Showing papers in "School Science and Mathematics in 1995"
TL;DR: The Draw-A-Scientist Test (DAST) as discussed by the authors was developed to assess student images of scientists, but most instruments require children to respond in writing, since not all children can respond appropriately to written instruments.
Abstract: Several instruments have been developed to assess student images of scientists, but most require children to respond in writing. Since not all children can respond appropriately to written instruments. Chambers (1983) developed the Draw-A-Scientist Test (DAST) in which children's drawings are rated according to particular characteristics present or absent in the drawings, allowing researchers to determine the images of scientists children hold. In order to improve the objectivity and interrater reliability of this means of assessment, the authors built upon Chambers' study to develop a checklist useful in assessing DAST drawings. This checklist provides drawing raters with stereotypic components identified in previous research as well as some additional ones, making the identification and recording of such components more efficient and more readily quantifiable for data analysis. The purpose of this paper is to describe the development and field test of this checklist.
309 citations
TL;DR: In this article, the authors describe how problem-based learning, an innovative curricular and instructional model developed in medical graduate school programs, has been adapted for use in elementary and high school settings.
Abstract: Many new curricular and instructional models must be developed or adapted as the nation moves towards educational reform in science classrooms. This article describes how problem-based learning, an innovative curricular and instructional model developed in medical graduate school programs, has been adapted for use in elementary and high school settings. Included in the integration of problem-based learning and science are components of all problem-based episodes including initiating learning with an ill-structured problem, using the problem to structure the learning agenda, and teacher as metacognitive coach, with important goals of a reformed science curriculum such as learning based on concepts of significance, student-designed experiments, and development of scientific reasoning skills.
258 citations
TL;DR: In this article, five different meanings of integration of science and mathematics are investigated along with instructional implications of these different approaches to integration, including discipline specific, content specific, process, methodological and thematic.
Abstract: In this era of curriculum reconstruction, considerable attention is being focused on curriculum integration. The integration of science and mathematics continues to be interpreted in different ways. In this article, five different meanings of integration of science and mathematics–discipline specific, content specific, process, methodological and thematic–are investigated along with instructional implications of these different approaches to integration.
120 citations
118 citations
TL;DR: This article found that there was a gender difference in the way nine to 12-year-old students drew scientists before and after their teachers implemented intervention strategies Rubrics were used to analyze for stereotypic characteristics such as sex of the scientist and presence of eye glasses, a lab coat, funny hair, a weird smile, wild eyes, facial hair, robotic features, and facial scars.
Abstract: The purpose of this study was to determine if there was a gender difference in the way nine to 12-year-old students drew scientists before and after their teachers implemented intervention strategies Rubrics were used to analyze for stereotypic characteristics such as sex of the scientist and the presence of eye glasses, a lab coat, funny hair, a weird smile, wild eyes, facial hair, robotic features, and facial scars Results indicated that boys held more stereotypic views on pretest drawings than did girls and also demonstrated the most improvement to less stereotypic views as a result of intervention
115 citations
TL;DR: The Meyerhoff Program as mentioned in this paper is an intensive, multicomponent program focused on enhancing the success of talented African-American students in science and engineering at a predominantly white, medium-sized university.
Abstract: The Meyerhoff Program is an intensive, multicomponent program focused on enhancing the success of talented African-American students in science and engineering at a predominantly white, medium-sized university. The program components, taken together, address the four primary factors emphasized in the research literature as limiting minority student performance and persistence in science: knowledge and skills, motivation and support, monitoring and advising, and academic and social integration. Outcome analyses indicated that the first three cohorts of Meyerhoff students (total N=69) achieved an overall GPA (mean=3.5) significantly greater than that of an African-American historical comparison sample (mean=2.8) of comparably talented science students at the university. This difference was even greater for first year science GPA (means of 3.4 and 2.4, respectively), and in specific science and mathematics courses. Observational and questionnaire data indicated that the Meyerhoff program study groups, peerbased community, financial scholarships, summer bridge program and staff appear to be especially important contributors to student success. Implications of the findings for enhancing the success of African-American and other underrepresented populations in science are discussed.
88 citations
TL;DR: The authors analyzed secondary level science textbooks to determine vocabulary load and found that the amount of new vocabulary terms presented in such textbooks is higher than that recommended for junior high and high school foreign language courses.
