Showing papers in "School Science and Mathematics in 1994"

The Berlin-White Integrated Science and Mathematics Model

Abstract: Science and mathematics are naturally and logically related in the real world. Educators are trying to capture this relationship in the classroom in an effort to improve students' achievement and attitude in both disciplines. However, the literature abounds with terms and definitions related to the integration of science and mathematics education. The Berlin-White Integrated Science and Mathematics (BWISM) Model was developed to provide a template to characterize current resources, guide in the development of new materials, and provide a common language to advance the research base related to integrated science and mathematics teaching and learning.

The Effect of Instructional Approach on Mathematics Anxiety and Achievement

Abstract: Two different instructional approaches were used in six sections of a developmental arithmetic course at a community college. The instrumental approach emphasized the memorization of rules and formulas. The relational approach was concept oriented, and presented mathematics as a cluster of related concepts. Anxiety was measured using the Fennema-Sherman Math Anxiety Scale (MAS). The instrument used to measure achievement was the Arithmetic Skills Test (AS) of the Descriptive Tests of Mathematics Skills of the College Boards. The pre- and posttest scores of the same versions of the MAS and the AS were analyzed using analysis of covariance (ANCOVA). Although a significant difference between the posttest MAS scores of the two groups was found, no difference between the adjusted mean scores was found on the AS (p>.05). The results suggested that students with high mathematics anxiety are more comfortable with a highly structured, algorithmic course than with a less structured, conceptual course in developmental arithmetic.

A Review of the Use and Implementation of Science Field Trips.

Abstract: Field trips have become a popular component of many nonformal science education programs. Teachers, principals and parents typically value the field trip experience. They support the periodic use of this nonformal learning experience for its affective benefits with the assumption that cognitive gains are also achieved. But is this belief supported with accurate accounts of cognitive and affective improvements? This review begins with a brief historical view of field trips, summarizes various studies of the implementation of science field trips, and provides suggestions for integrating field trips into the science curriculum.

Teachers' Beliefs About Mathematical Problem Solving in the Elementary School

Abstract: This study focused on 5th-grade teachers' and students' beliefs about mathematical problem solving; attributions for the causes of performance in problem solving; and beliefs about the teaching and learning of problem solving in mathematics. Ten 5th-grade teachers from four different schools in a large rural school district volunteered to participate in the study. Each teacher identified two students from her classroom to participate in the study, one student perceived by the teacher as successful and one perceived as unsuccessful in mathematical problem solving. Parallel interviews with teacher and students were conducted. During the interviews, a set of nine word problems was presented, and teachers predicted the likelihood that the participating students would get correct answers on each of the problems. Students were asked to solve each of the problems orally. Verbatim transcripts of the interviews were analyzed and a correlation of teachers' predictions of students' performance and the students' actual performance was considered. Four general conclusions resulted from the research. First, 5th-grade teachers believe that problem solving in mathematics in primarily an application of computational skills. Students' beliefs about mathematical problem solving are, for the most part, consistent with the beliefs held by the teachers. Second, 5th-grade teachers in the study basically attributed success and failure in problem solving to differences in students' ability, while students attributed success and failure to a combination of ability and effort. Third, the activities in problem solving in the 5th-grade classrooms, if anything, enhance computational ability. The teachers' focus was primarily on right answers, and the use of calculators for problem solving was strongly discouraged. Finally, teachers tend to overestimate the students' ability to do problems involving computation and underestimate students' ability to do reasoning problems.

Integrated Science: The Importance of “How” Versus “What”

Abstract: Current problems in science education are identified from research literature. A review and analysis of major reform efforts in science education is provided. A summary of the Constructivist Learning Theory is presented; this theory has been generally accepted as a means for resolving current problems and for implementing the major reforms in science education. It is noted that specific constructivist teaching practices are needed to improve learning: Changes in teaching, not curriculum, are the key to effective reform. Many continue to think of reform in terms of content structure and curriculum frameworks, but to promote real learning, “how” to teach must be emphasized more than “what” to teach.

