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• W2122012364 abstract "Publication of the 1996 National Science Education Standards (NSES) initiated a push to transform science education by engaging K-12 students in active learning through inquiry-based teaching (National Research Council, 1996). Students need opportunities to construct knowledge by asking questions, developing hypotheses, collecting and analyzing data, and interpreting and communicating results. Inquiry teaching has been shown to improve students’ attitudes toward science, enhance their performance, and promote scientific literacy (Haury, 1993; Lindberg, 1990: Mattheis and Nakayama, 1988; Rakow, 1986). Providing both preand in-service teachers with courses and professional development programs that promote inquiry teaching are vital to teacher education (National Research Council, 2000). Although many teachers have encountered inquiry instruction, either through pre-professional education or during professional development, some still need in-service experiences, particularly K-6 teachers. The majority of elementary teachers have taken few science content courses. In a national survey, Fulp (2002) found that 42% of elementary teachers had completed four or fewer semesters of science coursework, and fewer than 30% of all elementary teachers in the survey felt well prepared to teach science. In a survey of 57 Nebraska elementary teachers participating in a statewide elementary science institute, 61% indicated they had taken three or fewer hours of science courses as undergraduates. Only 4% of teachers indicated taking six or more hours of science courses as undergraduates. Therefore, most elementary teachers feel inadequate and anxious about teaching science (Pedersen and McCurdy, 1992; Cox and Carpenter, 1991 Sutton et al., 2009). Many programs exist to improve inquiry instruction using insects as model organisms and pairing entomology content with science inquiry techniques; these include workshops, professional development, and curricula development. However, few college-level courses offer this pairing. A review of the literature and Web-based resources identified five courses integrating entomology content with inquiry teaching strategies for preand in-service teachers (Haefner, Freidrichsen, and Saul 2006; Leigh 2000; Texas AM University of Arizona (a), April 6, 2012; University of Arizona (b), April 6, 2012). Only two were offered as graduate-level courses (Leigh 2000; University of Arizona (b), 2012). None were offered online. Since 2003, the University of Nebraska at Lincoln (UNL) has offered Insects as Educational Tools (ENTO 810) as an online course through UNL’s Master of Science in Entomology program. Many K-12 educators enroll in this course, which appeals to them because it explores the use of insects as model organisms for teaching science and addressing national science standards. ENTO 810 is included in the Insect Biology for Educators Certificate program offered by the University of Nebraska-Lincoln (http://tinyurl.com/ phb99r6). It is also open to informal educators, and to graduate students enrolled in the online M.S. program in Entomology. These students learn about benefits of teaching with insects in informal settings (e.g., outreach events) or professionally (e.g., training). ENTO 810 is team-taught, uniquely combining the expertise of an entomologist and a teacher educator. Together, they expand the range of topics to include comprehensive coverage of entomology content, science processes, pedagogical strategies, and curriculum development. During the course, students construct links between entomology content and Education connectioN" @default.
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• W2122012364 title "Insects as Educational Tools: An Online Course Teaching the Use of Insects as Instructional Tools" @default.
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• W2122012364 doi "https://doi.org/10.1093/ae/59.3.183" @default.
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