the use of sampling stations for herpetofauna, we compared two types of areas (natural and dense) and also compared samples before and after thinning. Conclusions were drawn about the effectiveness of the clearing and the effect on the herpetofauna in the area.

THURSDAY AFTERNOON

Oak Room B

1:30 DEVELOPMENT OF A BUTTERFLY HABITAT AT THE J.L. SCOTT MARINE EDUCATION CENTER AND AQUARIUM

Kelli Kibby (1,2*), Shelia A. Brown (3), and Michael Carley (3), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533; National Aeronautics and Space Administration, Stennis Space Center, MS 39522; and (3) University of Southern Mississippi, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

The purpose of this project was to develop and maintain an enclosed butterfly habitat at Scott Aquarium. One of the goals of the project was to research and document the life cycle requirements of butterflies so that provisions for successful metamorphosis could be implemented. All information acquired is being utilized to maintain the habitat for many Project Marine Discovery Programs at Scott Aquarium. During the project, new signage, placards, and photographic displays that further enhance and complement the educational experience of the habitat were developed. The butterfly habitat is presently a permanent component of the educational and public outreach endeavors of the Marine Education Center and Aquarium (MEC & A).

1:45 DEFINING WALTER ANDERSON'S INFLUENCE ON LINOLEUM BLOCK PRINTING IN THE UNITED STATES AT THE WALTER ANDERSON MUSEUM OF ART 

Erica Peterson (1,2*) and Patricia Pinson (3), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533; (2) National Aeronautics and Space Administration, Stennis Space Center, MS 39522; and (3) The Walter Anderson Museum of Art, Ocean Springs, MS 39564

The purpose of this project was threefold: to research and identify Walter Anderson's place in the history of American linoleum block printing; to examine the extant blocks themselves, and identify the sources of the subjects depicted by Walter Anderson's blocks. Sources came from local libraries and libraries located across the country accessed through the internet. Additional research came from Walter Anderson's own writings on his 1949 linoleum block print exhibition in the Brooklyn Museum in New York City. Research on the life of Walter Anderson was gathered from both primary and secondary resources at the Walter Anderson Museum of Art. This information will be used for the exhibition on linoleum block prints at the Walter Anderson Museum of Art during 2005. The information will be made available to Mary Anderson Pickard for her use on a book (in-progress) about her father and his work with linoleum block printing.

2:00 DEVELOPING INTERACTIVE INFORMATIVE GRAPHICS FOR THE SNAKE ENCLOSURES DISPLAYED AT THE J.L. SCOTT MARINE EDUCATION CENTER AND AQUARIUM

Jennifer Bond (1,2*) and Becky Espey (3), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533; (2) University of Southern Mississippi, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530; and (3) National Aeronautics and Space Administration, Stennis Space Center, MS 39522

The J.L. Scott Marine Education Center and Aquarium is home to eleven non-venomous snakes indigenous to our local area. The primary objective of this project was to provide a detailed description of each snake species easily accessed by the general public visiting their respective enclosures at the Scott Aquarium. This information is provided to the public in a ring-binder Guide with pages dedicated to each snake. The information regarding the snake display consists of the general description, range, habitat, life history, ecology, and basic classification for each species shown. A few pages are designated to the three ways venomous and non-venomous species are recognized such as myths and characteristics of reptiles. The pages also include maps for the range of the organism and color photos for visual descriptions. This project includes researching and choosing information to be used for each species of snake, formatting and approving of the lay-out for each graphic and the actual construction of the Guide.

2:15 CITIZEN SCIENCE AS AN EDUCATIONAL TOOL: EDUCATION ON THE PROBLEM OF INTRODUCED SPECIES AND THE HUNT FOR THE GREEN BANANA ROACH IN MISSISSIPPI

