Showing papers in "School Science and Mathematics in 2000"

Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument

Abstract: The Mathematics Teaching Efficacy Belief Instrument (MTEBI) for preservice teachers resulted from the modification of the Science Teaching Efficacy Belief Instrument STEBI-B. The MTEBI consists of 21 items, 13 items on the Personal Mathematics Teaching Efficacy (PMTE) subscale and eight items on the Mathematics Teaching Outcome Expectancy (MTOE) subscale. Possible scores on the PMTE scale range from 13 to 65; MTOE scores may range from 8 to 40. The first version of the MTEBI had 23 items like the STEBI-B; however, subsequent analysis in this validation required two items be dropped. Reliability analysis produced an alpha coefficient of 0.88 for the PMTE scale and an alpha coefficient of 0. 75 for the MTOE scale (n = 324). Confirmatory factor analysis indicates that the two scales (PMTE and MTOE) are independent, adding to the construct validity of the MTEBI.

The Beliefs of Preservice Elementary Teachers Toward Science and Science Teaching

Abstract: The purpose of this study was to examine the beliefs of preservice elementary teachers toward science and science teaching. By examining prior experiences in science courses, as well as achievement in such courses, the impact of requiring preservice teachers to continue pursuing science course work could be better defined. An analysis of such beliefs may contribute important information and direction for preservice teacher education reform. An analysis of the interview responses yielded both interesting and, at times, predictable patterns. Descriptors used by study participants were overwhelmingly negative, suggesting that negative feelings overshadow achievement in science as an influence on science teaching self-efficacy.

A Review of the Integration of Science and Mathematics: Implications for Further Research

Abstract: Building on the earlier analysis by Berlin (1991), this paper reviews various studies on integrating mathematics and science in the 1990s and provides some implications for further research. The areas identified for further exploration include comparison of the nature of mathematics and science, epistemological debates in mathematics and in science education, the bases used to emphasize science over mathematics or vice versa, empirical evidence of effectiveness of integration, connections between teacher education programs for integration and teachers' subsequent classroom teaching practices, perceptions of integration on the part of teacher educators, contextual difficulties in implementing integrated approaches and possible solutions, and rationales of integrating mathematics and science through technology. In order to help all students become scientifically literate, which most reform documents call for, more focused attention on integration of curriculum and instruction is necessary.

Memorable Experiences of a Science Field Trip

Abstract: Potential immediate outcomes of a science field trip are the retention of knowledge associated with the program and an improved attitude toward the site visited during the trip. The length of associated memories regarding this experience are less clear. In an attempt to begin learning more about memorable experiences associated with a science field trip, a 1-month and an 18-month evaluation was conducted of elementary school students who had participated in an environmental science program at a community park in a midwestern city. Results of the evaluation found that students' memories were nonspecific and disassociated from information given by the field teacher. On the other hand, results from both tests yielded positive responses toward wanting to learn more about the subject matter and an interest in returning to the field trip site. This would indicate that, while not retaining specific objective-oriented content, students did gain a positive reaction to returning that continued over the long-term. Research related to memorable experiences is outlined, using a theory of long-term memory developed by Tulving (1972) as a basic paradigm of correlation for the subsequent investigation.

Special Issue Article: Preparing for the 21st Century: The Status of Quantitative Literacy in the United States

Abstract: This article articulates and operationalizes a framework for investigating the level of quantitative literacy in the United States. Quantitative literacy is defined in terms of mathematical content knowledge, mathematical reasoning, understanding of the social impact and utility of mathematics, understanding the nature and historical development of mathematics, and mathematical disposition-Data from the Third International Mathematics and Science Study are used to document the level of quantitative literacy in the US. Results suggest that, although students in the US seem to possess an awareness of the usefulness of mathematics and have positive dispositions toward mathematics, they fall short in their understanding of the nature of mathematics and an ability to apply their content knowledge to everyday situations. Suggestions for curriculum and instruction that align with the framework for promoting quantitative literacy are offered.