Abstract: It has been argued that many students view science as a collection of facts and terms to be memorized. Robert Yager (1983) analyzed secondary level science textbooks to determine vocabulary load and found that the amount of new vocabulary terms presented in such textbooks is higher than that recommended for junior high and high school foreign language courses. Three textbooks analyzed in that study were re-evaluated, taking into account limitations expressed in the earlier study. The new study also included analysis of an earth science textbook; the first study did not. The re-analysis produced a noticeable reduction in vocabulary load estimates with only one book, Modern Chemistry, still measuring above the recommended level for foreign language courses. It is argued that the amount of vocabulary load presented is still too high and may contribute to the problem of science avoidance by secondary students.
87 citations
TL;DR: In this paper, a longitudinal study of changes in preservice teachers' sense of efficacy in teaching science was conducted in an Australian primary education program, where students were enrolled in a three-year Bachelor of teaching (primary) program.
Abstract: This paper reports progress to date on a longitudinal study of changes in preservice teachers' sense of efficacy in teaching science. The study involved procedures designed to validate, in an Australian context, the Science Teaching Efficacy Beliefs Instrument (STEBI-B) comprised of two scales: Personal Science Teaching Efficacy Belief Scale (STE) and Science Teaching Outcome Expectancy Scale (STO). Concomitantly, the instrument was used to monitor changes in teachers' sense of science teaching efficacy employing a pretest and repeated posttest, one group research design. The subjects were students enrolled in a three-year Bachelor of Teaching (Primary) program. Correlations between pretest scores on STEBI-B and other measures of personal beliefs and behaviors, namely academic self concept and academic locus of control, supported the validity of STEBI-B. The results indicate that, over three semesters of the program, there was significant difference between the pretest and posttest scores on the STE scale. Possible explanations of the results obtained are discussed and evaluated and a justification for further long term research into teachers' sense of efficacy in teaching science is provided. Implications of the results for the teaching of elementary school science are discussed.
79 citations
TL;DR: In this paper, two different procedures were utilized to study 50 preservice elementary teachers' conceptions of what causes night and day on earth, and the alternative conception most frequently expressed for both procedures was that night and days are caused by the earth revolving around the sun.
Abstract: Two different procedures were utilized to study 50 preservice elementary teachers' conceptions of what causes night and day on earth. The numbers of responses representing alternative conceptions for the models with written and verbal explanation procedures were 27 and 14, respectively. The alternative conception most frequently expressed for both procedures was that night and day are caused by the earth revolving around the sun. The frequency with which alternative conceptions were expressed by future teachers is a problem which should be addressed with instruction using models.
59 citations
TL;DR: In this paper, a study focused on the gender and race of subjects and their perceptions about scientists was described. But the focus was on the factors behind a particular subject drawing a scientist of a particular race and gender.
Abstract: The study described focused on the gender and race of subjects and their perceptions about scientists. Of particular interest were the factors behind a particular subject drawing a scientist of a particular race and/or gender. Subjects were asked to describe their scientist and provide a reason for drawing it of a particular race and gender. Grade level, gender, and race of subjects were recorded with their responses. Interviewers were 25 junior/senior level preservice elementary teachers. Three-hundred fifty-eight subjects were administered the DAST and subsequently interviewed. Data were collected from subjects in Grades 1 to 7 in 24 elementary and middle schools (Grades K-9). Subjects' reasons for drawing a scientist a particular race and gender were determined by evaluators to fall into 12 categories.
58 citations
TL;DR: In this article, the authors focused on identifying high school students' views regarding the nature of science and found that one's ability to become scientifically literate is greatly impaired when one is not completely understood.
Abstract: During the last two decades, massive efforts have been directed at uncovering different science concepts held by school age students. This particular study focused on identifying high school students' views regarding the nature of science. Thirty-two students were chosen from each of the following three countries: Canada, the United States, and Australia. Interviews were conducted with each student. The interview protocol contained the same core questions with an opportunity built in to allow both the student and the interviewer to seek clarification and extension as necessary. All of the interviews were audiotape recorded and transcribed. Some major differences and many commonalities were observed among the three groups of students. These results should be potentially useful to a wide range of science educators and curriculum developers in that one's ability to become scientifically literate is greatly impair ed when the nature of science is not completely understood.
TL;DR: In this paper, five formats of alternative assessment forms are described, and suggestions are given on how these methods can be implemented within science and mathematics classrooms, and benefits of each type of assessment are discussed and potential pitfalls are elucidated.