Integrating Science and Mathematics: Perceptions of Preservice and Practicing Elementary Teachers

Abstract: One hundred and sixty-one undergraduate elementary education majors and sixty elementary teachers completed an eight-item questionnaire designed to assess their perceptions toward integrating science and mathematics in the elementary grades. The two groups of subjects differed significantly on their responses to five of the eight items. Chi square analyses suggest that practicing elementary teachers felt they had more background in mathematics and science, were more aware of curriculum materials in this area, did not think that integration was currently a common practice, and were more likely to indicate that there was not sufficient time in the school day to integrate the subjects. Preservice teachers were more likely to indicate that integrating the disciplines was preferred to teaching them separately. In addition to the analyses of data, a list of recommendations are provided for teachers, curriculum developers, and policy makers interested in advancing the concept of integrating science and mathematics in instruction.

Gender, Prior Academic Performance and Beliefs as Predictors of Attitudes Toward Biology Laboratory Experiences

Abstract: The purpose of this study was to investigate the relationships between gender, prior academic performance, beliefs and student attitudes toward biology laboratory experiences. The sample consisted of 294 students from 10th, 11th and 12th grades enrolled in a Catholic high school in a major metropolitan area in the Southeast. Two 11-item scales were created; one to measure student attitudes toward biology laboratory experiences, and the other to measure student beliefs about the benefits of biology laboratory. A three-way analysis of variance (gender × prior academic performance × beliefs) was conducted with the attitudes toward biology used as the dependent variable. Gender had a significant effect on attitudes, with females reporting more positive attitudes toward biology laboratory than males. Prior academic experience was also a significant predictor of attitudes; students who received lower GPAs in previous science courses reported more positive attitudes toward biology laboratory than students with higher GPAs. Based on previous research this finding was surprising; however, it appears that lower achieving students may perceive that there is a higher benefit from “hands on” laboratory experiences than high achieving students. The data also indicated that beliefs had the strongest correlations with attitudes; students who believed laboratory experiences were beneficial had more positive attitudes. The implications for research, theory and practice are also presented.

Gender, Achievement, and Perception Toward Science Activities

Abstract: The purpose of this study was to investigate the perception toward science activities and science achievement of boys and girls in middle school life science. Student perceptions toward science activities and achievement were measured in three different instructional treatments: textbook-worksheet, traditional laboratory, and Search, Solve, Create, Share (SSCS) problem solving. The results indicate no significant difference in student achievement by gender or science activities, and no significant difference in perception by gender. However, a significant difference (p<.05) was obtained for student perception by science activities. Follow-up comparisons suggested significant differences among SSCS problem solving and traditional laboratory and textbook-worksheet activities, with no difference between traditional laboratory and textbook-worksheet activities.

Use of Manipulative Devices: Elementary School Cooperating Teachers Self-Report

Abstract: This study looked at elementary (K-6) cooperating teachers' self-reported familiarity with, availability of, and use of 11 common manipulative devices and their perceptions about factors to consider when using manipulative materials to teach mathematics. The study found limited use of manipulatives by this select group of teachers and a pattern of diminishing use through the grades.

Problem Posing: A Neglected Component in Mathematics Courses for Prospective Elementary and Middle School Teachers.

Abstract: The purpose of this article is to describe a scheme which is designed to guide the prospective teacher beyond the point of proficiency as a student solving given problems. By experiencing several stages of inquiry, the scheme provides a mechanism where by the prospective teacher advances toward assuming the role of a teacher posing his or her own problems. Although the scheme has been developed within the context of a standard mathematics course for preservice teachers, the ideas set forth are equally appropriate for incorporation within a science course for prospective teachers.

Relationships Between Achievement and Selective Variables in a Chemistry Course for Nonmajors

Abstract: The main purpose of this study was to investigate the relationships between students' approaches to studying, prior knowledge, logical thinking ability, and gender and their performance in a nonmajors' college freshman chemistry course. Subjects for this study were 220 students (128 females and 92 males) enrolled in the second semester of a freshman chemistry course for nonmajors at a private university in New York State. Instruments used in this study included seven subscales of the Approaches to Studying Inventory and the Test of Logical Thinking (TOLT). The students' grades on an hour-long exam early in the semester were used as measures of the students' prior knowledge, while the semester cumulative final examination scores were used as measures of achievement in chemistry. Students in this study had slightly higher scores on reproducing orientation than on meaning orientation, a pattern that confirms Entwistle and Ramsden's (1983) findings with a similar group of nonmajors. The results of a stepwise multiple regression showed that prior knowledge, TOLT scores, and meaning orientation accounted for 32% of the variance on the final examination scores.