John D. Davis, Mississippi Museum of Natural Science, Jackson, MS 39202

The Mississippi Museum of Natural Science (Jackson, MS) is charged with doing both research and educating the public on the important problem of introduced species of plants and animals. Citizen Science is the involvement of lay persons in research, in projects which further interest and education. The appearance in Mississippi of the Green Cuban Banana Roach (Panchlora nivea), a tropical species established in Florida in the 1970s, offered an opportunity for the practice of Citizen Science in environmental education. The striking appearance and harmlessness of this roach and its attraction to lights makes it easy for citizens to capture and recognize. In September 2003 a description and the address of the MMNS were placed in the statewide Clarion Ledger. These were repeated on the Jackson Television Station WBLT once in 2003 and twice in 2004. On each of these broadcasts there was a brief discussion of the problem of introduced plants and animals in the state. Responses from Walthal, Jones, Laurel, Hinds and Madison Counties have involved all ages and educational levels and more than doubled the specimens in collections. When specimens are brought in, the citizen scientists are given materials on problems caused by introduced species and information on the importance of not releasing exotic "pets" into the environment.

2:30 Divisional Business Meeting

4:00 Divisional Poster Session

RENAL MEDULLARY INFUSION OF AN ENDOTHELIN TYPE B (E[T.sub.B]) RECEPTOR ANTAGONIST PRODUCES HYPERTENSION IN RATS ON A HIGH SODIUM DIET

Sean R. Abram* and Joey P. Granger, University of Mississippi Medical Center, Jackson, MS 39216

Systemic blockade of E[T.sub.B] receptors results in hypertension that is salt-sensitive. Although the highest density of receptors has been localized within the renal medulla, the importance of the kidney in mediating the significant hypertension produced by systemic blockade of the E[T.sub.B] receptors is unknown. The purpose of this study was to determine the long-term effects of E[T.sub.B] receptor blockade within the renal medulla on urinary sodium excretion (UNaV) and blood pressure. The chronic effects of the selective E[T.sub.B] receptor antagonist A-192621.1 (1.5 [micro]g/kg/min) were examined in two groups of chronically instrumented Sprague Dawley rats (375-400 g) maintained on a high sodium diet. One group of rats received an intra-medullary infusion (IMED, n = 5) of E[T.sub.B] receptor antagonist; while the other group (n = 5) was administered the receptor antagonist intravenously (IV) at the same dose. Mean arterial pressure (MAP) in the IMED ratsaveraged 104 [+ or -] 1 mmHg during a 6-day control period and then gradually increased to 164 [+ or -] 5 mmHg after 7 days of IMED infusion of A-192621.1. There was a transient reduction in UNaV (from 25 to 22 mEq/day) on the first day of IMED antagonist infusion followed by a return toward control levels. IV infusion of A-192621.1 did increase MAP (127 [+ or -] 4 vs. 97 [+ or -] 2 mmHg) but the response was much less than in the IMED-treated animals. Moreover, IV infusion of A-192621.1 did not result in transient sodium retention. These results indicate that the E[T.sub.B] receptors within the kidney play an important role in modulating sodium excretion and blood pressure in rats maintained on a high sodium intake.

STUDY OF LIQUID CRYSTALS

Anil K. Sharma* and Sabriya Caldwell, Mississippi Valley State University, Itta Bena, MS 38941

The most common applications for liquid crystals are LCD's (liquid crystal display) and that such displays are found in watches, calculators, clocks, thermometers, and portable computers. Liquid crystals are phases of matter that lies between the disorder of liquid and the arranged lattices of crystals. Liquid crystals have the fluid properties of liquids and the optical properties of solids. Liquid crystals are observed most commonly in organic compounds that have cylindrically shaped (rod-like) molecules with masses of 200 to 500 u and lengths four to eight times their diameters. Each liquid crystal must have atleast one degree of macroscopic order. There are three parameters that each liquid crystal has, which are: Orientational Order, Positional Order, and Bond-Orientational Order. Each order has four phases. They are the nemetic (meaning thread-like), smectic (meaning grease-like), columnar, and cholesteric phase. Some liquid crystals are temperature sensing devices while others are liquid crystal display devices. Liquid crystals occur widely in living matter. Liquid crystalline properties have also been identified in synthetic polymers.

