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Teaching Metacognition to Explore Scientific Inquiry

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A Workshop with Dr. Scott Franklin, Professor of Physics and Director of Center for Advancing Science/Mathematics Teaching, Learning and Evaluation, Rochester Institute of Technology

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22 February 2015 from 2:30 PM to 4:30 PM



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ABSTRACT: IMPRESS is a program for RIT students interested in thinking deeply about their science, technology, engineering and mathematics (STEM) studies.  IMPRESS Program fosters a diverse, collaborative student community by providing a wide range of services, including, a summer experience for incoming freshman, fall and spring semester courses, mentoring, and other academic and social support. 

The goals of IMPRESS are to:

  1. improve STEM education through research and metacognition
  2. engage our participants in interesting science experiments that will enhance their metacognitive skills
  3. increase opportunities for RIT STEM students to support their peers in academics.

“Metacognitive Approaches to Scientific Inquiry” is one of the Fall IMPRESS courses and it emphasizes the connectedness and coherence of the different sciences.   Dr. Franklin teaches this course to encourage students draw upon their own experiences --- both past and present --- to explore why science is becoming more interdisciplinary, with biologists collaborating with physicists or chemists with computer scientists.   During the workshop Dr. Franklin will share his strategies and activities that are used in this course and encourage the participants to envision how similar approaches could be incorporated into existing courses at Penn State.

If you are interested in participating in this workshop, please RSVP to Tara Witherite ( by no later than February 13th, 2015. 

About Dr. Scott Franklin

Scott Franklin received his B.S. (1991) in physics from the University of Chicago and his Ph.D. (1997) from the University of Texas-Austin.  His dissertation, under Professor Michael Marder, was a computational and theoretical study of the complex dynamics of dislocations in Aluminum alloys.  He subsequently was awarded a National Science Foundation Postdoctoral Fellowship in STEM Education which allowed him to work with Professor Priscilla Laws at Dickinson College.  There he co-authored Explorations in Physics, an activity-based curriculum for non-science majors published by John Wiley & Sons.  In January 2012, Explorations was awarded the Science magazine prize for Inquiry-Based Instruction.

Since arriving at RIT in 2000, Scott has conducted research both in granular materials that cohere through particle geometry and physics education research.

In 2010, he co-founded the Science & Mathematics Education Research Collaborative, a group of faculty from the departments of physics, biology, and chemistry that conduct discipline-based education research.


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