The Value of Trade Books in Secondary Science and Mathematics Instruction: A Rationale

Abstract: A rationale for the inclusion of trade books (ie, fiction, nonfiction, biographies, autobiographies, reports of discoveries, poetry, science fiction) is offered to secondary science and mathematics instructors The benefits of trade books include context for problem posing and solving while promoting constructivist-based instruction Trade books provide students with vicarious experiences of the science and mathematics process, as they afford young people introductions to people and ideas which they may not know otherwise Trade books promote positive attitudes toward science and mathematics instruction because they present a distinctive point of view and celebrate diversity of achievement Trade books contain the ingredients necessary for emotional growth: romance, wonder and awe In addition, trade books foster students' literacy development, since students are likely to conduct personalized inquiry, monitor their thinking and spend more time actively engaged in reading due to the variety and appeal of trade books Importantly, teacher and student responses show reflection and ownership when trade books are used during instruction Examples of books and quotes are included

The Examination Where the Student Asks the Question

Abstract: The Examination where the Student Asks the Questions (ESAQ) is an innovative, system-oriented teaching/evaluation strategy ideated, developed and successfully implemented by the author, initially within the teaching of freshman chemistry (general and organic) in a four-year college. It constitutes a reflective, multidimensional response to the urgent need for effective teaching and evaluation strategies which will foster question asking, and higher order cognitive skills (HOCS). Such strategies are, ideally, relevant, challenging, and compatible with the new goals of science teaching and student performance evaluation. The core element of the ESAQ is a prearranged oral examination in which the course professor is examined by students, using home-prepared, written questions. Our experience suggests that the ESAQ can be creatively adopted and successfully implemented in different contexts of science teaching worldwide and would benefit both educators and students. The increase in the HOCS capacity of students is attainable.

The Integration of Science and Mathematics Education: Highlights from the NSF/SSMA Wingspread Conference Plenary Papers

Abstract: In April, 1991 the NSF/SSMA conference entitled “A Network for Integrated Science and Mathematics Teaching and Learning” was held at the Wingspread conference facility in Racine, Wisconsin. Five plenary papers were presented offering very diverse perspectives related to the integration of science and mathematics education. This publication summarizes the significant points advanced in each plenary paper. The full text of these papers is being published as part of the SSMA Monograph Series.

Secondary Science Teachers' Use of Microcomputers during Instruction.

Abstract: One hundred seventy-nine secondary science department chairs answered a 20-item questionnaire concerning the nature and extent of microcomputer use in science instruction in their respective schools. The national sample represented schools in rural, urban, and suburban settings, as well as all geographic regions of the country. Analyses of data revealed that 47% of the secondary science teachers did not use microcomputers during instruction, 40% used them occasionally, and 13% used them in one or more lessons each week. The most frequent applications were simulations (70%), graphing packages (63%), and probes for collecting laboratory data (56%). In addition, 76% of the respondents indicated that microcomputers have had an impact on science laboratory activities in their schools. The department chairs also listed their perceived reasons as to why teachers in their departments did or did not integrate microcomputer use into their science instruction.

Development and Implementation of an Integrated Mathematics/Science Preservice Elementary Methods Course

Abstract: If integration of mathematics and science is to occur, teacher preparation programs at colleges and universities must provide leadership in developing and modeling methods of teaching integrated content. This paper describes the development and implementation of an integrated mathematics/science preservice elementary methods course at the University of Connecticut. In planning the course several questions were addressed: (a) What does integration of mathematics and science mean? (b) What content should be taught in an integrated mathematics/science (IM/S) elementary methods course? and (c) How should an IM/S elementary methods course be taught? An important element of the course involved enlisting an exemplary elementary teacher who was released from her classroom one day per week to co-teach the methods class. Establishing a definition of integration proved to be one of the most challenging aspects of course development. The authors determined that most difficulties in integration of disciplines result from attempts to “force” the integration. As the team struggled with the philosophical, theoretical and logistical problems in the development of the course, it became apparent why integration has not been more widely implemented. It is believed this model can be adapted to allow for integration of all content areas. Plans are currently underway to incorporate social studies into the methods class for Fall of 1993.

Accurate and Inaccurate Conceptions about Osmosis That Accompanied Meaningful Problem Solving.