PERCEPTIONS OF ELEMENTARY AND MIDDLE SCHOOL TEACHERS IN NORTHEAST MISSISSIPPI TOWARDS INQUIRY SCIENCE TEACHING

Susan Lee* and William J. Sumrall, University of Mississippi, University, MS 38677

The purpose of this descriptive study was to examine elementary and middle school teachers' perceptions regarding the use of inquiry science teaching. A questionnaire was used to survey elementary and middle school teachers in Northeast Mississippi regarding their use of inquiry science teaching. The percentage of the elementary teachers' responses to each of the survey items was tabulated as part of the data analysis. The responses to questions on the survey concerning the barriers to the use of inquiry science teaching were clustered by the grade levels the teachers taught and by the teachers' years of teaching experience. The results suggest that teachers surveyed primarily believe that inquiry science teaching is too time consuming and it cost too much money or requires too much material. The teachers who were surveyed provided suggestions regarding how they overcome some of the barriers of inquiry science teaching.

HYPOTHESIS BASED LEARNING FOR MISSISSIPPI K-12 STUDENTS: USING A WATERSHED MODEL TO CONDUCT EXPERIMENTS

R. Gonzalez (1*), C.S. See (2), and W.L. Kingery (2), (1) West Lowndes Middle School, Columbus, MS 39701 and (2) Mississippi State University, Mississippi State, MS 39762

Learning science is an active process at multiple levels. Hands-on activities alone are not sufficient. Students must have 'minds-on' experiences as well. Science involves learning and applying skills such as, observation, inference, and experimentation. Inquiry is central to science education and includes mastering the ability to describe objects and events, pose questions, formulate explanations, test concepts, and communicate conclusions. Students must learn to identify their subjects, use critical thinking, and consider alternatives. These acts form the basis of Hypothesis Based Learning. We have designed several hands-on experiments to teach children erosion, run-off, pollution control, watershed processes and natural resource management. These activities are cross-curriculum based. Mathematics, physical, chemical, and biological sciences, and most importantly, language skills will be employed. A relatively inexpensive and easily constructed watershed model is used. It is approximately 64 X 36 X 5 inches and made of Plexiglas. Students are given opportunities to interact with the model to allow them to investigate river dynamics, sediment transport, erosion, and erosion control. Water flow and slope are among the variables students can control. These experiments have been performed by elementary, middle school, and high school students with complexity and expectations adjusted to age. We discuss successes and failures of these models in teaching children, and make recommendations for implementing similar programs for a K-12 curriculum.

FRIDAY MORNING

Oak Room B

8:00 THE GEAR UP MISSISSIPPI SUMMER ENRICHMENT CAMP AT MISSISSIPPI UNIVERSITY FOR WOMEN: SCIENCE AND TECHNOLOGY DISCOVERY

Amy Newton*, and Marty Harvill, Mississippi University for Women, Columbus, MS 39701

The purpose of Science and Technology Discovery was to provide quality, scientific, inquiry-based science activities through exploration and real-world activities to students from GEAR UP. Sixteen rising 9th graders from Lee Middle School and B.F. Liddell Middle School, used Vernier LabPro units, graphing calculators, and computers to conduct 12 different experiments both in the laboratory and outside on topics in biology, environmental science, and physical science. Students took daily pretest and post-test over the topics and the results indicated a significantly higher average for three of the five post-tests and a slight improvement for two post-tests. Surveys conduct on student experiences using microscopes, graphing calculators, LabPro units, and graphing using a computer, indicated few students had experience using microscopes (29%), graphing calculators (29%), LabPro units (0%), and graphing using a computer (23%). Almost 95% of the students participating in this camp were very proficient at using this technology to collect data onto a calculator, transfer data from the calculator to computer, and performing graphing operations with the computer. During the last day of the camp, presentations were giving on importance of graduating from high school and attending college along with information on different careers in science and mathematics.

8:15 GEARING UP FOR A CAREER IN MARINE SCIENCES

Chris Snyder, University of Southern Mississippi, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

Gear Up MS is a collaborative effort of the Institutions of Higher Learning, State Board for Community and Junior Colleges, Mississippi Department of Education, and various organizations and community groups which provides educational support services to partner school districts. The Gear Up Marine Science Camps were designed to acquaint rising ninth grade students with the variety of careers involved in investigating the planet's oceans. Activities pursued introduced students to the complexities of the marine environment, to current problems facing the oceans, and to the education needed for and opportunities provided by the study of ocean sciences. This project participants lived on a college campus, using campus science facilities, participated in content-based laboratory activities, and field trips designed to enhance content knowledge. Participants interacted with a variety of working scientists. Participants maintained individual journals recounting activities and impressions, and worked together to produce a presentation that documented their week's activities.

