Before you begin
Welcome to the Science in the Classroom annotator training. This training consists of six video modules. As you progress through these, you must complete the annotator training worksheet, which includes several questions for each video. Please complete this worksheet as an Adobe fillable form PDF and submit your completed worksheet to the SitC team to continue.
Please note that you will be unable to proceed to the annotation process until we receive your completed worksheet.
The SitC Annotator's Guide is a useful reference for the annotation process--please download it and keep it handy as you annotate.
Session 1: Introduction
We recommend that you begin your training by reviewing the funded Science in the Classroom NSF IUSE proposal (see the resources section below).
Session 2: Discipline-based education research
We recommend that before you watch this video, you read the Executive Summary from the report, Discipline-based undergraduate research: Understanding and Improving Learning in Undergraduate Science and Engineering. A link to the report is provided in the resources section below.
Session 3: Annotation can assist primary literature comprehension
Before watching this training video, please read Academic language and the challenge of reading for learning about science and The science of scientific writing. Links to these papers are provided in the resource section below.
Session 4: Science education frameworks and standards
Before watching this video, we recommend that you familiarize yourself with the rationale underlying several learning frameworks and their accompanying standards. In particular, we recommend:
- A Framework for K-12 Science Education chapters 4 and 5
- Vision & Change in Undergraduate Biology Education pages xiv-xv, Chapter 1, Chapter 2 'Core Competencies and Disciplinary Practice,' and Chapter 3
Links to the frameworks and standards are included in the references section below.
Session 5: Primary literature as an educational tool
Before watching this training video, we recommend that you familiarize yourself with the articles The C.R.E.A.T.E. approach to primary literature shifts undergraduates' self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs and Figure Facts: Encouraging undergraduates to take a data-centered approach to reading primary literature. Both articles are available below in the references section.
Session 6: Annotations and accompanying teaching materials
This session covers all you'll need to know about the SitC annotations and teaching materials. See examples of good annotations, and some that need a bit of work. Please familiarize yourself with these annotator tools:
Next steps
Once you have completed the training, please contact the SitC team with your completed worksheet and to begin the paper selection process.
Checklist
Before we can publish your resource, we will require you to submit the following information/materials:
- Unique ID
- Signed consent form
- Pre-training survey
- Training worksheet
- Annotation materials
- hypothes.is username & API token
- Finished annotations
- Completed accompanying resources worksheet
- Post-training survey
We will be unable to publish your annotated paper until all of these items are complete and in our hands!
References
(In order of recommended use):
Funded NSF IUSE grant proposal for Science in the Classroom
National Research Council, "Executive Summary" in Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, Washington, DC: The National Academies Press
C.E. Snow, “Academic language and the challenge of reading for learning about science,” Science 328: 450-2, 2010
(Optional) E. Fox, "The role of reader characteristics in processing and learning from informational text," Review of Educational Research, 79: 197-261, 2009
G.D. Gopen and J.A. Swan, “The science of scientific writing,” American Scientist 78: 550-8, 1990
(Optional) B. Alberts, "Trivializing science education," Science 335: 263, 2012
Advanced Placement Science Practices
National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, Washington, DC: The National Academies Press, 2012
American Association for the Advancement of Science, Vision and change in undergraduate biology education: A call to action, Washington, DC: AAAS, 2011
S.G. Hoskins et al. “The C.R.E.A.T.E. approach to primary literature shifts undergraduates' self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs,” CBE Life Sciences Education 10:368-78, 2011
J.E. Round and A.M. Campbell, “Figure Facts: Encouraging Undergraduates to Take a Data-Centered Approach to Reading Primary Literature,” CBE Life Sciences Education 12: 39-46, 2013