Teaching for Understanding and Application of Science Knowledge

Abstract: James Gallagher is Professor of Science Education at Michigan State University and currently co-editor of Journal of Research in Science Teaching. He was a member of the Working Group on Teaching in the formulation of National Science Education Standards. His recent work has included the me of continuous assessment as a tool to aid teachers in teaching for understanding.

The Effectiveness of Schoolyards as Sites for Elementary Science Instruction

Abstract: This study compared the impacts of traditional classroom and outdoor schoolyard instruction on the environmental science content knowledge and attitudes of 285 third- and fourth-grade students. A modified Solomon Four Group design, including control, classroom treatment, and schoolyard treatment groups, was used. Both the indoor classroom and outdoor schoolyard treatments consisted of corresponding 10-day units focusing on plant and animal ecology. Valid and reliable content knowledge and attitude assessments were administered before and after instruction. Analyses of variance and post hoc analyses of posttest scores and gain scores indicated that elementary students learned significantly more about selected environmental science topics through outdoor schoolyard experiences than through traditional indoor classroom experiences. Both classroom and schoolyard treatment groups developed more positive environmental attitudes as a result of instruction, but the attitude posttest and gain scores of these two groups were not significantly different from each other.

A Vision for What Science Education Should Be Like for the First 25 Years of a New Millennium.

Abstract: Robert Yager is a native Iowan who was worked at the University of Iowa since 1956. He has served as president of seven national associations, including the National Science Teachers Association, School Science and Mathematics Association, the National Association of Biology Teachers, the Association for the Education of Teachers of Science, the National Association for Research in Science Teaching, Section Q of the American Association for the Advancement of Science, and the National Association of Science-Technology-Society. Yager has directed over 100 projects supported by the National Science Foundation, several research projects supported by the U.S. Department of Education, and several project evaluations. The University of Iowa has one of the largest graduate programs in the U.S., while also focusing on in-service programs for science teachers and a model preservice program (which enjoyed NSF support for a 10-year period). Yager has published over 500 books, monographs, and research reports. Currently, he is active with several research projects in Korea, Japan, Thailand, Malaysia, Israel, and Estonia.

Integrating Science, Mathematics, and Technology in Middle School Technology‐Rich Environments: A Study of Implementation and Change

Abstract: The GTECH project, funded through a grant from the GTE Foundation, prepared school teams of science, mathematics and technology teachers and an administrator to set goals for their local schools regarding implementation of electronic technology and integration of content across curricular areas. A variety of teacher-centered staff development strategies were used to enable participants to achieve local school objectives, model and encourage active learning environments involving technology, develop integrated curriculum and provide training to their peers. GTECH staff provided workshops and summer institutes based on teacher feedback and classroom observations. Data from the Stages of Concerns Questionnaire assisted the staff in designing effective staff development activities. Over the 2-year period, teacher teams developed and implemented integrated instructional materials and developed skills in using HyperStudio, PowerPoint, telecommunications applications, and instructional resources from the Internet. They also linked instruction to new state and national standards in science, mathematics, and technology. GTECH teachers reported that their students have expanded their knowledge and skill in problem solving, teamwork, technical expertise, and creativity.

Effectiveness of Two Generative Learning Strategies in the Science Classroom

Abstract: The purpose of this study was to assess the effectiveness of two generative learning strategies, concept mapping and laboratory experiments involving object manipulation, to determine if either one is more-effective with individual learners or learning groups in a science classroom. Eighty sixth-grade science-students were randomly assigned to group or individual conditions and to one of two experimental treatments. Experimental treatments were changed between a first and second posttest. Long-term retention was evaluated with a third, delayed posttest. Students starting with concept maps showed higher achievement on the delayed posttest than students beginning with the laboratory experiment. No difference was found between students working as individuals or in groups, but a significant interaction between generative learning strategy and grouping condition was revealed. Implications for sequencing generative learning strategies are discussed.

Building Teacher-Scientist Partnerships: Teaching about Energy through Inquiry.

