THE THIRTEENTH ANNUAL SCIENCE AND MATH
EDUCATORS CONFERENCE (SMEC 13)
CONFERENCE PROGRAM
Science and MathematicsEducationCenter (SMEC)
Department of Education
Faculty of Arts and Sciences
AmericanUniversity of Beirut
Beirut, Lebanon
April 9, 2011
CONFERENCE CO-CHAIRPERSONS
Dr. Saouma BouJaoude
Dr. Murad Jurdak
PROGRAM CHAIRS
Dr. Tamer Amin
Dr. Saouma BouJaoude
Dr. Murad Jurdak
LOCAL ORGANIZING COMMITTEE
Name / InstitutionAlia Zaidan / Beirut Baptist School
Barend Vlaardingerbroek / AUB
Cezar Wazen / Sagesse High School
Enja Osman / Hariri High School II
Fady Maalouf / Modern Community School
Faten Hasan / Al Kawthar School
George Rizkallah / St. Severin School
Jana Thoumy / Brummana High School
Maggie Yammine / St. Joseph School, Cornet Chahwan
Maha Al Hariri / Hariri High School II
Marthe Meouchi / St. Joseph School, Cornet Chahwan
Norma Ghumrawi / College of Education, Lebanese University
Philip Bahouth / Jesus and Mary School, Rabweh
Rabih El-Mouhayer / AUB
Randa Abu Salman / Beirut Orthodox Schools
Reem Al Hout / American Academy of Beirut
Rima Khishen / International College, Beirut
Rola Khishfe / AUB
Sahar Alameh / AUB
Saouma BouJaoude / AUB
SUPPORT STAFF
Ms. May Abu Shakra
Mr. Hanna Helou
Mr. Yusuf Korfali
Ms. Christelle Naddaf
ACKNOWLEDGEMENTS
The SMEC 13 Conference Committee wishes to thank the following persons, organizations, and companies, all of whom contributed significantly to the organization and success of this year’s conference, in no particular order:
UNESCOCairo Office
Arabia Insurance Company
Dr. Patrick McGreevy, Dean of the Faculty of Arts & Sciences
Dr. Ghazi Ghaith, Chair, Department of Education
Mr. Fady Maalouf, ModernCommunity School
All Prints Distributors and Publishers
Levant Distributors
Librarie du Liban Publishers
Medilab SARL
Ms. Hiba Hamdan, Student Activities
West Hall Staff
Mr. Elie Issa, University Physical Plant
Captain Saadalah Shalak, Campus Protection Office
AUB Information Office
We do apologize for any significant omissions
SMEC 13 MISSION STATEMENT
The SMEC Conference is an annual event designed to promote the continued development of a professional community of mathematics and science educators across Lebanon and throughout the region. Specifically, the conference aims to:
- Provide an intellectual and professional forum for teachers to exchange theoretical and practical ideas regarding the teaching and learning of mathematics and science at the elementary, intermediate, and secondary levels
- Provide a forum for teacher educators and researchers to share their findings with science and mathematics teachers with a special emphasis on the practical classroom implications of their findings
- Provide an opportunity for science and mathematics teachers to interact with high-caliber science and mathematics education professionals from abroad
- Contribute to the ongoing development of a professional culture of science and mathematics teaching at the school level in Lebanon and in the region
- Raise awareness of science and mathematics teachers about the array of curriculum and supplemental classroom materials available to them through publishers and local distributors
IMPORTANT INFORMATION
IMPORTANT NOTE ABOUT ATTENDING SESSIONS. Attendance in all sessions is on a first come first served basis. If a session is full please go to other sessions. Also plan what sessions you want to attend before hand with alternative sessions in case the first one you choose is full.
PUBLISHERS’ EXHIBIT: You are encouraged to visit the publishers’ exhibit located in West Hall, Common Roomat any time during the Conference. Representatives from all the companies will be available to meet with you, answer your questions, and show materials from their respective companies.
