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Showing papers in "School Science and Mathematics in 1997"


Journal ArticleDOI
TL;DR: In this paper, the relationship between teacher beliefs about mathematics, the learning and teaching of mathematics and their respective students' belief about mathematics (n = 158) are examined, by means of two instruments specifically designed to measure belief systems about mathematics.
Abstract: In this study the relationship between teacher (n = 7) beliefs about mathematics, the learning and teaching of mathematics and their respective students' beliefs about mathematics (n = 158) are examined. The data were collected by means of two instruments specifically designed to measure belief systems about mathematics. Teacher scores were adjusted so that a higher score reflected beliefs in aligntnent with the National Council of Teachers of Mathematics (NCTM) Standards. Results indicated that the students of teachers whose beliefs were in alignment with the NCTM Standards had significantly different beliefs about factors that lead to success in mathematics than did other students. Specifically these students felt that working hard to solve problems and striving for understanding would lead to success. No student differences were found for subscales of ego orientation, competitiveness, interest and extrinsic factors such as neatness and cooperation. These findings suggest that this group of teachers practiced what they believed and that these practices affected what their students believed about mathematics. We suggest that using these two assessments in tandem give a clearer picture of the mathematical environment within a classroom and can be used in professional development workshops to initiate teacher reflection about classroom practices.

92 citations


Journal ArticleDOI
TL;DR: In this paper, a continuum model of integration is proposed as a useful tool for curriculum developers as they create new integrated mathematics and science curricula or adapt commercially prepared materials, and several examples are given to illustrate the utility of the continuum model for analyzing integrated curricula.
Abstract: Interest in interdisciplinary, integrated curriculum development continues to increase. However, teachers, who have been given primary responsibility for developing these materials, are often working with little guidance. At present there exists no clear definition of the meaning of integration of mathematics and science. A continuum model of integration is proposed as a useful tool for curriculum developers as they create new integrated mathematics and science curricula or adapt commercially prepared materials. On the continuum, activities range from mathematics or science involving no integration to those activities including balanced mathematics and science concepts. Several examples are given to illustrate the utility of the continuum model for analyzing integrated curricula. The continuum model is intended to be used by curriculum developers to clarify the relationship between the mathematics and science activities and concepts and to guide the modification of lessons.

69 citations


Journal ArticleDOI
TL;DR: This paper found that most children (72%) construct transitive reasoning by second grade and that most (76%) construct unit iteration out of transitive logic by fourth grade, and that traditional instruction produces poor results revealed by the National Assessment of Educational Progress.
Abstract: Three hundred and eighty-three children in grades 1–5 were individually interviewed to find out at when they construct unit iteration out of transitive reasoning as described by Piaget, Inhelder, and Szeminska (1960). The results indicated that most children (72%) construct transitive reasoning by second grade and that most (76%) construct unit iteration out of transitive reasoning by fourth grade. The article explains why traditional instruction produces the poor results revealed by the National Assessment of Educational Progress. It also suggests a better approach to the teaching of measurement that presents problems and encourages children to modify their ways of thinking.

63 citations


Journal ArticleDOI
TL;DR: The Urban Elementary Outreach Program (ULEP) as discussed by the authors is a staff development program intended to bring improved math and science education to the elementary schools of Newark, New Jersey, by providing teachers with sustained support through training and direct classroom assistance.
Abstract: For the last five years, the Center for Precollege Programs of the New Jersey Institute of Technology has operated the Urban Elementary Outreach Program, a staff development program intended to bring improved math and science education to the elementary schools of Newark, New Jersey. Teachers in urban settings have been hampered in their efforts to provide enriching, student-centered and constructivist science and math teaching (Huinker, 1996). The Outreach Program has attempted to provide teachers with sustained support through training and direct classroom assistance in an effort to develop a sense of self-efficacy (Bandura, 1982) in relation to desired teaching and student behaviors that are part of a standards-based learning experience. Traditional training approaches for teachers are supplemented by weekly classroom visits by graduate assistants, who both model standards-based science teaching and assist the teacher in assuming effective instructional methods. The combination of workshops, orientations, newsletters, and weekly classroom visits make up a staff development program of two years in duration for teacher participants. Through this intensive program, we intend to change teaching behaviors in the many complex ways identified in the National Science Education Standards.