8:30 INSTRUCTOR SATISFACTION AND ATTITUDE TOWARD ONLINE INSTRUCTION

Karen Elizabeth Ng* and Kenneth J. Curry, University of Southern Mississippi, Hattiesburg, MS 39406

Review of the literature suggests that instructors have mixed feelings with regard to their satisfaction and attitude toward online instruction. With this in mind, one of us (KEN) developed the Satisfaction and Attitude toward online instruction Questionnaire. This instrument is being tested in Fall 2004. It has been sent to 405 instructors who teach completely online at 11 universities and colleges in eight southern states of the United States of America. The data will be analyzed with reference to four sub-scales, namely satisfaction and attitude toward online instruction in general, satisfaction and attitude toward pedagogy, satisfaction and attitude toward online communication, and satisfaction and attitude toward online students. Data will be analyzed using descriptive statistics and MANOVA to be presented at this meeting.

8:45 STUDENT PERCEPTIONS: IMPORTANCE OF AND SATISFACTION WITH VARIOUS ASPECTS OF AN ONLINE BIOLOGY COURSE

Sheila R. Hendry* and Kenneth J. Curry, University of Southern Mississippi, Hattiesburg, MS 39406

Today's busy lifestyles leave many adults questioning how to fulfill the desire to further their education. Increasing numbers of online courses are being offered, accompanied by a corresponding rise in student enrollment. Research of student satisfaction with various facets of an online biology course, as well as the perceived importance of these aspects, will be conducted during the fall 2004 semester within BSC 400/500, History of Biology at the University of Southern Mississippi. This research is based on the theory of transactional distance, which involves dialogue between the teacher and student, the physical environments of both the student and teacher, and the emotional environments of each. One of us (SRH) designed the Student Perceptions Survey used in this study to gather student input for improvement of online courses. Student ratings of importance and satisfaction regarding convenience, grade earned/knowledge learned, emotional health, communication, and student support will be collected toward the end of the semester, via the online course. Correlation statistics with repeated measures ANOVA, using an alpha of .05, will determine relationships among these aspects. Results of a pilot study conducted during the summer semester of 2004 indicated that convenience was the most important aspect of the online course, as well as the aspect with which they are most satisfied. Many students close to campus were enrolled in the course, indicating that the flexibility of the online format is a benefit for those with busy schedules, whatever their distance to campus.

9:00 Break

9:15 LEARNING STYLES OF COMMUNITY COLLEGE MICROBIOLOGY STUDENTS

Mary F. Lux, University of Southern Mississippi, Hattiesburg, MS 39406

Students have diverse learning styles. Teaching styles, however, tend to be less diverse. Educators often teach in the lecture format. An organized lecture format is best suited for auditory, sequential learners. My limited study demonstrated that current community college students would learn better with formats other than lecture. Microbiology students enrolled at the Forest County Center of Pearl River Community College completed two Learning Style Surveys: Learning Styles (LSR), developed by Colin Rose, and Index of Learning Styles (ILS), developed by Felder and Soloman. Students were surveyed during Summer and Fall 2004. A total of 22 students participated in the survey. All participants were enrolled in a Microbiology course that met once each week for a laboratory component and a laboratory component that 5 hour period. This time period was split into. Results of the LSR survey indicated that most of the students were visual learners and the least number were auditory learners. Results of the ILS survey indicated that most students preferred an active learning environment and the fewest numbers were intuitive learners. The findings indicate that the best learning experiences will occur in classrooms that encourage visual and active learning strategies.

