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

미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

This paper compares the way lessons on systems of linear equations unfold in a classroom in the Negev region of Israel with the way they unfold in a Shanghai and Hong Kong classroom. Lessons are viewed as temporal entities describable not only by the nexus of topics they contain but also by how they flow in time. In this light, the lessons in the classroom studied by the authors contrasts strongly with the Shanghai and Hong Kong classroom, the former having a turbulent flow and latter a smooth directed flow. The result is consistent with previous recognized cultural differences in classroom practice and has implications for the bases of international comparisons.

International group for the psychology of mathematics education

Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K–12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the “scientist in the classroom,” the study examines what benefits may be realized for each participant group and how they are achieved. We find that K–12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices.

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What Good Is a Scientist in the Classroom? Participant Outcomes and Program Design Features for a Short-Duration Science Outreach Intervention in K–12 Classrooms

Secure authentication scheme for IoT and cloud servers

This paper describes the approaches the authors are taking in the Women in Engineering Program at North Carolina State University (USA) to ensure the success of women students. The Women in Engineering Program is dedicated to an umbrella approach to success for all women. The efforts of the program start at the elementary/middle school level, with school visits designed to encourage girls to view math and science as fun disciplines for which they have ability and to continue through high school with more overt recruiting. Summer and early freshman year experiences are designed to bridge from high school to college. Mentoring and other support-oriented programs and career fairs aim to effect a bridge to post-undergraduate work experiences. Many of these programs either parallel or are directly connected to similar efforts aimed at minority engineers.

Women in engineering at North Carolina State University: an effort in recruitment, retention, and encouragement

Physics is probably the most used and the least appreciated science. As soon as we are born, we begin to experiment and discover physical laws. But sometime before we reach adulthood, we frequently develop the idea that physics comprises some mysterious set of principles that we are ill equipped to understand. As part of an effort to reach out to children of ages three through twelve, we have developed a “physics” class relating several physical principles to sports.

The Physics Of Sports

There is a wealth of knowledge and information to be shared between elementary, particularly K-5, students and college engineering students. Increasingly, children are deciding on those subjects they like and dislike (and therefore do and don’t do) as early as elementary school. Anecdotal evidence suggests that females, in particular, lose interest in math and science in midelementary school. An innovative new program in North Carolina’s Wake County is attempting to influence the academic choices of the elementary student, particularly young girls and underrepresented minorities. This is the pilot year of an NSF funded program that places college of engineering students as resources at public elementary schools. By using graduate and undergraduate engineering students as science resources, the children are exposed early to the idea of science, math and/or engineering as a college, and therefore career, choice. The engineering students benefit as well, learning valuable communication skills that will enhance their marketability upon graduation. The ability to explain complex science to children requires confidence and technical knowledge. The ability to impart this knowledge in a useful way is a much sought after skill in the workplace. The school benefits from the early exposure to SMET, and teachers benefit by their participation in workshops and training sessions on incorporating science into daily lessons. An additional unique aspect of the program lies in its addressing the topic of teaching of science to special needs children. Special needs in our population include ESL (English as a second language), hearing impaired and visually impaired students. Incorporation of these special needs in teaching SMET is a key part of our program. Benefits to the K-12 schools include curriculum that integrates science, technology, and engineering topics with math, reading, and writing. Benefits to the Fellows include improved communication skills and self-image.