Abstract: This study evaluated the effectiveness of teacher-scientist partnerships for increasing the use. of inquiry in precollege classrooms. It assessed the influence of the Teaching About Energy Through Inquiry Institutes for middle and high school teachers and energy scientists on participants' attitudes about science and science education, use of inquiry instructional techniques, and student attitudes about their classroom environments. Participant surveys, institute and classroom observations, lesson plans, and interviews indicated increased appreciation for inquiry, greater confidence in teaching using inquiry, and greater use of inquiry in the classroom. Student surveys and classroom observations pointed to higher levels of student satisfaction and less friction among classmates during inquiry-based investigations implemented after the institutes. Moreover, scientist partners reported increased familiarity with principles of science education and best teaching practice, which are essential skills and knowledge for disseminating results of scientific research to nonscientific audiences, as well as their own students. These results suggest that collaborations between teachers and research scientists can positively affect the environment for learning science in precollege and college classes. Successful collaborations are most likely to occur when equal status for teachers and scientists in the partnership is stressed and partners have the opportunity to explore inquiry-based curricula together.

Effects of a Science Intervention Program on Middle‐Grade Student Achievement and Attitudes

Abstract: Science curriculum reform, the act of restructuring science curriculum, is advocated by major educational stakeholders in the nation for improving student science achievement and attitudes toward science. An approach for restructuring science curricula is to include science intervention programs in established curricula. For this study, the effectiveness of a science intervention program on science achievement and attitudes of middle-grade students attending a 5-week academic enrichment program was determined. Effective curricular components, as identified by relevant research studies, were incorporated in the intervention program. Those components included appropriate content, as designated by national standards and state-mandated instructional objectives for Georgia, and the learning cycle teaching procedure. A mixed-methodology research design was used. For the quantitative data, a criterion-referenced test and a survey measuring attitudes toward science were administered to the students at the beginning and end of the program. Correlational t-tests were conducted using pretest and posttest scores from the criterion-referenced test and pretest and posttest attitude survey scores. Students' science achievement (p < .001) and attitudes toward science (p < .05) were higher following participation in the science intervention program. Qualitative data, which included narrative descriptions of students' behaviors as recorded in a teacher-researcher daily log, supported the findings of the quantitative research. Results from the study provide implications for science curriculum reform.

Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program

Abstract: High failure rates in introductory college mathematics courses, particularly among underrepresented groups of students, have been of concern for many years. One approach to the problem experiencing some success has been Treisman's Emerging Scholars workshop model. The model involves supplemental workshops in which students solve problems in collaborative learning groups. This study reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses (college algebra, precalculus, differential calculus, and integral calculus) at Oregon State University over five academic terms. Regression analyses revealed a significant effect on achievement (.671 grade points on a 4-point scale) favoring Math Excel students. Even after adjusting for prior mathematics achievement using linear regression with SAT-M as predictor, Math Excel groups' grade averages were over half a grade point better than predicted (significant at the .001 level). This study provides supporting evidence that programs like Math Excel can help students in making a successful transition to college mathematics study.

Preparing for the 21st Century: The Status of Quantitative Literacy in the United States.

Abstract: This article articulates and operationalizes a framework for investigating the level of quantitative literacy in the United States. Quantitative literacy is defined in terms of mathematical content knowledge, mathematical reasoning, understanding of the social impact and utility of mathematics, understanding the nature and historical development of mathematics, and mathematical disposition-Data from the Third International Mathematics and Science Study are used to document the level of quantitative literacy in the US. Results suggest that, although students in the US seem to possess an awareness of the usefulness of mathematics and have positive dispositions toward mathematics, they fall short in their understanding of the nature of mathematics and an ability to apply their content knowledge to everyday situations. Suggestions for curriculum and instruction that align with the framework for promoting quantitative literacy are offered.