54 citations



Journal ArticleDOI
TL;DR: Wang et al. as mentioned in this paper reported on an evaluation of Chinese boys' and girls' attitudes toward selected science topics and found that when the male and female Chinese students differ in their response patterns, females select more intense responses (strongly agree as opposed to “agree,” strongly disagree, and strongly disagree).
Abstract: Evaluating the attitudes of science students is important for teachers, curriculum developers, and those working with preservice teachers. Although in the United States a great deal of attitudinal research has been conducted with regard to science education, in the People's Republic of China very little work concerning science attitudes has been completed. This study will report on an evaluation of Chinese boys' and girls' attitudes toward selected science topics. Students attended a middle school in the city of Shanghai. Analysis indicated that when the male and female Chinese students differ in their response patterns, females select more intense responses (“strongly agree” as opposed to “agree,”“strongly disagree” as opposed to “disagree”). Furthermore, the surveyed females often selected responses suggesting that they were more interested in the science topics and issues presented in the survey.

48 citations


Journal ArticleDOI
TL;DR: The Missouri Middle Mathematics (M3) Project as mentioned in this paper is an NSF-funded 3-year professional development project involving teacher/administrator teams from districts statewide, focusing on collaborative investigation of emerging reform-based middle school mathematics curricula to support individual and systemic reform.
Abstract: The Missouri Middle Mathematics (M3) Project is an NSF-funded 3-year professional development project involving teacher/administrator teams from districts statewide. Project activities focus on collaborative investigation of emerging reform-based middle school mathematics curricula to support individual and systemic reform. Collaborative review and field-testing of material facilitates awareness and exploration of alternative instructional and assessment strategies and informed decision making. Early indicators of the model's success are reflected in participants’ enthusiasm and professional growth. Project activities stimulate discussions of critical topics including questioning appropriateness of various teaching practices, research about teaching and learning, tracking policies, appropriate assessment models for gauging student learning and the importance of calculators and manipulatives as teaching and learning tools. These discussions transcend curriculum materials being reviewed and serve as a powerful vehicle for professional growth and development for individual teachers and districts.

45 citations


Journal ArticleDOI
TL;DR: It was concluded that students experiencing the dynamic environment significantly outperformed students experiencing a traditional environment on content measures of the concepts of reflection and rotation, as well as on measures of two- and three-dimensional visualization.
Abstract: The effects of a dynamic instructional environment (based on use of The Geometer's Sketchpad, N. Jackiw, 1991, in a computer lab) and visualization on eighth-grade students' (N= 241) construction of the concepts of reflection and rotation were investigated. Also investigated were the effects of the environment on students' two- and three-dimensional visualization. After controlling for initial differences, it was concluded that students experiencing the dynamic environment significantly outperformed students experiencing a traditional environment on content measures of the concepts of reflection and rotation, as well as on measures of two-dimensional visualization. The students' environment did not significantly affect their three-dimensional visualization.

44 citations


Journal ArticleDOI
TL;DR: The authors examined solution strategies used by elementary preservice teachers to find the perimeter and area of a shaded geometric figure, and found that many of them incorrectly found the perimeter of the figure by the same method they used to find an area.
Abstract: Measurement topics, including perimeter and area, are basic to the competency domain of elementary teachers. This study examines solution strategies, used by elementary preservice teachers, to find the perimeter and area of a shaded geometric figure. Many of these preservice teachers incorrectly found the perimeter of the figure by the same method they used to find the area. Examination of incorrect strategies by preservice teachers provides an opportunity to investigate inadequacies in the mathematical backgrounds of these students as well as to make curriculum changes in teacher education programs.