MEDICAL EMERGENCIES: If you have a medical emergency, go immediately to the West Hall entrance and a Red Cross Worker will be available to administer care.
LOST & FOUND ITEMS: If you find a lost item, please give it to an usher or SMEC Committee member or bring it to the Lost & Found in the SMEC office, Fisk Hall 241. If you lose something, check in the Lost & Found to see if it has been turned in.
PARTICIPANT CERTIFICATES: Each participant will receive a certificate of participation. Certificates can be picked up at the registration table in West Hall at the end of the Conference on Saturday, April 9, 2011 or anytime during the week following the Conference from SMEC office, Fisk Hall 241. It is preferred if the designated contact person for the school picks up all the certificates for his/her school at one time.
AUB USHERS: Ushers are available to answer your questions or help you find locations of conference events. They are identifiable by their name badges and by their red vests that say “AUB Guides.”
REGISTRATION/CHECK-IN TIMES
SaturdayApril 9, 2011: Registration begins at 8:00 am
PUBLISHERS’ EXHIBIT
Saturday April 9, 2011: 10:00 am – 5:00 pm
SMEC 13 has the pleasure to welcome the following publishing and
Distribution companies and their representatives and others.
ALL PRINTS DISTRIBUTORS AND PUBLISHERS
LEVANT DISTRIBUTORS
LIBRARIE DU LIBAN PUBLISHERS
MEDILAB SARL
SMEC 13 CONFERENCE SCHEDULESATURDAY April 9, 2011
The Publishers’ Exhibit will be open from 10:00 am to 5:00 pm in
West Hall Common Room
8:00 – 8:45 am / Conference Registration, West Hall Entrance8:45 – 9:00 am / Opening Ceremony, Assembly Hall
9:15 am- 10:30 am / plenary sessions
SCIENCE
a vision for science learning: teaching with students’ ideas in mind
M Gertrude Hennessey
Los Angeles Police Academy
West Los Angeles College, USA
Assembly Hall / MATH
the tension between mathematical problem solving in and outside school: some research evidence and pedagogical implications
Murad Jurdak
SMEC
Department of Education
AUB
Bathish Auditorium, West Hall10:30 am–11:00am / Coffee Break, West Hall, 2nd Floor Terrace
research session I
11:15 am–1:15 pm
West Hall Auditorium B / Title / Presenter
Etat des lieux de l’ES dans les établissements privés et publics au Liban / Assad Yammine
Iman Khalil
Pierre Clement
A Conceptual Framework of 'Nature of Science' in School Science / Hagop Yacoubian
YouTube in the Science and Math Classrooms: A UAE Case Study / Rana Tamim
Concurrent Interactive Sessions
11:15 am–1:15 pm
Developmental Workshops
Session 1 / Title / Presenter(s) / Audience / Room
Guided Internet Usage / Rabab Heteit
Joseph Saleh / Science
All Levels / Fisk 102
Communication in Schools / Nibal Hamdan / Math and Science
All levels / Nicely 107
Mnemonics: Strong Memory Tools / Marie-Therese Tutunji / Math/Science
All levels / Fisk 104
Integrating Writing with Elementary/Middle School Mathematics / Allen Lambert / Math
G3-G8 teachers & coordinators / West Hall Auditorium A
Why is Science Difficult to Learn? / Zeina Hajo / Science
Intermediate and Secondary / Nicely 325
Today's Students, Tomorrow's Workforce / Enja Osman
Rana Shmaitilly / Science and Math
Intermediate and Secondary / Fisk 208
Education for Sustainable Development (ESD)-Teacher Education Guidelines/Learning Modules in the Arab Region / Sulieman Sulieman
Ahmad Qabalan / Science and Math
All Levels / Nicely 321
Using Motion Detectors to Help Students Develop Meaningful Understanding of Velocity, Time and Acceleration / Tamer Amin / Science
Intermediate and Secondary / Nicely 101
Math Problem Solving: make it real and fun / Dounia Sawan / Math
Elementary / Nicely 411
11:15 am–12:30 pm
Innovative Idea Session I / Math New Literacies / Rola Hallak
Tharwat Baassiri
Narmine Majzoub / Math
Elementary / Nicely 206
Early Childhood Investigations Through the Inquiry Cycle / Kat Abkemeier
Hiba Babyloun / Science
