Showing papers in "Journal of Science Education and Technology in 1998"

Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems

Abstract: In this paper, we explore dynamic modeling as an opportunity for students to think about the science content they are learning. We examined the “Cognitive Strategies for Modeling” (CSMs) in which students engaged as they created dynamic models. We audio- and videotape-recorded eight pairs of ninth grade science students and analyzed their conversations and actions. In analyzing appropriate objects and factors for their model, some students merely enumerated potential factors whereas others engaged in rich, substantial, mindful analysis. In reasoning about their models, students discussed relationships in depth, concentrated only on the most important key relationships, or encountered difficulty distinguishing between causal and correlational relationships. In synthesizing working models, students mapped their model to aid visualization, focused on their goal, or talked about their model's appearance or form. Students attempted to articulate explanations for their relationships, but sometimes their explanations were shallow. In testing their models, some students tested thoroughly but only a few persisted in debugging their model's behavior so that it matched their expectations. In our conclusion we suggest that creating dynamic models has great potential for use in classrooms to engage students in thought about science content, particularly in those thinking strategies best fostered by dynamic modeling: analysis, relational reasoning, synthesis, testing and debugging, and making explanations.

Can We Be Scientists Too? Secondary Students' Perceptions of Scientific Research from a Project-Based Classroom

Abstract: A research effort between science educators at the University of New Hampshire and Valley High School (pseudonym) was initiated to examine the conceptual development of high school students' understanding of scientific research over an entire school year. Students were involved in a series of classroom projects that were guided by curricula designed to foster “student scientist partnerships” (SSPs). Data for this research consist of audio-recorded, semi-structured student interviews which were transcribed verbatim. Seven students were interviewed six times over the school year. A content analysis of the transcripts was performed and the results were compared to a model of scientific research developed for the purpose of this study. This model comprises the major phases of the scientific enterprise, including the development of researchable questions, data collection, data analysis, drawing of conclusions, and communication of results. Results indicate that students' conceptual understanding of scientific research rarely evolved over the course of the year, remaining rudimentary. Students had uniformed notions of scientific questioning, viewed data collection as only following prescribed steps and ultimately repetitive, and had little experience with data analysis or the communication of scientific findings. Critical factors contributing to these student perceptions were insufficient exposure, a lack of a sense of partnership by students, and the design of the SSP.

Melding Authentic Science, Technology, and Inquiry-Based Teaching: Experiences of the GLOBE Program

Abstract: Initial findings from the evaluation of the GLOBE Program are used to shed light on three issues concerning student-scientist partnerships: (1) Can students and scientists both derive genuine benefits from such partnerships? (2) What does technology add to efforts to bring authentic science into schools? (3) What is the relationship between student-scientist partnership programs and education reform efforts? Tensions between the goals of science and those of education are discussed and strategies for balancing conflicting requirements described. Both pragmatic and motivational benefits of technology use are cited. Although the evaluation of GLOBE's first year did not find evidence that student-scientist partnerships are sparking a transformation in teaching approaches, such programs provide a supportive context within which teachers seeking to align their practice with education reform principles may do so.

A Longitudinal Study of Physics Students' Conceptions on Energy in Pre-Service Training for High School Teachers

Abstract: How physics students teachers' understanding of energy develops during their pre-service high school teacher university program? How do their physics and Didactics courses influence their energy conceptions? Do university physics students in pre-service training to be high-school teachers finally hold correct scientific views that will eventually allow them to plan and implement instructional strategies that, in turn, will lead their future high school students to achieve a scientific concept of energy? The results of a longitudinal study dealing with this issues will be discussed in this manuscript. The energy conceptions of the Physics students were analyzed by means of a two-part written questionnaire that was presented to the same group on their first day of class for four years running. The most important findings of this study can be summarized as follows. Despite their pre-service training, future physics high school teachers: Hold a number of different alternative conceptual frameworks when describing physical situations, instead or besides the accepted scientific concept. Mostly think that energy is a concrete entity and not an abstract idea. Mostly do not accept the idea of energy degradation. Mostly confuse the concepts of energy and force.