Abstract: One recommendation of the national reform movements in mathematics and science is to change the way students are assessed. In this article five formats of alternative assessment forms are described, and suggestions are given on how these methods can be implemented within science and mathematics classrooms. Benefits of each type of assessment are discussed and potential pitfalls are elucidated. Samples of the five formats, journal writing, open-ended problems, portfolios, interviews and performance assessments, are included.
TL;DR: In this paper, the effects of distributed practice in physics were evaluated using a repeated measures MANOVA, and the results suggest that using distributed practice can lead to higher student achievement in physics.
Abstract: An analysis of the effects of distributed practice in physics was undertaken. The subjects were 41 students, nearly equal numbers of males and females, in two suburban high school physics classes. All students were exposed to both massed and distributed practice on two different physics topics. The interaction of practice type with time and previous physics achievement were evaluated using a repeated measures MANOVA. A significant difference in achievement at the 0.01 level was found between the group which used distributed practice and the group which used massed practice in favor of distributed practice; the effect was stable with time, and the treatment was of benefit to both high and low achievers. The results suggest that using distributed practice in high school physics classrooms can lead to higher student achievement in physics.
TL;DR: The Science/Technology/Society (STS) movement is described and illustrated as a potential means to correct these problems as discussed by the authors, and examples derived from statewide efforts in Iowa are used as evidence that STS initiatives are paradigms for curriculum and instructional reform.
Abstract: Many nonscientists hold incorrect views of science. These incorrect views of science are rooted in fundamental problems with science education in schools. These problems are discussed in the context of their causes, including a dysfunctional working definition of science. The Science/Technology/Society (STS) movement is described and illustrated as a potential means to correct these problems. Examples derived from statewide efforts in Iowa are used as evidence that STS initiatives are paradigms for curriculum and instructional reform.
TL;DR: The authors compared a lecture-based college algebra course to an experimental algebra course and found that the experimental course stressed active student involvement and the use of the computer as a tool to explore mathematics.
Abstract: This study compared a traditional lecture-based college algebra course to an experimental algebra course. The experimental course stressed active student involvement and the use of the computer as a tool to explore mathematics. One hundred thirty-seven subjects were divided into an experimental group and a control group. Subjects in the experimental group scored significantly higher than the control group on a final measure of inductive reasoning, visualization, and problem solving while maintaining an equivalent level of manipulation and computation skills. However, the attitude of subjects in the experimental group towards the use of the computer in learning mathematics declined significantly.
TL;DR: This paper used Wandersee's story form model to describe brief episodes from the lives of scientists to help students connect the present and past, show the evolution of the ideas they are learning, and make the information more interesting.
Abstract: Current science education research reports that students do not embrace an understanding of the nature of science. Furthermore, few curriculum materials emphasize the nature of science. This paper suggests an effective technique for including the nature of science in existing courses. Using Wandersee's story form model, historical vignettes describe brief episodes from the lives of scientists. They are designed to take only about ten minutes of class time, provide content information, and promote examination of the nature of the scientific enterprise by generating discussion. They help students connect the present and past, show the evolution of the ideas they are learning, and make the information more interesting.
TL;DR: In this article, the authors investigated the effectiveness of procedures undertaken to develop number sense and basic computational skills in learning disabled students in a K-1 classroom, and found that learners were consistently successful in recognizing and matching the numbers 0 through 5 and adding sums to five.
Abstract: This article presents an investigation of the effectiveness of procedures undertaken to develop number sense and basic computational skills in learning disabled students. Twelve students in a K-1 classroom who had been identified as learning disabled (LD) were presented tasks which required them to subitize (i.e., recognize the number of objects in a set without actually counting them). Consistent with other such studies in special education, a qualitative research methodology was employed, involving a case study of an intact group of LD students. Also consistent with many such studies in special education, observational rather than quantitative data were collected. At the end of a four-week period, all students were consistently successful in recognizing and matching the numbers 0 through 5 and adding sums to five as determined on a teacher-administered test. Increased time-on-task and pupil independence also are reported. Suggestions for further instructional research related to other arithmetic skills are presented.
TL;DR: In this paper, the authors investigated gender differences in mathematics attitudes of secondary students in an all-female secondary school with a similar all-male school and found that the female students' attitudes remained positive, but their predictions about the mixed-sex classroom were confirmed.