Early childhood/ lower elementary / Nicely 108
MathMania: A Revolutionary Way To Incorporate Math Everyday OUR WAY / Dolla Kanaan / Math
Upper Elementary and Intermediate / Nicely 105
Antigens & Antibodies / Zarifeh Jarjour / Science, Intermediate & Secondary / Nicely 103
التدريس باستخدام دورة التعلم الخماسية / ميس كمركجي
سناء البنا / علوم
ابتدائي / Nicely 323
وسيلة تربويّة تسهل عملية تعلّم جدول الضّرب. / ديانا مداح / رياضيات
ابتدائي / Nicely 327
1:00 pm – 2:00 pm / Lunch
Concurrent Interactive Sessions
2:00 pm – 4:00 pm
Developmental Workshops
Session II / Title / Presenter(s) / Audience / Room
Teaching with students’ ideas in mind: practical implications
For everyday classroom practice / M Gertrude Hennessey / Science
All Levels / West Hall Auditorium A
SPICE up your science classroom instruction with STSE strategies using the 5E learning style / Rana Iskandarani
Amal Zaatari / Science
Upper Elementary and Intermediate School / Nicely 103
Using the Art of Cutting and Folding Papers to Develop the Third Dimension Concept for the Students / Madiha Mohammad / Math
All levels / Nicely 321
Attracting Students to Chemistry / Samar Yaman
Maha Shebly / Science
Intermediate / Nicely 323
Misconceptions As Tools to Improve Mathematics Learning / Maha El Hariri / Math
Elementary & Intermediate / West Hall Auditorium B
The ScientistWrites a Poem: Success Through Integrated Instruction / Nisreen Awarke
Amina Harbali / Science
Upper elementary and intermediate / Nicely 101
Webquest: Bring the World into your Classroom / Sahar Harakeh
Lamees Adada / Science
Intermediate and secondary / Fisk 208
Lab Rules & Tools / Mahassen Chanouha-Ramadan / Science
Intermediate
Teachers and lab technicians / Nicely 108
The Role of the Teacher in Inclusive Classrooms / Ghia Saifan
Nancy Abou Hamra / Math and Science
Pre-school and Elementary / Nicely 327
How to Successfully Participate in a Science Fair? / Simon Barakat
Maya Mouhaidly / Science
All Levels / Nicely 107
2:00 pm–3:15 pm
Innovative Idea
Session II / Measurement Problem Solving as a Context for Integrating Language and Mathematics / Calin Duke
Nisreen Ibrahim / Science, Math Elementary / Nicely 325
Go Math! Go Active Learning! Active Learning activities in Math / Sharon Reed / Math
Elementary / Fisk 104
Helping Teens Turn Green / Sawsan Kibbe / Science
Intermediate / Nicely 105
Problem solving in real-life situations: An integral part of mathematics instruction / Rabih El-Mouhayar / Math
Upper elementary and intermediate / Fisk 102
Thermometer of Emotions / Samar Mukallid
Sarah Mukallid / Math and Science
Pre-school / Nicely 206
3:15 pm -4:15 pm / Coffee Break
Concurrent Interactive Session
3:30 pm – 4:45 pm
Innovative Ideas
Session III / Title / Presenter(s) / Audience / Room
Les Sciences: Un Univers Artistique et Langagier / Farah Hankir / Science
Elementary and Intermediate / Nicely 410
Come and Experience the Inquiry-based Science Classroom! / Rola Khishfe / Science
All Levels / Nicely 412
Problem -Based Science / Rasha Hammoud / Science Elementary / Nicely 414
كيف نحول تعليم جدول الضرب من جهد إلى متعة؟ / سماح رمضان
إيناس عواض / رياضيات/
المرحلة الإبتدائية / Nicely 416
Teaching Math Dynamically: GeoGebra and Flash as Software Tools that Come in Handy / Hussein Salloum
Ibrahim Ammar / Math
Intermediate and secondary / Nicely 417
Online Platforms: Beyond Procedural Competence / Haitham Solh / Math
Intermediate and secondary / Nicely 411
Student Centered Collaborative Approach to Learn about Buoyant Force / Nahla Jamaleddine / Science
Intermediate / Fisk 302
Conceptual math through play / Israa Fawaz / Math
Upper elementary / Fisk 337
Integrated Mathematics into The Curriculum. / Farah Darazi / Math
Elementary / Fisk 339
Abstracts
Plenary Sessions
A VISION FOR SCIENCE LEARNING: TEACHING WITH STUDENTS’ IDEAS IN MINDM Gertrude Hennessey, Los Angeles Police Academy, West Los Angeles College, USA