9:30 PROFESSIONAL DEVELOPMENT FOR GRADUATE TEACHING ASSISTANTS

Rosalina V. Hairston* and Aimee T. Lee, University of Southern Mississippi, Hattiesburg, MS 39406

We developed a seminar course to prepare undergraduate and graduate teaching assistants in the Department of Biological Sciences to effectively teach laboratory courses. This was required of teaching assistants who would teach biology labs during the academic year. The seminar included investigative, interactive, and constructivist methods of instruction, effective use of technology, understanding how people learn, and classroom assessment techniques. Teaching assistants were also provided scenarios on how to establish rules and procedures for effective classroom management, resolve conflicts and address various social issues. Pre and posttests were administered using the following tests: Nature of Science Survey, Scientific Attitude Inventory II, and Laboratory procedures and techniques in specific labs (e.g., microbiology, ecology, etc.) developed by the laboratory coordinators. Randomly selected teaching assistants were videotaped early and late in the semester and evaluated using the ESTEEM instruments. Analyses of the changes in the teaching assistants' perception of the nature of science and attitudes toward science, their use of constructivist teaching methods, and students' evaluation will be discussed. We believe that this professional development for graduate teaching assistants will contribute to the academic preparation of future academic professionals who will be teaching biology in various institutions.

9:45 INCORPORATING MARINE FOSSILS INTO THE SCIENCE CLASSROOM

Samuel Clardy, University of Southern Mississippi, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

The objective of this project was to develop a classroom program on "Marine Fossils" which inspires students to think about how fossils are formed, what can be learned from fossils, and the completeness of the fossil record. Students were introduced to marine fossils through lectures, interactive games, and hands on experiences with both macrofossils and microfossils. The class was well received by both teachers and students, while the students left the classroom with a better understanding concerning the geologic past and the information gained by studying marine fossils. This class is offered as part of the Project Marine Discovery programs at J.L. Scott Marine Education Center and Aquarium.

10:00 INCORPORATING NON-FORMAL SCIENCE TEACHING STRATEGIES INTO THE CLASSROOM

Becky Espey, University of Southern Mississippi, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

What students learn is greatly influenced by the manner in which they are taught. The decisions concerning content and activities that teachers make, their interactions with students, the selection of assessments, the mind-set that teachers demonstrate and nurture among their students, and the attitudes conveyed all affect the knowledge, understanding, abilities, and attitudes that students develop. "Hands-on" inquiry-based learning is the cornerstone of the activities and programs presented at the Scott Aquarium. The manner in which these skills and activities are incorporated in a formal classroom setting will be addressed in addition to supplementing activities with visits to the Aquarium.

10:15 Break

10:30 PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR GULF OF MEXICO SCIENTISTS AND MIDDLE SCHOOL TEACHERS-CENTERS FOR OCEAN SCIENCES EDUCATION EXCELLENCE (COSEE)

Sharon H. Walker*, Shelia A. Brown, and Susan Culipher-Ross, University of Southern Mississippi, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

The focus of this 2003-2005 externally funded professional development program for scientists and middle school teachers was/is to bring these professionals together, so they could/can "collaborate and better" appreciate each other's role in educating our precollege students. Best practices will be shared involving the "face to face and online" components of these three-week Summer Institutes. Thematic content areas included/include: organisms and habitats, marine technologies, and oceanography and coastal processes. Only the MS Institutes will be discussed; however, identical programs in each of the five Gulf of Mexico states have been synchronously implemented during this timeframe. Data, based on the implementation of annual COSEE Nonformal Workshops offered within the Gulf of Mexico states, will also be discussed during this presentation. Materials will be provided to all attendees.

10:45 APPLICATION OF FORENSIC SCIENCE TO PROFESSIONAL DEVELOPMENT FOR SECONDARY SCHOOL EDUCATORS

Susan Bender (1*), Cindy Cook (2*), Karen Evans (3), Jammy Hemphill (4), Ben Lundy (4), Robin Rockhold (5), Jeff Stokes (5*), and Donna Sullivan (6), (1) Jim Hill High School, Jackson, MS 38204; (2) Murrah High School, Jackson, MS 39202; (3) Madison Central High School, Madison, MS 39110; (4) Forest Hill High School, Jackson, MS 39212; and (5) University of Mississippi Medical Center, Jackson, MS 39216