Student Scientist Partnerships and Data Quality

Abstract: The Student Scientist Partnership introduces students to hands-on, minds-on science and provides them an opportunity to participate in a program that is real and important, and also introduces the student to the rigor of science through the focus on data quality The student has the opportunity to experience and learn the Scientific Method, not just memorize it, to stimulate creative thinking, inquiry based learning, and many other key components of the educational objectives The scientist should provide skill appropriate scientific inquiry tools that the student uses to help them improve the quality of their data and to understand the science concept being addressed By making the measurements suggested, and establishing the quality of their data, the student begins the journey of understanding scientific research The scientist not only uses the student-generated data in their on-going research activities, but also provides higher level information products back to the student Ultimately, it must be clearly remembered that there are two important but quite different objectives for both the student and the scientist For the student, the primary objective is the generation of the knowledge of science, while, for the research scientist, the primary objective is the generation of scientific knowledge

GLOBE: A Worldwide Environmental Science and Education Partnership

Abstract: The Global Learning and Observations to Benefit the Environment (GLOBE) Program is a unique hands-on international environmental science and education program designed for use in schools in Kindergarten through Grade 12. Continually growing, GLOBE to date involves students in almost 5000 schools in over 60 countries around the world. GLOBE students take environmental measurements selected by the world science community so as to provide data useful for research into the dynamics of the Earth's environment. GLOBE data is reported using the Internet/World Wide Web. Data from GLOBE schools all over the world are used to produce vivid displays and contour maps as immediate feedback helping students to appreciate the impact and context of their efforts. Other features of the GLOBE Web site allow GLOBE students to communicate and collaborate with scientists and with other GLOBE students around the world.

Bringing Science to Life Through Community-Based Watershed Education

Abstract: Four elements of successful student-scientist partnerships (SSPs) have been identified through experience in a wide variety of educational settings. SSPs should: use an inquiry-based approach to education; be built around authentic, community-based investigations; let students be scientists; and allow scientists to be educators. Each element is discussed and illuminated with examples from case studies of watershed education programs that are based on an interdisciplinary, action-oriented watershed education model developed by the Global Rivers Environmental Education Network (GREEN).

A GLOBE Collaboration To Develop Land Cover Data Collection and Analysis Protocols.

Abstract: Global Learning and Observations to Benefit the Environment (GLOBE) is an international environmental education and science partnership which coordinates the work of students (aged 5 to 18), teachers and scientists from 48 countries on five continents to study and better understand the global environment. Accurate ground reference data is fundamental to the use of remotely sensed data for land cover classification and mapping. Because very little ground reference data has been collected, the accuracy of many land cover maps may be questioned, thus accurate land cover ground reference data is an important need that could be addressed through GLOBE scientist-student collaboration. If earth systems scientists are to use student data, it is important that those data be as accurate as possible to ensure reliability of research results. Thus a key question for this research is whether student collected data are accurate enough to support rigorous scientific investigations. This paper describes results of the GLOBE Science-Education Team on Data Validation and Accuracy Assessment's collaboration with teachers and students to: (1) design and test the pre-protocol learning activities; (2) test the protocols intended to guide the collection and analysis of data; and (3) implement the learning activities and protocols to determine the relative accuracy of student collected versus professionally collected land cover data. To ensure the most accurate classification of land cover possible, a new international hierarchical land cover classification system, the Modified Unesco Classification (MUC) system was developed. GLOBE Data Collection Protocols and methods were designed and implemented to test the accuracy of student collected reference data were designed and implemented. Students who collected land cover reference data using GLOBE protocols, obtained data which are at least as accurate as that collected by professionals.

Report to the President on the Use of Technology to Strengthen K-12 Education in the United States: Findings Related to Research and Evaluation

Abstract: The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report.

