Abstracts+2014

Abstracts 2014 Here is the website for the abstract submission portal []. rubric at bottom of page

SABER 2014 Call for abstracts

SABER invites participants to submit abstracts between 100-300 words. **Deadline: March 21, 2014.** Notification of acceptance: April 21, 2014

Abstracts will be considered for one of three possible presentation formats: > Organized by topic, poster presentations are ideal for sharing preliminary findings, instruments in first stages of development, and new protocols. Emphasis is on facilitating interaction, discussion and critique. > Short talks will showcase more developed ideas, projects, and work nearing publication. Emphasis is on communicating robust findings, tried and tested instruments and protocols, and more developed work. > Long talks are intended for intended for projects that are complete or nearly complete, and likely integrate multiple smaller projects. Most work is likely suitable for a poster or a short talk; long talks are intended to synthesize big ideas in BER and therefore will be of general interest to majority of attendees. Participants may submit as many abstracts as they like, but a maximum of 2 abstracts will be accepted as talks from any one research group in order to ensure diverse coverage of the many BER research topics at SABER. Please select your first choice (poster, short talk, long talk) and indicate your willingness to present a poster if your abstract is not chosen for a talk.
 * 1) 1. Poster presentation (90 minutes)
 * 1) 1. Short talks (20 minutes)
 * 1) 2. Long talks (40 minutes)

Appropriate areas of BER include (but are not limited to) 1. Hypothesis-driven research projects on: examining student learning, evaluating student attitudes or beliefs, studying faculty perception or change, examining effectiveness of a particular instructional strategy, developing and testing assessment instruments, or

2. Research situated in a theoretical framework in which the design, methodologies, procedures, and data analyses are appropriate and rigorous. Abstracts will be reviewed by a committee and selected based on criteria established by the review committee. Please select three key words from the list provided to help facilitate session organization.

Key Words: NEW // Conceptual understanding and conceptual change //

// Research on effective Instruction //

Assessment of student learning and instructional innovation

Classroom assessment

Visual thinking and Visualization

Concept Inventories and other instrument development

//[science process skills]//

Research experience for undergraduates

Authentic research experiences

Assessment as related to beliefs, attittudes, and expectations

//[student affect: motivation, self-efficacy, ]//

//[classroom climate: community, belonging]//

Curriculum Reform///Institutional Transformation//

Faculty/postdoc/graduate student development

Laboratory Instruction

Models and Modeling

Online/hybrid/flipped classes

Theoretical /Predictive Frames