Engineering Students In K 12 Schools

This paper describes the lessons learned from the implementation of a National Science Foundation GK-12 grant in North Carolina Public Schools. Nine engineering students, both undergraduate and graduate, have worked with two elementary schools and one middle school as science, math, and technology resources and co-teachers. They have worked with over 1500 elementary and middle school students and over 100 teachers to date. Introduction The outreach program at the College of Engineering at NC State includes a GK-12 grant from the National Science Foundation aimed at using engineering students from the university level to enhance math, science and technology instruction. The grant was written and put in place as a response to two perceived problems. First, national reports indicate that U. S. students in K-12 schools currently lag behind their peers in other countries in math and science achievement. And second, recruitment efforts directed toward women have stagnated for many Colleges of Engineering at a mere twenty percent of incoming classes for the past several years. The problem seems to lie at the time when students are making decisions about their careers. Most students decide as early as middle-school but primarily during high-school. Outreach efforts are usually directed at these ages, but the expected increase in interested students does not occur. These phenomena point to a need to change traditional methods at both the university and K-12 levels. We have chosen to implement this grant at the elementary and early middle school level. The original grant proposal included four goals: • Integration of science, technology and engineering topics with math, reading and writing • Encouragement of underrepresented groups in science, math, engineering and technology (SMET) through role models and particular teaching techniques • Teaching SMET content to diverse populations, including hearing-impaired students, students for whom English is a second language, and others P ge 684.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Copyright 2001, American Society for Engineering Education. • Adaptation of SMET content to different learning styles Participants in the program have realized that the success of these goals is dependent on the achievement of some additional, less obvious goals: • Encouraging teachers to teach science at some depth, even though students are assessed on math and reading, but not science The State of North Carolina administers end of grade tests to students in every grade from third through twelfth. These tests measure competency in math, reading comprehension and writing. If a student fails to pass any portion of the tests, he or she is in danger of being retained at the present grade level. If a certain percentage of students passes the tests, teachers can receive a monetary bonus, while if a greater than certain percentage fails, the principal may be subject to losing her/his job. The stakes are high for both teachers and students. Science has no place on this playing field. If a teacher includes science lessons, the temptation is to skirt the surface of a subject, as teaching it at depth takes research, time and a certain level of comfort. • Finding a way to convince teachers and university personnel to behave as collaborative colleagues who each bring different, valuable skills to the problem at hand Teachers in a university town are accustomed to guests from the university community coming in to schools to give brief lessons/lectures on certain subjects. Almost without exception, these visitors are asked in as experts on a certain subject, but are assumed to have little or no knowledge of matters of education. This is a phenomenon particularly seen at the elementary and middle school levels. The traditional relationship between teachers and university personnel is usually not one of equals. If a program aims to have long-term impact on the way that science is taught, the collaborating parties must establish a collaborative relationship. In order for this to take place, both sides must recognize themselves as equal partners. Otherwise, change is resisted and, usually, is not possible. • Translating weekly classroom visits to the type of interaction that will have a measurable long term impact on the students, teachers and the school, including how science is looked upon and how it is taught The temptation of this type of program is to simply send university students into the classroom to teach science lessons, albeit including hands-on activities, that enhance current teaching. This may have impact on student learning, but it is unlikely to have long-term impact on science teaching and attitudes unless careful attention is given to planning and integration with the teacher. In addition, the activities are unlikely to yield long-term empowerment of the students unless they contain an inquiry-based component. Simply duplicating an activity that has been outlined, and maybe demonstrated to them, may not impact how students view science as a subject. P ge 684.2 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Copyright 2001, American Society for Engineering Education. Several hypotheses are evident in the selection of these goals for an “outreach” program, which might better be termed a “long-term recruitment” program. The central one is that, although kids may decide on future careers at the high school level, they will not choose a career in science or engineering if they have failed to develop a love and/or appreciation for science, math and technology at the age when they decide what they are good at and what they like to do. THIS age is elementary school, probably grades three through five. Part of the assessment of this program establishes data to support this idea. A program in Canada has already assessed 15,000 students and suggested the same result. These then became the enhanced set of goals for the NSF Engineering Fellows program. To measure the success of these goals, we had to enhance our set of rubrics originally outlined in the grant proposal as well. Data were collected in the form of surveys given to students, parents and teachers at the beginning of the year. The student and parent surveys were repeated at the end of the school year, as well. The percentages of students scoring at or above grade level on end of grade tests were recorded, as math and general problem-solving skills were part of the GK-12 curriculum. In addition, numbers of students participating in voluntary events like the science fair and the science answer box were recorded. The results of these assessment tools from year one of the grant will be discussed in the rest of the paper. The NC State program operated at one elementary school in year one, but a similar, collaborating program at Duke University operated at another elementary school. They used a similar survey, providing some data for comparison. Results from student surveys The student surveys were designed to be given to any student in grades K-5, so that all students could be given the same survey. (The middle school survey was slightly more complicated, but contained the elementary survey as a subset for comparison purposes. Middle school data is not yet available.) Since kindergarteners cannot read, the survey used short, simple questions that could be read out by the teacher and graphic smiling and frowning faces for the students to indicate their answers. Teachers and assistants were asked to help the students make sure they knew what questions were asking, without suggesting an answer. The first part of the survey consisted of four questions: 1. Is science fun? 2. Is science something you use all the time? 3. How often do you use science (every day, every month, every week, one or two times a year)? 4. Are you good at science? The second part consisted of ten pictures, of which the students were asked to mark the ones they thought were scientists (see Figure 1). In actuality, the pictures are all of scientists.

Laura Bottomley

Papers

Women in engineering at North Carolina State University: an effort in recruitment, retention, and encouragement

The Physics Of Sports

Engineering Students In K 12 Schools

Lessons Learned From The Implementation Of A Gk12 Grant Outreach Program

Engineering in pre-service teacher education