40 citations


Journal ArticleDOI
TL;DR: In this article, a high school mathematical curriculum designed to implement the National Council of Teachers of Mathematics Standards (NCTOMS) is described, which is teacher written, application based, uses technology where appropriate, has students working in groups, and incorporates open-ended problem solving.
Abstract: This study is a description of a high school mathematical curriculum designed to implement the National Council of Teachers of Mathematics Standards. The curriculum is teacher written, application based, uses technology where appropriate, has students working in groups, and incorporates open-ended problem solving. For one year, twenty-two classrooms of mainly ninth-grade students studied this new curriculum. Students took a pre- and post-treatment attitude questionnaire, PSAT examination, and an authors written open-ended end-of-the-year assessment. A control group of six classes of ninth-grade students also took the PSAT and the open-ended End-of-Year Tasks. Paired t-tests found significant attitude improvement in experimental students' mathematical confidence. Analysis of variance (ANOVA) found no significant differences between experimental and control classes on the PSAT. Multivariate ANOVA found significant differences on the end-of-the-year test favoring experimental classes. These results suggest that a Standards-based curriculum can improve students' mathematics attitude and problem-solving skills.

40 citations


Journal ArticleDOI
TL;DR: A survey on attitudes toward mathematics of third and fifth-grade students enrolled in a large urban school district was conducted in the spring of 1994 as part of a review of the mathematics program as discussed by the authors.
Abstract: A survey on attitudes toward mathematics of third- and fifth-grade students enrolled in a large urban school district was conducted in the spring of 1994 as part of a review of the mathematics program. Student responses to survey items were analyzed with respect to gender and grade level. Although girls and boys were equally likely to indicate that they like mathematics, in both Grades 3 and 5, boys were more likely than girls to report being good at mathematics. This result has often been reported for older students but has rarely been explored in younger children. Some gender and grade differences were observed in students' attitudes towards the specific strands of mathematics. Both girls and boys in Grade 5 were more likely than students in Grade 3 to believe that mathematics was relevant to their lives. Virtually all children thought that both girls and boys needed to study mathematics. No gender or grade differences in students' beliefs regarding the process of learning mathematics were observed. The results support the need for further research to identify variables that influence the development of student perceptions and attitudes toward mathematics during elementary school.


Journal ArticleDOI
TL;DR: In this article, the authors suggest how ideas based on constructivist learning theory can be put into practice in a preservice mathematics education class and demonstrate how to apply constructivism to mathematics education.
Abstract: Educators involved in the current reform movement in mathematics education recommend that students be actively involved in constructing their own knowledge and developing powerful mathematical concepts. This study suggests how ideas based on constructivist learning theory can be put into practice in a preservice mathematics education class.

Journal ArticleDOI
TL;DR: In this paper, the integration of graphing calculators in a semester-long college algebra course was examined and it was found that the technology use had a positive impact on various dimensions of student learning.
Abstract: This article considers various aspects of teaching and learning stemming from the integration of graphing calculator use in a semester-long college algebra course. The project examined four class sections, in which two instructors each taught one section using graphing calculators and one section using a traditional approach. Achievement and attitude data showed no significant differences for treatment or instructor; a significant difference in achievement was found for gender. Students in the calculator sections responded to an open-ended questionnaire about their use of the calculator and were generally supportive of the technology. Students were in agreement about specific topics for which the technology was most useful. Overall, findings indicated that the technology use had a positive impact on various dimensions of student learning.

Journal ArticleDOI
TL;DR: For example, this paper found that young girls tend to participate in nurturing life science-related activities, and young boys favor hands-on, action-oriented physical science related experiences, and that the gender disparity in science follows a continuuum that begins with the experiences of elementary school students.
Abstract: Extracurricular science-related experiences of young students were examined. The sample consisted of 539 elementary school students between the ages of 9 and 13. Students completed the Science Experiences Survey (SES) to identify the number of common scientific materials and activities they experienced outside of the classroom. The factor analysis isolated three underlying factors of extracurricular science-related experiences: life science-related experiences, physical science-related experiences, and general learning attributes related to science. Further analysis identified differences in reported experiences by gender. The data indicate that young girls tend to participate in nurturing life science-related activities, and young boys favor hands-on, action-oriented physical science-related experiences. The research suggests that the gender disparity in science follows a continuuum that begins with the experiences of elementary school students.