Science educational research has examined, from a variety of lenses and scientific disciplines, the nature of teaching and learning. Exploring research on teaching and teachers, learning and learners, and educational environments this talk will look at practical ways to weave research into everyday classroom practice. Examples explore some key ideas from the research literature and draw from my research in understanding how concepts develop and change in students, and why some science concepts are hard for student to understand. This research focuses on characterizing students’ initial commonsense science theories, which often contain concepts that are incommensurable with scientists’ concepts, and look at the processes by which students can restructure and change these concepts. The presentation also examines the design features of a science curriculum and pedagogical practices that support and enrich the development of students’ conceptions of the nature of science, learning, and knowledge.
Short Biography of M Gertrude Hennessey, Los Angeles Police Academy, West Los Angeles College, USA
Sister Gertrude Hennessey is a Biology instructor at the Los Angeles Police Academy where she uses her research interests on conceptual change to improve police cadets’ understanding of biological phenomena. She also conducts a Model-Based Reasoning Lab for a cohort of anatomy students at West Los Angeles College. Her career spans work as a school administrator, elementary science teacher (grades 1 through 6), curriculum developer, and science educational researcher. In addition to challenging existing theories of child development with her own research, Dr. Hennessey worked with the Harvard University Graduate School of Education on a study designed to test the claim that elementary school students can make significant progress in developing a sophisticated, constructivist epistemology of science, given a sustained elementary school science curriculum designed to support their thinking about epistemological issues. She has also conducted a multiyear study to describe the multifaceted nature of young students’ metacognitive abilities. Sister is a founding member and past president of Wisconsin Elementary Science Teachers. She has collaborated with researchers from such institutions as: Smithsonian Intuition’s Center for Astrophysics, National Academy of Sciences, University of Maryland’s Physics Education Research Group, to name a few. She has received numerous national and state awards for excellence in science teaching. She has a Ph.D. in philosophy from the University of Wisconsin-Madison.
THE TENSION BETWEEN MATHEMATICAL PROBLEM SOLVING IN AND OUTSIDE SCHOOL: SOME RESEARCH EVIDENCE AND PEDAGOGICAL IMPLICATIONS
Murad Jurdak, Science and Math Education Center, American University of Beirut
We start with the assumption that mathematical problem solving is a human activity which is enacted in the school context for academic purposes and outside school for decision making. It has long been assumed that the engagement in mathematical problem solving at school has a lot of bearing on how students apply mathematics in everyday life or in the workplace. This paper constructs, compares, and contrasts the activity systems of mathematical problem solving in and outside school. The result of the comparison shows that the two activity systems have different goals and consequently different structures. The paper re-examines the data from three research studies by the author and his associates to demonstrate the fundamental differences between the activity of problem solving in the school and that in work place and everyday life. The pedagogical implications of the tension between the two activity systems will be presented. The paper will offer recommendations for bridging the gap between mathematical problem solving in the school and outside it.