Integrating Internet Resources into the Science Classroom: Teachers' Perspectives

Abstract: This paper presents teachers' perspectives on the impact of Internet usage on their teaching practices Semi-structured interviews with ten teachers and two identical on-line surveys were used to collect data from teacher participants in the West Virginia K-12 RuralNet Project Questions were directed toward teachers' understandings of Internet resources, the development of collaborative relationships and the use of investigative projects in classrooms Teacher enthusiasm for benefits of the information highway is mingled with frustrations with the nature of the Internet medium and constraints within schools

Linking Science Education to the Workplace

Abstract: This article examines the issue of linking education in the sciences with the world of work for all students. Traditionally, science teaching has been limited to preparing student for research career in science at the university level. The reform movement in science education is focused on intellectual skills that serve to fortify the human capital of all students and the economic productivity of the nation. The educational issue arises from evolutionary changes that are taking place in the practice of science, the development of a global economy, the nation's entrance into an Information Age, and the changing nature of the workplace. To identify and integrate these factors in the practice of science teaching is the goal of this article.

An Examination of How Science Teachers' Experiences in a Culture of Collaboration Inform Technology Implementation.

Abstract: This paper presents a case study of Technology Enhanced Secondary Science Instruction (TESSI), a school-university collaboration designed to explore what can be accomplished when teachers and researchers work together to bring technology into the secondary science classroom Features that contributed to a successful and powerful collaboration are explored The paper illustrates how a “culture of collaboration” may contribute to significant technological reform, and foster conceptual change leading to distinctive pedagogy and praxis The findings support Kimmel and Deek's contention that teachers should take a central role in reforms that direct the implementation of technologies within the classroom The study highlights the value of drawing upon teacher experience, perspectives, and knowledge of classroom contexts, and illustrates how these may serve as a basis for designing successful technology implementation

Student Self-Assessment in HOCS Science Examinations: Is There a Problem?

Abstract: A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the “testing culture”—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic (“correct/incorrect”) questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations.

The Educational Benefits to Middle School Students Participating in a Student/Scientist Project

Abstract: The Forest Watch Project developed by Barry Rock, a research scientist at the University of New Hampshire, and high school Biology teacher, Phil Brown, was generated in response to a real need in our communities to bring authentic science into the classrooms of our potential future researchers and expand the amount of data available to a worthwhile monitoring project. For the Middle School classroom teacher, Forest Watch has provided a vehicle with which to incorporate national and state standards throughout the seventh and eighth grade curriculum. It has provided teachers with the academic and material support to accomplish this. For students, the advantages are innumerable. Not only does the inquiry approach of the project give students the opportunity to solve problems, but they are also able to apply those skills to other situations. They are linked with other students throughout the New England region, comparing data and continuing in the program through high school. Students realize that research science is a long term process that requires patience and skill at all levels. Perhaps, for me, the most important advantage is the ability of the project to offer students the opportunity to affect their future. In doing this bit of real science, students feel as though they are being a proactive participant of their future. A final advantage of programs like Forest Watch is that they provide valuable data to research scientists participating in the student scientist partnership (SSP). Student measurements and sample collections provide access to data from a wide area that would not otherwise be available. "Wow!" "Neat!" "Can I see my house?" "Where's the road that the school is on?" "What do the colors mean?" "How far can I zoom in?" These are some of the enthusiastic questions seventh and eighth graders in Gilmanton raised when introduced to a Landsat satellite image of their community as part of the Forest Watch Program. This is the fifth year that Gilmanton has been actively involved in the program. Forest Watch has provided for us a longterm research/inuiry based approach to teaching Science at the Middle School level.

A Study of STS Themes in State Science Curriculum Frameworks in the United States.

Abstract: This paper reports the procedure and results of a study analyzing Science-Technology-Society (STS) themes in state science curriculum frameworks in the United States. The criteria for the analysis consisted of 15 categories of standards derived from the K–12 content standards of the National Science Education Standards. Out of the 25 state science curriculum frameworks analyzed, 88% emphasized the standard Science and technology in society. Three standards (Environmental quality, Science as a human endeavor, and Nature of science and scientific knowledge) were represented in nearly 50% of the state science curriculum frameworks. The remaining 11 content standards were scarcely represented in the state science curriculum frameworks analyzed. The recommendations of this study include an examination of educational policy links to state science frameworks, and case studies of curriculum policy-to-practice transition in STS education.