Journal ArticleDOI
TL;DR: This article examined middle school students' understanding of percent, focusing on number sense, and found that students had difficulty interpreting a quantity expressed as a percent of a number given a pictorial continuous region.
Abstract: This study examined middle school students' understanding of percent, focusing on number sense. Participants in the study were 106 seventh-grade and 93 eighth-grade students. Students were given a written test that included 21 multiple-choice questions and an open-ended item. Research interviews were conducted with 28 selected students. Students performed better interpreting a quantity expressed as a percent given a pictorial continuous region than when a pictorial discrete set of circles was given. Students had difficulty interpreting a quantity expressed as a percent of a number. The strategies used by students to make comparisons about percents represent a wide range of correct and incorrect approaches to the questions. In addition to the use of 50% and 100% as common reference points, students successfully applied fractional relationships, estimation and mental computation to make comparisons. A variety of inappropriate strategies which included computational procedures and numerical comparisons were also employed, some of which resulted in the correct multiple-choice response.

Journal ArticleDOI
TL;DR: In this article, the TOPE questionnaire at a teacher training and a community college in Israel and the U.S., respectively, was used to study the science-examination preferences of college science students and their science faculty.
Abstract: The science-examination preferences of college science students and their science faculty were surveyed, using the TOPE questionnaire at a teacher training and a community college in Israel and the U.S., respectively. The results obtained in the two countries were “intrally” and “interly” compared, in total and by gender, in terms of significant/no significant differences in the preferences made and the reasons provided by the students and faculty for their ranking. The findings suggest that: (a) college science students prefer mostly, the Israelis more so than the Americans, the nonconventional, written exams in which time is unlimited and any materials are allowed; (b) American college science students prefer the traditional class science examination (G) significantly more than their Israeli counterparts; (c) the preference of higher order cognitive skills (HOCS)-oriented exams (B. I and H) is significantly higher for female science students in Israel compared with no gender difference concerning the preferred examinations in the US, and rejection of oral examinations by all in both countries, significantly more by female students; and (d) there exists a significant gap between the preferred type of examinations of science students and their faculty in both countries. In view of the HOCS-orientation and the goal of conceptual understanding in current reforms of science education worldwide, the consonance between these curriculum objectives and examination practices is advocated. This, in turn, requires that provisions be made to lessen the gap between science teachers and their students' examination type preferences for better science learning to occur.


Journal ArticleDOI
TL;DR: In this paper, the authors explore the relationship between national standards as policy recommendations and the transformation of those recommendations into programs for school science and mathematics education, and propose a strategic framework for standards-based reform, which focuses on dissemination, interpretation, implementation, evaluation, and revision.
Abstract: We explore the relationship between national standards as policy recommendations and the transformation of those recommendations into programs for school science and mathematics. We provide a brief introduction to national standards, propose a strategic framework for standards-based reform, and offer a discussion of specific challenges associated with the improvement of contemporary science and mathematics education. A set of features common to the NCTM and the NRC standards is described. The strategic-framework focuses on dissemination, interpretation, implementation, evaluation, and revision. Challenges include implementing school programs for all students, understanding inquiry and problem solving; thinking differently about curriculum; increasing instructional effectiveness; and aligning assessment strategies with standards.

Journal ArticleDOI
TL;DR: This article explored common (elicited from at least 25% of students at any one level) alternative conceptions of a Natural Science topic familiar to students, which was a part of the regular curriculum.
Abstract: The purpose of this investigation was to explore common (elicited from at least 25% of students at any one level) alternative conceptions of a Natural Science topic familiar to students, which was a part of the regular curriculum. The primary topic was: Water in Nature. We also studied the persistence and tenacity of alternative conceptions. The most relevant instruments and strategies used in the investigation were the following: brainstorming sessions, transcriptions of students' participation, a questionnaire on basic knowledge of the topic and concept maps. Our study of the data revealed that similar misconceptions are evident in upper elementary school students and lower elementary school students.