The 2004 Summer Research Institute, a component of the Base Pair program at the University of Mississippi Medical Center (UMMC), utilized a team approach involving high school and middle school teachers, UMMC faculty, and high school students in the development of an inquiry-based laboratory activity for the high school classroom. The activity, "CSI UMMC, Murder at SHRP," stresses interwoven themes of contemporary biomedical laboratory activities, deductive reasoning, forensic analysis, mathematical skills development, and literature in science. Teachers and high school students created print, CD-ROM and on-line access (http://basepair.library.umc.edu/csiumc.htm) to lab manuals for the activities. The activity teaches contemporary biomedical laboratory skills including forensic anthropology and odontology, fingerprint identification, handwriting, blood spatter and simulated serological analysis, as well as gel electrophoresis and nucleic acid determination. While the completed activity is eminently adaptable to state competencies, the objective of the exercise was to establish a mechanism for assisting teachers in curriculum development as a professional development tool. The inclusion of students validated the applicability of the exercise as a part of its development. A similar approach could be widely adopted in teacher training in contemporary bioscience. (Supported by the Howard Hughes Medical Institute).

11:00 TEACHERS TO SEA OPPORTUNITIES FOR U.S. TEACHERS

Shelia A. Brown (1*), Sharon H. Walker (1), Susan Culipher-Ross (1), and Mark Jarrett (2), (1) University of Southern Mississippi, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530 and (2) Naval Oceanographic Office, Stennis Space Center, MS 39522

The Centers for Ocean Sciences Education Excellence: Central Gulf of Mexico (COSEE: CGOM)--Sea Scholars Program is a nationally recognized effort funded by the U.S. Navy, the National Science Foundation, and the National Oceanic and Atmospheric Administration in cooperation with the University of Southern Mississippi (USM). The overarching goal of the Sea Scholars component of the COSEE: CGOM is to promote oceanography, coastal processes, and related math, social studies, and technology. The experience is designed to provide small groups of teachers with firsthand oceanography and geography experiences. Sea Scholars spend time aboard a U.S. Navy oceanographic survey ship working with and learning from an experienced team of Navy Surveyors. Public or private teachers, administrators, and informal educators of (K-12) students are eligible to participate. Candidates who teach grades 4-9 have priority. All applicants must be U.S. citizens.

WORKSHOP

11:15 TEACHING STUDENTS TO COLLECT, ANALYZE, AND INTERPRET GENOMIC DATA

Sherry Herron, University of Southern Mississippi, Hattiesburg, MS 39406

Participants will learn how to use laboratory and bioinformatics techniques to more fully understand protein synthesis, inheritance, and phylogeny. Within the context of certain coding and noncoding DNA sequences, participants will learn about amplification, cycle sequencing, SNPs, and molecular clocks; will perform contig assemblies, multiple alignments, and BLAST searches; and will generate phylogenetic trees. Research-based materials and services from BSCS and Cold Spring Harbor will be utilized. Examples of student work will be shown.

FRIDAY AFTERNOON

Oak Room B

WORKSHOPS

1:00 WORKSHOP ON ACADEMIC SERVICE LEARNING IN TEACHING THE SCIENCES

Ann Marie Kinnell*, Lida McDowell, and Mary Peters, University of Southern Mississippi, Hattiesburg, MS 39406

This purpose of this workshop is to acquaint participants with the pedagogy of academic service learning. Presenters representing the social sciences and math education will discuss what academic service learning is and how they have used it in their courses. Both best practices and problems and pitfalls will be addressed. Materials will also be available as to how to incorporate academic service learning into other science disciplines. Attendees are invited to come with questions and share their own experiences with service learning.

2:00 BIOTECHNOLOGY FOR THE CLASSROOM

Jennifer Hale, University of Southern Mississippi, J.L. Scott Marine Education Center and Aquarium, Biloxi, MS 39530

Throughout recent decades, technological advances have been made allowing for in-depth research in areas previously untouchable. Due to these recent advancements, many organisms and environments are now being studied as potential answers to many problems such as disease and pollution. The goal of this presentation is to help your students understand the importance of research, as well as facilitating thoughts about effective and efficient mechanisms of examining environments through classroom activities. Materials will be provided.