The Subject Matter Knowledge in Physics Related Topics of Hong Kong Junior Secondary Science Teachers

Abstract: The subject matter competence in physics related topics of 147 inservice junior secondary science teachers in Hong Kong was identified using a true-or-false instrument based on a framework conceptualized by the authors. The findings of this study showed that teachers are weak both in factual knowledge and conceptions in these topics. Although physics majors outperform nonphysics majors significantly in the test, their own performance is by no means satisfactory on criterion referenced terms. Items incorrectly answered by over 40% of the teachers are listed with corrections given. The sources of conceptual mistakes and specific remedial measures were elaborated for items incorrectly answered by more than 60% of the teachers. General implications and possibilities for improvement in tertiary education, science teaching, and teacher education were discussed.

Expanding the Scope of Writing in Chemical Education

Abstract: Writing has a role of increasing importance in the teaching of chemistry. Analysis of the use of this writing can be aided by classifying writing by types such as expressive, poetic, transactional, empiricist and contingent. The status of chemistry teaching within the writing across the curriculum movement indicates that writing is important in teaching chemistry and that a range of writing including not only transactional but also expressive writing should be applied. Transactional writing such as laboratory reports and formal term papers has been used in chemistry teaching for a long time and its importance is unquestioned. Part of the value of expressive writing is that it can provide communication within the classroom and involve the students in the course. In-class writing is an example of this. In-class writing is described in some detail along with suggestions for its successful use.

A Distance-Education Chemistry Course for Nonmajors

Abstract: A course for nonchemistry majors has been developed at Florida Atlantic University using a distance-education format. “Chemistry in Modern Life” surveys the chemistry relevant to environmental and consumer issues. The class lectures are on videotape, providing the maximum flexibility in scheduling options. In order to enhance instructor-student contact, a web-page and electronic communication are used to handle questions and class assignments. Student performance is primarily evaluated using thematic research assignments. In addition, take-home lab projects are included to provide practical exposure to experimental methods. The objective of the assigned work is for each student to observe how chemical issues affect their local community and to evaluate individual contributions to environmental problems and personal exposure to chemicals.

Facing Facts in U.S. Science and Mathematics Education: Where We Stand, Where We Want To Go.

Abstract: The Third International Mathematics and Science Study (TIMSS) provides data that seems clearly important to science and mathematics education in the U.S. TIMSS gathered extensive data on curriculum, textbooks, teachers, and instructional practices in science and mathematics education and some of these data are presented and discussed. Eighth grade achievement data show the U.S. to be somewhat above average in science achievement but consistently average or below in mathematics. U.S. official curricula cover comparatively many topics and are relatively unfocused. U.S. science and mathematics textbooks typically take a cautious, inclusive approach keeping traditional content while adding new reform topics. They thus lack. Teachers, without guidance to help them focus, typically divide their attention among many topics. Empirically, there is little agreement in the U.S. on what is truly “basic” judging by common topics among curricula and textbooks. U.S. teaching, at least in mathematics, is teacher and moves among many different activities, failing to tell a coherent story. We must face these as we seek to find ways to become what we want to be in providing science and mathematics education.

Developing a Student-Scientist Partnership: Boreal Forest Watch

Abstract: A student-scientist partnership outreach program was funded by the U.S. National Aeronautics and Space Administration's Boreal Ecosystem-Atmosphere Study (BOREAS) to involve students and teachers in scientific investigations pertinent to global change research occurring within the boreal region of Canada. Boreal Forest Watch was planned, designed and piloted by an interdisciplinary group of education and science professionals from the University of New Hampshire, the Prince Albert National Park, and several schools in central Saskatchewan, Canada. A two goal approach was adopted to 1) ensure the educational significance of the program and 2) introduce scientifically valid methods for collection of research data pertinent to global change scientists. Professional educators and school administrators from Saskatchewan were recruited to assist in project planning to ensure that the proposed activities fit within the existing curriculum framework. This process was essential for successful adoption of the program by participating teachers. The process and approach of initiating Boreal Forest Watch are presented in this paper. This program became fully functional in September, 1996 with the training of several participating teachers. Perspectives of the program and its future are provided by members of the design team. Boreal Forest Watch is a unique opportunity for both Canadian students and their teachers to explore their natural environment, learn scientific methods and principles, and contribute data to the global change research community.