Abstract: The merger of an all-female Catholic secondary school with a similar all-male school provided the setting for this two-part study. Gender differences in mathematics attitudes of secondary students, and differences in mathematics attitudes of the female students before and after the merger were investigated. Traditional male/female differences were found in the areas of self-confidence, usefulness of mathematics, and classroom behavior. The female students' attitudes remained positive, but their predictions about the mixed-sex classroom were confirmed.
TL;DR: In this article, the effectiveness of heterogeneous grouping as an element of cooperative learning was clarified by using a pretest-post-test control group design, where the independent variable was the method of arranging groups (heterogeneously or homogeneously), with generally more positive responses given by students in the homogeneous condition.
Abstract: The purpose of this study was to clarify the effectiveness of heterogeneous grouping as an element of cooperative learning. A pretest-posttest control group design was utilized. The independent variable was the method of arranging groups (heterogeneously or homogeneously). Dependent variables were scores from the NABT/NSTA Biology Exam (1987). Students were administered a questionnaire to determine perceptions of their cooperative learning situation. An analysis of covariance was used as the data analysis procedure for the experimental portion of the study. No significant differences in achievement were found between the two treatment conditions. Results from the student perceptions questionnaire did reveal substantial differences between students in the two treatment conditions, with generally more positive responses given by students in the homogeneous condition.
TL;DR: The effectiveness of group work, including peer tutoring, cooperative learning, and peer collaboration, may be explained using several theoretical perspectives as discussed by the authors, including the importance of peers' ability to share ideas and initiate the equilibration process in individuals.
Abstract: Cooperative learning is commonly advocated as an effective instructional strategy in classrooms. Years of research support this recommendation. Recently, however, cognitive researchers and theorists suggest that peer group work may possibly enhance concept development and problem solving. The effectiveness of group work, including peer tutoring, cooperative learning, and peer collaboration, may be explained using several theoretical perspectives. Piaget theorized that the importance of peers comes from their ability to share ideas and initiate the equilibration process in individuals. Vygotsky argued that learning takes place in social contexts only to be internalized at a later time. He proposed a “zone of proximal development” to describe the difference between a student's ability to solve a problem alone and with the help of a more knowledgeable person. Researchers focusing on both theoretical positions argue that results support both theories. Additionally, researchers suggest that peer collaboration may enhance concept development and problem solving ability. Recommendations are made for incorporating effective peer learning strategies into instruction.
TL;DR: An overview of mathematical modeling is presented and the reasons underlying the current interest in this topic are discussed in this article, where several practical issues that are raised by the use of modeling in secondary classrooms are identified.
Abstract: Mathematical modeling plays a prominent role in the mathematics reform effort. For example, modeling, as incorporated in the curriculum recommendations of the National Council of Teachers of Mathematics, forms the basts of classroom activities developed by groups such as the Consortium for Mathematics and Its Applications and the Systemic Initiative for Montana Mathematics and Science. Modeling is also a topic of workshop and conference presentations at the state, regional, and national levels. Recommendations regarding the future of mathematics education indicate that the emphasis on modeling will continue to grow. In this article, an overview of mathematical modeling is presented and the reasons underlying the current interest in this topic are discussed. The article also identifies several practical issues that are raised by the use of modeling in secondary classrooms.
TL;DR: In this paper, the integration of mathematics and science teaching and learning is gaining interest in many elementary and secondary classrooms, and National organizations such as SSMA, NCTM, and AAAS are giving strong support for integrating of Mathematics and Science in the curriculum.
Abstract: The integration of mathematics and science teaching and learning is gaining interest in many elementary and secondary classrooms. National organizations such as SSMA, NCTM, and AAAS are giving strong support for integrating of mathematics and science in the curriculum. If mathematics and science are to be successfully integrated, it would seem reasonable that mathematics and science courses for teachers also be integrated. This article describes (a) reasons for integrating methods courses, (b) the evolution of an integrated methods course in a small university, (c) topics covered in the course together with descriptions of student assignments and activities, (d) procedures used in student evaluation, and (e) student opinions of the integrated course.
TL;DR: The authors examined seven mathematics textbook series used for Grades 1 through 8 and found that the overall percentage of arithmetic in the textbook series was about twice that on the test, while the percentage of measurement was less than half that on test; and the proportion of algebra was a third or less than that of the test.