Using Video‐Based Pedagogy in an Elementary Mathematics Methods Course

Abstract: The study explored the impact of using video-based pedagogy on preservice teachers' cognitions about teaching mathematics. The use of video-based pedagogy was integrated into the course, Methods for Teaching Elementary School Mathematics. A variety of written and interview data were collected during the course and, in the following semester, during student teaching. Evidence from case studies of three preservice teachers indicates that they engaged in reflection and reconstruction of their beliefs about how children learn mathematics and moved from a more didactic perspective of teaching mathematics toward a student-centered perspective. Such movement appears to have been influenced by the use of video-based pedagogy.

Autobiographical Stories from Preservice Elementary Mathematics and Science Students: Implications for K-16 Teaching.

Abstract: Autobiographies are an effective tool for assessing students' predispositions toward science and mathematics content and identifying any changes in attitude over time. The purpose of this study was to analyze autobiographies of students enrolled in elementary education methods classes to determine the kinds of K-12 and college content course experiences affecting their perceptions of mathematics or science. Special attention was given to recollections of events that had positive or negative effects on students' interest in and attitudes toward science or mathematics, their confidence in these areas, and transitions in attitude throughout their experiences. Ninety-eight autobiographies were collected and analyzed, revealing attitudes that were generally more positive than expected, five major emergent themes, and important information about when and why transitions in attitudes occurred.

A Vision of Learning To Teach for the 21st Century.

Abstract: Glenda Lappan received her Ed. D. in mathematics and education from the University of Georgia in 1965 and has since worked at Michigan State University. From 1989–91 she took leave to serve as the program director for Teacher Preparation at the National Science Foundation. From 1997–2001 she is on leave to serve as president of the National Council of Teachers of Mathematics (NCTM). Her research and development interests are in the connected areas of students' learning of mathematics and mathematics teacher professional growth and change at the middle and secondary levels. She has published over a hundred scholarly papers and numerous books for middle grades students and teachers. She is currently the codirector of the Connected Mathematics Project II, which is funded by the National Science Foundation to revise and continue development of a complete middle school curriculum for teachers and for students. She served as the chair of the middle school writing group for the NCTM Curriculum and Evaluation Standards for School Mathematics (1989), and as Chair of the Commission that developed the NCTM Professional Standards for Teaching Mathematics (1991). She served on the NCTM Board of Directors from 1989 to 1992 and from 1997–2001. She has been a member of many national advisory boards, including the following: Glenn T. Seaborg Center for Teaching and Learning Science and Mathematics, the Ford Foundation/University of Pittsburgh QUASAR Project, the NSF/University of Maryland Teacher Preparation Collaborative, and the NSF/San Diego State University Mathematics for Elementary Teacher Preparation Materials Development Project.

Science Education for the 21st Century

Abstract: Paul DeHart Hurd was a biology teacher and science supervisor in Colorado and California high schools and junior colleges for 20 years and a professor of science education at Stanford University for 22 years. He has authored 11 books and monographs on developments in the sciences and over 300 articles on various aspects of science education in the US and foreign countries. He has served on the National Science Foundation's Advisory Committee for Science Education and as a special educational consultant to the National Academy of Sciences, Commission on Life Sciences. Honors include the Apollo Award from the National Aeronautics and Space Agency, the Distinguished Contributions to Science Education Through Research Award from the National Association for Research in Science Teaching, and the Award for National Leadership in Science Education from the National Science Teachers Association. Dr. Hurd is currently focusing his writings on the history of science and technology education in the US over the past 200 years and current activities to modernize the precollege science curriculum.

Empowering Families in Hands‐on Science Programs

Abstract: Parental involvement in schools has been documented as a positive influence on children's achievement, attendance, attitudes, behavior, and graduation rate, regardless of cultural background, ethnicity, and socioeconomic status (National Parents and Teachers Association, 1998). Unfortunately, it has been difficult in today's world of working parents to get them actively involved in science, mathematics, and technology programs and to maintain this involvement in upper-elementary and secondary schools. This study reports on the Science: Parents, Activities, and Literature project's attempt to get parents productively involved in their children's hands-on science program. The results illustrate that (a) parents will become involved and they find their involvement a positive experience, (b) teachers appreciate parents' contributions as an instructional resource, and (c) students perceive the increased parental involvement positively.