Global Environmental Change: Modifying Human Contributions Through Education

Abstract: The 1995 Intergovernmental Panel on Climate Change (IPCC, 1996) Science report concludes that evidence now available “points toward a discernible human influence on global climate” (p. 439). Reductions in emissions will require changes in human behavior. This study assessed whether gains in global environmental change knowledge would lead to changes in human behaviors that could be deemed environmentally responsible. The study assessed the impact on participant behavior of a two-and-one-half day National Informal Educators Workshop and Videoconference held November 14–16, 1994. The workshops were located in seven down-link sites around the continental U.S. and Hawaii. The program utilized a variety of pedagogical techniques during five hours of satellite programming with national expertise on global change topics (natural variability, greenhouse effect, ozone depletion, ecosystem response, and population and resource distribution) and applications of that information with local experts in regional workshops. Participants implemented many personal and professional behavior changes after participation in this program. Six behavior change scales were created from assessment of survey responses (four coefficient alphas were above .7, one was .68, and one was .58). Personal behavior changes grouped into three categories: Use of Fewer Resources (acts of everyday life generally under volitional control), Purchasing Choices/Options (less frequent acts, not under total volitional control, with significant environmental effect over the lifetime of the decision, e.g., an automobile) and Increased Awareness and Discussion (indicating changes in “habits of mind”). The professional behavior changes also grouped into three categories: Curriculum Development (developing/revising curricula including new knowledge); Networking (with colleagues from the program); and Office Procedures (reflecting environmentally responsible behavior). The statistically significant behavior changes implemented correspond with increases in content knowledge, confidence, a developing national network, regional applications, and satisfaction with the program.

Connecting Points: Teacher Decision-Making About Student Data-Collection Technology

Abstract: For today's classroom teacher, faced with the prospect of selecting and using data collection technology, a number of questions are emerging, including: 1) Why should my students use this technology? 2) Is the use of this technology appropriate both pedagogically and developmentally? 3) Will the technology persist? 4) Is the use of technology justifiable, given the investment of time (and money) to prepare for its use? 5) How do I choose the type of data-collection technology to use with my students? The article illustrates issues to be considered when addressing these questions. A learner-centered rationale for the use of technology in the science classroom is given. Appropriateness is discussed in terms of standards-driven curricula. Regarding the ‘persistence’ of the technology, a ‘reciprocal evolution’ is suggested, with educator use dictating in part the actual development of new technology. Justifiable and proper use are contrasted. Finally, a comparison is made between various types of data-collection technologies. Teachers and school staff are encouraged to not consider one as ‘superior’ to another, but rather to select carefully based on the educational needs of their students.

An Experiment in Using the Internet in Teaching and Learning Mathematics

Abstract: This article describes how the world-wide web is currently used by a mathematics educator. The author describes a multi-phase teaching experiment designed to address three questions: (1) Can the world-wide web provide students a viable way to access course materials, information, and activities? (2) What investments of time and expertise are required to deliver web-based course materials? (3) What potential is there for the Internet to positively impact upon the teaching and learning of mathematics? Illustrations of various uses of the world-wide web are provided as are comments that respond to the teaching-experiment questions.

Opportunities Lost: The Pendulum in the USA National Science Education Standards

Abstract: This article is based on my recent book Time for Science Education (Plenum Publishers, 1998) It begins with the treatment afforded the pendulum in the US National Science Education Standards, and a number of other contemporary curriculum documents It notes that all of these documents advocate liberal, or wide, goals for science education, including students understanding something of the historical and cultural significance of science It notes that all the documents ignore the very significant role played by the pendulum in the foundation of modern science, in solving the longitude problem, and in enabling the first accurate clocks to be constructed There are thus lost opportunities for realising the laudable goals that the Standards set for US science education Finally, it is claimed that realising these cultural goals for science education requires that the history and philosophy of science be more routinely incorporated into preservice and inservice courses for science teachers

Arab Perspective about the Application of Information Technology in Science Education.