Abstract: This study focused on the knowledge of six outstanding science students who solved an osmosis problem meaningfully. That is, they used appropriate and substantially accurate conceptual knowledge to generate an answer. Three generated a correct answer; three, an incorrect answer. This paper identifies both the accurate and inaccurate conceptions about osmosis of each correct and incorrect solver. The investigation consisted of a presolving clinical interview, think-aloud solving of the problem, and retrospective report of the solving. Of the 12 accurate conceptions identified here, two were especially important in enabling these solvers to generate a correct answer. Of the 8 inaccurate conceptions, either of 2 blocked a correct answer. Four, however, accompanied (and could therefore be concealed by) a correct answer. Teachers could use this information to make a meaningful solving of this problem accessible to more students and to identify more effectively students' inaccurate conceptions about osmosis.

Empowerment of Elementary School Teachers to Implement Science Curriculum Reforms

Abstract: The authors evaluate the Science-Technology-Society (STS) views, attitudes and literacy of Israeli elementary science school teachers in three in-depth, longitudinal inservice programs. The programs were aimed at promoting teacher empowerment for the implementation, on a national scale, of a new STS-oriented elementary science curriculum reform. By using a blend of qualitative and quantitative research methods, the effectiveness of these similar but not identical programs has been determined. It was found that appropriately designed inservice science teacher training courses did induce a shift in the STS views/positions, beliefs/attitudes and literacy of elementary science teachers, and that this shift can be increased by using research-based data, obtained within an ongoing formative education process.

Antiracist Education: A Special Role for the History of Science and Technology

Abstract: In recent years, emphasis in multicultural education has shifted from an approach in which the primary concern is coping with the learning problems thrown up by cultural diversity (thereby assisting children to be assimilated into the dominant culture) to an approach that accepts and actively promotes cultural diversity However, some have argued that celebration of diversity is no more than patronizing tokenism unless it is accompanied by a vigorous antiracist approach Antiracism is concerned to reveal and combat racist attitudes and practices which disadvantage and discriminate against some minority groups, and which result in an unequal distribution of opportunity, wealth and power This paper claims that the history of science and technology has a special role within a curriculum that seeks to celebrate diversity and to combat racism

Making Connections in Math and Science: Identifying Student Outcomes

Abstract: A three-phase Collaborative Science Education Research Project (CSERP) has been established between the AIMS Education Foundation and The National Center for Science Teaching and Learning. The goal of Phase I is to identify student outcomes as perceived by classroom teachers to be related to participation in a hands-on, integrated mathematics science program called AIMS, Activities Integrating Math and Science. The raw data were then summarized and interpreted by the principal investigators. Data collection procedures involved seven Research Team Leaders; 45 teacher-researchers; and 2,025 students in Grades 4, 5, and 6 located in six states. The teacher-researchers identified 423 cognitive, 234 affective, and 188 social outcomes that were coded and classified by the principal investigators. An unanticipated teacher outcome also emerged. Teacher involvement in the research project greatly contributed to their own sense of professionalism. These outcomes will be used to develop, pilot (Phase II), and field test (Phase III) prototypic assessment items in the subsequent phases of the CSERP.

Technology Use in the Teaching of Mathematics and Science in Elementary Schools

Abstract: Principals from 80 elementary schools, in predominantly rural Western Pennsylvania, completed and returned a 22-item questionnaire designed to assess the nature and extent of technology use for the teaching of elementary mathematics and science within their buildings. Technologies included calculators, microcomputers, overhead projection panels, videotape, and interactive video. Microcomputers were being used in at least some elementary grade levels for mathematics or science instruction in 84% of the schools. Teachers used microcomputers more frequently in mathematics (82.5%) than in science instruction (55%). Principals reported a lower frequency of calculator use with 63.3% of the schools having some grade levels where calculators were used in mathematics lessons, and 21.5% of schools in science lessons. Further analyses of data suggest that microcomputer and calculator use is more common in the intermediate grades (3–6) than in the primary grades (K-2).

African Science, African and African-American Scientists and the School Science Curriculum.

Abstract: The need for multicultural science education for all students is discussed in this paper. The nature of science in Africa is compared to traditional Western science and the pros and cons of each are examined, Contributions to scientific knowledge by Africans and African-Americans are then considered. Finally, suggestions are given on integrating the contributions of Africans and African-Americans into the science classroom and curriculum.