Examining the Effects of a Reformed Junior High School Science Class on Students' Math Achievement.

Abstract: Though national standards emphasize the importance of connections between math and science, few empirical studies exist to support the notion that student achievement increases from such integration. This paper examines an eighth-grade science class that integrated mathematics into science through the use of technology. In a setting of action research, the effects of such integration were examined. This paper reports that integrating mathematics into the science class positively affected students' achievement in their math class and describes the circumstances under which the integration occurred.

Achieving the Reforms Vision: The Effectiveness of a Specialists-Led Elementary Science Program.

Abstract: This report describes an evaluation project that aimed to assess the potential of two elementary science specialists, as compared to elementary classroom teachers, to realize the reforms vision for science instruction in elementary classrooms. Participant science specialist background, views of elementary science teaching, and planning and assessment practices were compared to those of regular elementary classroom teachers in the specialist district, as well as in a comparable district not employing specialists. Specialists' views and practices were better aligned with those envisioned by current national reform documents in science education. Despite the constraints imposed by the nature of a program evaluation, the present report provides evidence to suggest that students taught by the science specialists (a) were engaged in open-ended, inquiry-oriented, science-based activities of the kind often advocated, but mostly absent, in elementary school, and (b) demonstrated problem solving and higher order and critical thinking skills. This report is the first to provide empirical support for the advocated “effectiveness” of elementary science specialists in achieving the visions espoused by current reform efforts.

An Analysis of Writing and Postwriting Group Collaboration In Middle School Pre-Algebra

Abstract: The current reform effort in mathematics education emphasizes the importance of students' being active in their own development and understanding of mathematical ideas. The reform recommends that students read, write, and discuss mathematics as a way of developing mathematical thinking. This study emphasizes writing as a way to help students learn to think mathematically. Typically, writing has been used as a dialogue between the teacher and the student or as a product for the teacher to examine. However, this study is significant because students wrote as a preparation for discourse with the teacher and other students. Qualitative analysis was used to understand how middle school students think about and approach problems while they wrote descriptions of why and how they solve problems. For this study, students wrote detailed descriptions of their approaches to nonroutine problems and then met in groups to discuss and evaluate their approaches. In order to understand their mathematical thinking, the researcher examined students' writing, participated in and audiotaped group discussions, and interviewed students. The results of the analysis showed that rich learning experiences are possible when writing is used as a way to prepare for small group discussion in mathematics.

Graphical Representations of Speed: Obstacles Preservice K-8 Teachers Experience.

Abstract: This study examines the difficulties college students experience when creating and interpreting graphs in which speed is one of the variables. Nineteen students, all preservice elementary or middle school teachers, completed an upper-level course exploring algebraic concepts. Although all of these preservice teachers had previously completed several mathematics courses, including calculus, they demonstrated widespread misconceptions about the variable speed. This study identifies four cognitive obstacles held by the students, provides excerpts of their graphical constructions and verbal interpretations, and discusses potential causes for the confusion. In particular, misconceptions arose when students interpreted the behavior and nature of speed within a graphical context, as well as in situations where they were required to construct a graph involving speed as a variable. The study concludes by offering implications for the teaching and learning of speed and its interpretation within a graphical setting.

Developing Student Understanding: Contextualizing Calculus Concepts

Abstract: This study looked at the practice of one high school teacher who provided students with concrete examples from their physics class to give them a contextually rich environment in which to explore the abstractions of calculus. Students discovered connections between the physics concepts of position, velocity, and acceleration and the calculus concepts of function, derivative, and antiderivative. The qualitative study sought to describe several critical aspects of understanding: students' ability to explain concepts and procedures, to apply concepts in a physics context, and to explore their own learning. It included 32 seniors at a large, urban, comprehensive, religious school in a midwestern stale. Samples of student work and reflections were collected by the teacher, as well as by students in individual portfolios. The teacher kept a reflective journal. This study suggests that making connections between calculus and physics can yield deep understandings of semantic as well as procedural knowledge.