Journal ArticleDOI
TL;DR: The authors found that science students were especially motivated by knowledgeable, enthusiastic, communicative, committed, friendly, competent, and creative science teachers, whereas the nonscience group preferred patient, knowledgeable, congenial, friendly and supportive instructors.
Abstract: The attitudinal perceptions of successful college science students regarding their junior high and high school science experiences were compared with those of successful nonscience students. Particular attention was paid to recollections of teacher personality attributes and instructional methodology. Results indicate that science students were especially motivated by knowledgeable, enthusiastic, communicative, committed, friendly, competent, and creative science teachers, whereas the nonscience group preferred patient, knowledgeable, congenial, friendly, supportive, and enthusiastic instructors. Both groups agreed that, although traditional methods (textbooks, lectures, quizzes/tests) dominated their science experiences, their preferred instructional strategies included more dynamic methods, including laboratory activities, teacher demonstrations, and discussions. Both groups also agreed that high school science courses provided a closer match than did junior high/middle school courses in providing their preferred teacher attributes and instructional methods. Results supported the observation that, even for these academically gifted students, interest in science is relatively depressed during the junior high/middle school years. It was concluded that, although endogenous variables act in concert, the quality of the student-teacher interaction exerts the greatest influence on student attitudes, particularly if those students are not already “science-friendly.” Instructional implications are discussed.

Journal ArticleDOI
TL;DR: In this article, the authors evaluated the effect of the University of Iowa's program on the development of teachers' constructivist philosophies by participating teachers and found that the effect was significant and that the learning was retained.
Abstract: Since the 1980s, over a thousand Korean science teachers and supervisors visited western countries to participate in overseas in-service training programs. This study reports the evaluation of the effect of the University of Iowa's program on the development of teachers' constructivist philosophies by participating teachers. A total of 70 high school teachers who participated during the fall of 1995 and the summer of 1996 were surveyed. The Constructivist Learning Environment Survey was translated into Korean and administered to the participants three times: at the beginning and the end of the workshops and again three months after. Analysis indicated that the effect of the workshop was significant and that the learning was retained. Ways of encouraging teachers to continue improvement in the use of constructivist practices are discussed in light of the realities of Korean science education.

Journal ArticleDOI
TL;DR: In this paper, student thinking in laboratory activities was contextualized by the laboratory activity structure and teacher and student interactions, finding that teacher-student interactions contributed more to student-student interaction in open-inquiry laboratories.
Abstract: The nature of student thinking in confirmation and open-inquiry laboratory activities was compared. Student thinking in laboratory activities was contextualized by the laboratory activity structure and teacher and student interactions. Students in each laboratory treatment were observed throughout five life science laboratories, with the life science topic consistent across treatments. From a frequency perspective there appeared to be no difference in the student thinking processes exhibited across life science content. Based on the multiple regression analysis, however, the nature of student thinking differed across laboratory treatments. Student thinking processes exhibited in confirmation laboratories emphasized procedures and techniques, making sense of and doing the laboratory, whereas student thinking in open-inquiry laboratories emphasized data analysis, making sense of the results. Student-student interactions contributed more to student thinking in open-inquiry laboratories, whereas teacher-student interactions promoted student thinking in confirmation laboratories.

Journal ArticleDOI
TL;DR: In this article, the authors test for alternative conceptions of students enrolled in a second course of sciences at the Teacher Training School in Pamplona, Spain, regarding a geological topic (silicates) which had been studied in previous educational levels.
Abstract: The purpose of this investigation was to test for alternative conceptions of students enrolled in a second course of sciences at the Teacher Training School in Pamplona, Spain, regarding a geological topic (silicates) which had been studied in previous educational levels The investigation also proposed to test the efficiency of Novak's concept mapping technique as a method of knowing the cognitive structure of the students Students' concept maps showed the existence of a large number of alternative conceptions and the persistence and tenacity of these misconceptions after a period of instruction on the topic, even in the case of so-called “good” students

Journal ArticleDOI
TL;DR: The Core-Plus Mathematics Project (CPMP) as discussed by the authors was one of four comprehensive curriculum development projects that, in 1992, were awarded 5-year grants by the National Science Foundation to design, evaluate, and disseminate innovative high school curricula that interpret and implement the recommendations of the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics.
Abstract: The Core-Plus Mathematics Project (CPMP, 1995) is one of four comprehensive curriculum development projects that, in 1992, were awarded 5-year grants by the National Science Foundation to design, evaluate, and disseminate innovative high school curricula that interpret and implement the recommendations of the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and Professional Standards for Teaching Mathematics (NCTM, 1991). This article describes CPMP perspectives on a new curriculum organization for high school mathematics, identifies implications of these perspectives for promoting access and equity for all students, and reports some of the supporting oral data from an ongoing formative evaluation of the curriculum.