Technological Problem‐Solving Activities as a Means of Instruction: The TSM Integration Program

Abstract: The Technology, Science, Mathematics (TSM) Integration Project, funded by the National Science Foundation, has developed a series of middle school activities that involve the application of science and mathematics in the solution of technological problems. The purpose of these activities is to allow students to see “real-world” applications for science and mathematics. The paper opens with a discussion of the “technological problem solving” method that characterizes each of the TSM Integration Activities. Brief descriptions of the fifteen activities and the corresponding technology, science, and mathematics content they involve are provided. The general structure of the activities and research in support of this methodological approach are also included.

Language, Intellectual Structures and Common Mathematical Errors: A Call for Research

Abstract: This article illustrates several typical mathematical errors made by high school and lower division college students. These illustrations are then categorized and analyzed from the points of view of mathematics, developmental psychology, and learning theory. It is concluded from the analysis that research is needed in the area and that a multifacted approach might at least result in progress toward resolving the problem of common logico-mathematical errors. The article suggests at least three theoretical bases which could support such a research-oriented approach.

Student Reactions to Learning About Probability and Statistics: Evaluating the Quantitative Literacy Project

Abstract: The NCTM “Curriculum and Evaluation Standards for School Mathematics” (1989) reflect the current movement to introduce probability and statistics in the precollege curriculum. These standards include topics and principles for instruction in probability and statistics which are included in the Quantitative Literacy Project (QLP) curriculum materials. This paper presents results of a survey which explored the successes of the QLP materials in terms of student reactions to instruction in probability and statistics. A student survey of 917 students of teachers trained in QLP workshops assessed how students regarded the instructional materials in general, how well they liked learning topics in probability and statistics, and how well they believed that they had learned the content. Results indicated that students have mostly positive attitudes towards learning statistics. However, fewer students felt it was useful to learn about these topics. An increase in positive attitudes with grade level suggests the topics may be received more favorably and, therefore, may more appropriately be used in higher grades.

Computer Literacy: An Evolving Concept

Abstract: The term “computer literacy” became very popular in the 1980s as a catch phrase describing a new type of understanding. Prior to the phrase's popularity, “literacy” was reserved for the knowledge of basic skills in reading and writing and familiarity with the classical works and great books of ancient and modern cultures. To be literate means to be educated regarding the fundamental or basic ideas, beliefs and methods of communication in society. By applying the term “literacy” to the knowledge of computers, society is signifying that this sort of knowledge is as important to a person's education in contemporary society as knowledge of reading and writing has been in the past (Ringle, 1981). While many people seem to agree that the proliferation of computers and their application in extensive areas of human endeavor require us to take the notion of literacy seriously, there is still no consensus as to how this educational goal should be achieved. The difficulty stems from the fact that there is no universally accepted definition of computer literacy. Until educators are clear about the goal, effective ways to attain the objective of computer literacy will be clouded by confusion. The purpose of this research is to examine the historical evolution of the phrase “computer literacy,” to develop a chronological continuum of computer literacy, and to identify several competencies that will likely characterize the computer literate teacher in the 1990s.

The Role of Proof in Mathematics Education

Abstract: To many–perhaps most–mathematicians, the idea of proof is the very essence of mathematics. In fact, discovering and proving theorems is as good a description as any of what mathematicians do. It is therefore not surprising that efforts to reform mathematics education, such as the “new math,” heavily emphasized a more “rigorous” treatment of the subject, especially when these efforts were strongly influenced by professional mathematicians. It is equally unsurprising that such efforts, for the most part, were total failures. The fact is, the world of mathematics as viewed by the professional mathematician is a far different world than that seen by the neophyte. Yet the idea of proof is, perhaps, the quintessential theme of mathematics. The question is, how does the teacher bridge the gap between the professional mathematician and, if you will, “finished” mathematics, and the learner who sees, at best, a small part of it? What follows provides partial answers to this question. It contains, among other things, some suggestions about basic rules of inference (which, surprisingly, are often ignored, even in “rigorous” mathematics texts), and a few elementary examples of simple proofs using these rules.

Mathematical Problem‐Solving Processes of Elementary Male and Female Students

Abstract: This study examined the problem solving behavior of young elementary school students. Ninety second-and third-grade students were observed and interviewed as they solved three problems. Conclusions included that the children readily attempted unfamiliar problems and that they used systematic solution processes. No significant gender differences were observed.