A Comparison of Calculator Use in Eighth-Grade Mathematics Classrooms in the United States, Japan, and Portugal: Results From the Third International Mathematics and Science Study

Abstract: The study used data from the Third International Mathematics and Science Study to determine trends in calculator use among Population 2 (13-year-olds) students in Japan, the United States, and Portugal. While relatively high levels of calculator use were observed for the US and Portugal, virtually no calculator use was found for the Japanese sample. Hierarchical Linear Model analysis determined a statistically significant negative relationship between students' frequency of calculator use and student performance in Japan; no statistically significant relationship was detected for the US and Portuguese samples. US student achievement was positively associated with each of the five reported ways in which calculators are used; however, a statistically significant negative relationship was found between student performance and Japanese students' use of calculators on tests. Plausible explanations are explored.

Conceptions of Science Achievement in Major Reform Documents.

Abstract: The construct of science achievement—what K-12 students should know and be able to do in science—is central to science education reform. This paper examines current conceptions of science achievement in major reform documents in the context of standards-based and systemic reform. The paper reviews documents on (a) science content standards, including the National Science Education Standards (National Research Council, 1996) and Project 2061 (American Association for the Advancement of Science, 1989, 1993); (b) performance standards in the New Standards Project (National Center on Education and the Economy, 1997a, 1997b, 1997c, 1998); and (c) assessment frameworks, including the 1996 National Assessment of Educational Progress (National Assessment Governing Board, 1994, 1996) and the Third International Mathematics and Science Study (Martin & Kelly, 1996; McKnight, Schmidt, & Raizen, 1993; Robitallie et al., 1993). Although there is an overall agreement on the conceptions of science achievement among the documents, there are also noticeable differences. Based on the analysis of the five sets of documents, an aggregated view of science achievement is presented in terms of science content and process. Implications for promoting science achievement in standards-based and systemic reform are discussed.

Promoting Percent as a Proportion in Eighth‐Grade Mathematics

Abstract: The literature provides many and varied suggestions for promoting conceptual understanding of percent and performing percent calculations. The diversity of ideas provides a wide selection but offers little clarity on the true nature of percent. From the premise that percent is fundamentally a proportion, this study incorporated a proportional approach for percent problem solving within an instructional program on percent. Classroom research with eighth-grade students indicated that the method was readily adopted by students and helped them experience success in percent problem solving, with percent problem solving proficiency maintained over a delayed period. It is hypothesized that the method has the potential to promote students' conceptual knowledge of percent as a proportion and the multiplicative structure of percent, as well as to build proportional knowledge.

Analysis of Concatenations and Order of Operations in Written Mathematics

Abstract: Concatenations in written mathematics are the positioning of symbols next to each other to imply an operation without a symbol for the operation. Concatenations have been identified in previous research as an obstacle to understanding, or a cognitive difficulty, in the learning of algebra. The additive inverse symbol with concatenations poses questions not addressed by the usual conventions for order of operations. In this study, texts of grades 6 through 9 were surveyed, and quantitative and qualitative analyses were made of the instructional emphasis on selected concatenations. Results indicated much curricular emphasis on unsigned (without negative signs) numeral forms and integer, as compared to minimal curricular emphasis on signed (with negative signs) fraction, mixed number, decimal, and exponent numeral forms. A recommendation is to increase curricular emphasis on signed numeral forms and to include the additive inverse unary operation in the conventional order of operations.

What Sense Do Children Make of Three-Dimensional, Life-Sized “Representations” of Animals?

Abstract: One way of investigating what children learn about animals is to examine, the menial models they reveal through their talk when they come face to face with animal representations. In this study, representations were provided by (a) robotic models in a museum, (b) preserved animals in a museum, and (c) preserved animals borrowed from a museum and presented in a school setting. By recording pupil talk in these three settings and then analyzing the content of the talk for comments about the anatomy of animals, their behaviour, habitat features, and so on, both similarities and significant differences are revealed by this study, depending on the setting. Based on these findings, recommendations are made for science education in both classroom and museum settings.