Research
ETAT DES LIEUXDE L’ES DANS LES ETABLISSEMENTS PRIVES ET PUBLICS AU LIBANAssad Yammine, Iman Khalil, Lebanese University, Beirut – Lebanon and Pierre Clement, UNESCO, Lyon-France.
Ce travail tente de tracer un état des lieux de l’éducation à la sexualité dans les divers établissements scolaires libanais: privés religieux (musulmans ou chrétiens), privés non confessionnels et publics. Il présente les résultats d’une enquête dans plus d’une centaine d’établissements divers pour savoir dans lesquels l’enseignement de ce thème est ou non, ou plus ou moins, mis en œuvre, et pour analyser les caractéristiques de cet enseignement quand il existe (cadres, classes et matières concernées, formes, supports utilisés, thèmes abordés, intervenants, …).
Des directeurs, des coordonnateurs et des enseignants de 104 établissements libanais (96 écoles privées: 22 musulmanes, 33 non confessionnelles, 41 chrétiennes; et 8 écoles publiques) répartis selon les diverses zones géographiquesdu Liban ont répondu à un questionnaire.
L’ensemble des analyses a montré à la fois une diversité de situations selon les établissements, cependant sans corrélation significative avec le statut de l’établissement. Cette diversité porte sur le degré d’implémentation de l’ES, sur sa définition, sur les cadres et les personnes les plus appropriés pour la mettre en œuvre: ce qui peut constituer un obstacle à son implémentation dans le cadre scolaire libanais. Des études plus poussées pourraient être mises en place pour analyser les origines de ces différences, afin d’élaborer des stratégies plus appropriées pour l’introduction de l’ES dans le cadre scolaire libanais.
A CONCEPTUAL FRAMEWORK OF ‘NATURE OF SCIENCE’ IN SCHOOL SCIENCE
Hagop A. Yacoubian, Dept. of Secondary Education, University of Alberta, Canada
The primary purpose of this session is to introduce the participants to a preliminary conceptual framework of nature of science (NOS) in school science. NOS is one aspect of scientific literacy that has received substantial attention among many science education scholars and is a highlight in many science education policy / curriculum documents. The development of this conceptual framework derives from a study that is normative in nature and that explores desirable ways of addressing NOS in school science. The framework primarily aims at (1) targeting both NOS as an educational end and NOS as a means for socioscientific decision making and (2) orchestrating critical thinking and substantive NOS content. During this session, the framework would be presented, justified and illustrated through an example relevant to the secondary level. The participants would also have the chance to engage in a discussion on the practical uses of the framework in science classrooms.
YOUTUBE IN THE SCIENCE AND MATH CLASSROOMS: A UAE CASE STUDY
Rana Tamim, Hamadan Bin Mahmmed E-University
Since its inauguration in 2005, YouTube has expanded beyond all expectations influencing many aspects of our daily lives including personal relationships, entertainment, communal standing, politics, and regional revolutions. Within the educational contexts, and similar to the case with other web2.0 tools, there are many calls for using YouTube with a pedagogical focus and approach. However, there are various issues, challenges, and ethical aspects that are to be considered when the decision is taken to introduce YouTube into the classroom. This is elevated in a conservative society such as that of the UAE. This paper presents the findings from an exploratory qualitative research conducted with 14 science and 12 math teachers in a private school in Dubai to investigate the current status with regards to YouTube use and the major challenges they are facing. Findings revealed that YouTube is used rather frequently by science teachers but scarcely by Math teachers. Findings also indicated that the most common use is for presentation purposes with minimal focus on interactive and collaborative learner-centered activities. Teachers provided a variety of perceived advantages including motivation and enhancing content while providing support for easier explanation. Major challenges reported included technical and locating relevant movies, with some reference to cultural and ethical considerations. Recommendations for future research are provided with suggestions for theory-based strategies to make use of YouTube in the classroom with a learner-centered approach.
Developmental Workshops