There is, I think, something ethereal about i —the square root of minus one. I remember first hearing about it at school. It seemed an odd beast at that time—an intruder hovering on the edge of reality.

Usually familiarity dulls this sense of the bizarre, but in the case of i it was the reverse: over the years the sense of its surreal nature intensified. It seemed that it was impossible to write mathematics that described the real world in …

I and i

Basics of qualitative research: Grounded theory procedures and techniques

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

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Qualitative research for education: An introduction to theories and methods

1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Quality Science, Technology, Engineering, and Mathematics (STEM) education is vital for the future success of students. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experiences, and background that teachers need to effectively teach integrated STEM education. A support, teaching, efficacy, and materials (s.t.e.m.) model of considerations for teaching integrated STEM education was developed through a year-long partnership with a middle school. The middle school was implementing Project Lead the Way’s Gateway to Technology curriculum. The s.t.e.m. model is a good starting point for teachers as they implement and improve integrated STEM education.

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Considerations for Teaching Integrated STEM Education

To gain a better understanding of teachers’ beliefs about, perceptions of, and classroom practices using STEM integration, a multi-case case study was conducted with three middle school teachers. These teachers were purposefully selected from a pool of teachers involved in a year-long professional development module on STEM integration to represent science, mathematics and engineering teachers. This study addresses the following research questions: (1) What are teachers’ beliefs about and perceptions of STEM integration after a yearlong teacher professional development training? and (2) What is the connection between beliefs about and perceptions of STEM integration and teachers’ classroom practices? Data collection consisted of document analysis, classroom observations, and interviews. Data were analyzed using the constant comparative method. Findings from the case studies suggest that (1) the problem solving process is a key component to integrate STEM disciplines, (2) teachers in different STEM disciplines have different perceptions about STEM integration and that leads to different classroom practices, (3) technology is the hardest discipline to integrate in these cases, and (4) teachers are aware of the need to add more content knowledge in their STEM integration.

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STEM Integration: Teacher Perceptions and Practice.

‘Science as inquiry’ is a key content standard in the National Science Education Standards to be enacted by US science teachers. This paper is the result of a study that was conducted in order to understand factors that impacted the inquiry-based instruction of 14 beginning secondary science teachers. These teachers were part of a collaborative university/school district induction program designed to facilitate inquiry-based instruction. For a period of 1 year, the teachers were followed in an attempt to understand their teaching beliefs, instructional practices, knowledge of the nature of science and scientific inquiry, and their experiences with inquiry instruction in the classroom. Case and cross-case comparisons revealed five main constraints that impacted their enactment of inquiry-based instruction: an understanding of the nature of science and scientific inquiry, content knowledge, pedagogical content knowledge, teaching beliefs, and concerns about management and students. This study reinforces the...

Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons

For the last five years we have used a semi-structu red interview, which we refer to as the Teacher Beliefs Interview, to explore the beliefs o f beginning secondary science teachers who were involved in different induction programs. Our initial questions focused on teacher epistemologies and probed the beliefs of be ginning and experienced teachers, while our process of interviewing utilized methods common in qualitative research. In reviewing and refining our interview process, we de veloped maps that allowed us to describe and define various beliefs held by pre-ser vice, beginning/induction, and experienced science teachers. Our current Teacher B eliefs Interview is based upon the analysis of semi-structured interviews with over 10 0 pre-service, induction, and inservice science teachers. Ultimately, these maps ha ve allowed us to track the development of science teachers, while providing fe edback regarding the effectiveness of our pre-service and induction programs.

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Gillian H. Roehrig

Papers

Considerations for Teaching Integrated STEM Education

STEM Integration: Teacher Perceptions and Practice.

Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons

Capturing Science Teachers’ Epistemological Beliefs: The Development of the Teacher Beliefs Interview

Implementation and integration of engineering in K-12 STEM education