Journal ArticleDOI
TL;DR: The authors investigated the influence of 17 factors on high school students' attitudes toward women in science, including gender, science ability, level of education the student plans to complete, and career interest.
Abstract: To achieve the goal of science for all Americans, students of both genders must believe that careers in science are equally appropriate for women. Yet male and female students in high school science classes do not have the same views of women in science. This study investigated the influence of 17 factors on high school students' attitudes toward women in science. Data were collected from 844 students enrolled in biology classes in an urban school district in Georgia. Multiple regression determined that the 17 factors significantly influence students' attitudes toward women in science, accounting for 28% of common variance. The four most significant factors - student gender, science ability, level of education the student plans to complete, and career interest-accounted for 24.6% of total variance. Female students who have high science ability, plan to complete high levels of education, and who have career interests in science showed more favorable attitudes toward women in science. Males with low science ability, low levels of education they plan to complete, and no interest in science as a career had the least favorable attitudes toward women in science. Male students with less positive attitudes toward science careers for women need to be included in programs aimed at encouraging all students to consider science careers.

Journal ArticleDOI
TL;DR: The Iowa Assessment Project as discussed by the authors explored the feasibility of combining the expertise of science teachers, science educators, and test developers to build innovative performance assessments that complement traditional, norm-referenced, multiple-choice science tests.
Abstract: The Iowa Assessment Project was funded by the National Science Foundation to explore the feasibility of combining the expertise of science teachers, science educators, and test developers to build innovative performance assessments that complement traditional, norm-referenced, multiple-choice science tests. The science teachers, graduate students, and science educators designed and tested performance assessment tasks to enhance the picture of science understanding in students through multiple points of evidence. This paper describes the design of four science performance tasks for Grade 9 students and the relationship between their performance on these tasks and multiple-choice items in the Iowa Tests of Educational Development. Students and schools used to develop the tasks were not included in the verification sample.

Journal ArticleDOI
TL;DR: In this article, the authors identify five factors that promote the use of linear modeling strategies: students' conceptions of models and the modeling process, the perceived objectives of the modeling activity, constraints on time and resources, statistical misconceptions, and an overall lack of interest.
Abstract: Theorists often characterize modeling as a cyclic problem-solving process. One builds the model, assesses its validity with regard to the underlying problem situation, and revises accordingly. The process halts when, in the opinion of the modeler, the model generates a valid solution to the underlying problem. Recent research suggests that students, like experts, employ cyclic modeling processes. Extensive observations of university and high school students’ modeling efforts, however, suggest the use of linear rather than cyclic modeling strategies. That is, novice modelers often fail to look back or revise their initial models. This paper offers empirical evidence on behalf of the linear modeling theory and identifies five factors that promote the use of linear modeling strategies: students’ conceptions of models and the modeling process, the perceived objectives of the modeling activity, constraints on time and resources, statistical misconceptions, and an overall lack of interest. The paper concludes with several promising instructional strategies (strategies that address students’ difficulties and promote reflective modeling behavior), as well as suggestions for future research.

Journal ArticleDOI
TL;DR: In this paper, researchers from the academic areas of Chemistry, Geology, Physics and Zoology were surveyed to obtain information regarding the effect of teachers and formal schooling on their decisions to become scientists.
Abstract: Thirty-five research scientists from the academic areas of Chemistry, Geology, Physics and Zoology were surveyed to obtain information regarding the effect of teachers and formal schooling on their decisions to become scientists. All subjects included in the study held the PhD. degree and were actively involved in research. Data analysis indicated that 63 percent of the subjects had identified a genuine interest in science by the time they were in the ninth grade, but only 9 percent of them attributed this interest to their elementary or junior high school teachers. The data revealed that 43 percent of the population were influenced to become scientists by one or more high school teachers. Also, one-third of the subjects had made the decision to become a scientist by the time of high school graduation. Most of the other two-thirds of the individuals studied decided to become scientists because of the influence of college professors in their freshman-and sophomore-level courses. The subjects were asked if particular events that occurred in junior or senior high school science classes positively influenced them to become scientists. Seventy-eight percent of the subjects responded that there were no classroom activities occurring that attracted them to science.