Abstract: Seven mathematics textbook series used for Grades 1 through 8 were examined. Textbook pages were counted as arithmetic, measurement, geometry, data analysis, or algebra. Percentages of mathematics textbook content were compared with percentages of mathematics content on the Ohio Ninth Grade Proficiency Test. Areas of greatest mismatch were arithmetic, measurement, and algebra. The overall percentage of arithmetic in the textbook series was about twice that on the test; the percentage of measurement was less than half that on the test; and the percentage of algebra was a third or less than that on the test. Results are also presented by grade level, and implications for teaching are discussed.
TL;DR: This article found that routine compliance with the requirement to "explain" superseded authentic dialogues about mathematical ideas and suggested that teachers implementing reform should help students develop criteria for judging mathematical arguments and confront student conceptions directly to deepen debates.
Abstract: Cooperative learning experiences can contribute to mathematics education reform by stimulating student communication. Sixth grade student conversations were recorded on four occasions over a four month period when they were working in cooperative groups. The results indicated that routine compliance with the requirement to “explain” superseded authentic dialogues about mathematical ideas. Student conversations were influenced by the model of explanation exchanges emerging from the teacher's visits to groups. Teacher influence was mediated by students' past experiences. The findings suggest that teachers implementing reform should help students develop criteria for judging mathematical arguments and confront student conceptions directly to deepen debates.
TL;DR: The U.S. generally has a less intense mathematics curriculum in the middle school grades than China as discussed by the authors, which may be attributed to the lack of challenging problem solving, lower curricular and cultural expectations, and ability grouping.
Abstract: The U.S. generally has a less intense mathematics curriculum in the middle school grades than China. Some factors contributing to the lower intensity in the U.S. mathematics curriculum are textbooks with extensive drill, repetition of content, lack of challenging problem solving, lower curricular and cultural expectations, and ability grouping. In comparison, China utilizes challenging problem solving, sequential development of content without repetition, expectations of hard work, high values for mathematics by the curriculum and culture, and a common curriculum for all as aspects of mathematics instruction. The U.S. is taking a positive direction in its mathematics curriculum with the use of technology and reform while compulsory education is mandating that the theoretical depth of middle school curriculums in China be lowered for all of its students in grades 1–9.
TL;DR: This article reported the results of a project in which experienced middle grades mathematics teachers immersed themselves in calculator and computer use for both doing and teaching mathematics and prepared themselves as leaders for communicating their knowledge to colleagues.
Abstract: This paper reports the results of a project in which experienced middle grades mathematics teachers immersed themselves in calculator and computer use for both doing and teaching mathematics and prepared themselves as leaders for communicating their knowledge to colleagues. Project evaluation included interviews with participants at the beginning and end of the project and evaluation forms completed at the end of the project. Pre-interviews indicated that virtually all of the participants had no experience using technology to teach mathematics. Many felt that technology was not likely to be as effective in helping students learn mathematics as other teaching techniques. Post-interviews indicated that all teachers were confident of their abilities to use some technologies in teaching mathematics. They acknowledged that technology was useful in developing conceptual understanding and that their role was to guide this conceptual development. The differences in participants' perceptions about how the project affected them yielded suggestions for future inservice efforts about technology.
TL;DR: In the nineteenth century, Colburn defended understanding as the avenue to learning arithmetic and questioned the memorization method in use since the seventeenth century as discussed by the authors. But many criticisms of Colburn's ideas emerged during his time, and teaching for understanding never fully reached nineteenth century mathematics classrooms.
Abstract: In the nineteenth century, Warren Colburn defended understanding as the avenue to learning arithmetic and questioned the memorization method in use since the seventeenth century. Colburn's work was appreciated by educators in the common school era, and his book is still considered an important one in the history of mathematics education. Many criticisms of Colburn's ideas, however, emerged during his time, and teaching for understanding never fully reached nineteenth century mathematics classrooms. This episode in the history ofmathematics education raises questions about the success of contemporary attempts to reform school mathematics.
TL;DR: In this paper, the authors present four activities designed to help elementary and middle school students develop a concept of mean, which is the most commonly used measure of central tendancy in mathematics.
Abstract: The arithmetic mean is the most commonly used measure of central tendancy; nevertheless, many students who can add all the elements of a data set and then divide that sum by the number of elements do not truly understand the concept of mean. This article presents four activities designed to help elementary and middle school students develop a concept of mean. To bring about a desirable level of understanding, all computational formulae and algorithms in mathematics should be preceded by experience emphasizing conceptual understanding. Since that is not the normal instructional sequence for the arithmetic mean, the activities presented in the article assume previous exposure to the computational algorithm for the arithmetic mean.