Abstract: This paper discusses influences and concerns of the application of information technology (IT) in the Arab World. The paper argues that IT can influence the four elements of curriculum. Goals that are related to higher order thinking and problem solving abilities will gain much significance, while goals that are related to lower order thinking will gain much less significance. Science education goals will have to contain a goal that indicates the importance of preparing scientifically and technologically literate citizens. Content will have to match changes in goals. Rather than enforcing heavy content, more emphasis will be given to IT skills as well as to integrating technology in the science laboratory. Pedagogy will be more student-centered. Students will be held responsible for their own learning. Assessment will be facilitated by technology, where both process and content will be equally important. This paper discusses several concerns that are related to the application of IT in science education in the Arab World. Some of these concerns are: ignorance of incorporating the positive aspects of the Arab culture; Arab World view; language difficulties; high cost of IT hardware and software; and the use of IT to find information rather than make meaning (education). This paper recommends that successful implementation of IT in science education is a major professional challenge to Arab science educators. To meet this challenge effectively in science education, both of its promises and our concerns should be taken into consideration.

Students and Scientists Take a “Lichen” to Air Quality Assessment in Ireland

Abstract: During the eighties second level students in Ireland were involved in the primary acquisition of data for scientists assessing air quality. The techniques and methodology devised by the scientists were pilot tested in Cork city in 1982. These included mapping lichen and leaf yeast distributions, and measuring acidity of precipitation. Local teachers were contacted about participating in the project. The teachers attended seminars on the techniques to be used, were supplied with background information, and were provided with the scientific equipment to conduct the survey. Following the success of the pilot project, other areas in the country were surveyed for air quality with the cooperation of students and teachers. In 1988, the research team from An Foras Forbartha and Trinity College Dublin collaborated with over 100 secondary science teachers and their students to assess the air quality of the Greater Dublin area. After the completion of each survey members of the team visited the schools, discussed the results with the teachers and students, and presented them with a copy of the final report. For various reasons the research team could not conduct further studies. However, some students in the cooperating schools did continue and have presented their findings over a number of years at a national student science competition. In addition, the survey methodologies are expected to reappear as part of a new second level curricular reform in Ireland.

The Teacher's Paradox

Abstract: New findings suggest that the way in which schools conduct their business is blocking our educational system from improving at a rate required to meet society's needs. A ground theory developed by exploring six organizational dimensions: external and internal environment cultures, leadership, strategy, structure, and results, verified the existence of the teacher's paradox. Implications suggest educational reformers must rethink approaches to school improvement by work within cultural boundaries. The forth coming book, “Are schools really like this?” presents “The Balance Alignment Model and Theory” to improve our schools using system thinking.

America's Wasted Talent: A Karplus Lecture

Abstract: Millions of young people who could achieve in mathematics and science are being discouraged or prevented from studying these subjects. Access to jobs, status and power in a high-tech, information economy depends upon mastery of these fields, but erroneous beliefs about aptitude are limiting the options for young women, students of color and students from poverty. Curriculum reform efforts are exciting, much-needed improvements, but the single most important change we need is a national consciousness raising. We should hold high expectations for all students and expect virtually all of them to achieve. Outdated and false notions about which groups possess the aptitude for technical subjects should not be used as barriers to access.

Mathematics For The Student Scientist

Abstract: The Earth Day:Forest Watch Program, introduces elementary, middle, and secondary students to field laboratory, and satellite-data analysis methods for assessing the health of Eastern White Pine (Pinus strobus). In this Student-Scientist Partnership program, mathematics, as envisioned in the NCTM Standards, arises naturally and provides opportunities for science-mathematics interdisciplinary student learning. School mathematics becomes the vehicle for students to quantify, represent, analyze, and interpret meaningful, real data.