Showing papers in "School Science and Mathematics in 2003"
TL;DR: In this paper, the authors examined the relationship between different types of professional development, teachers' instructional practices, and the achievement of students in science and mathematics, and found that examining practice and curriculum development were significantly related to the use of standards-based instructional practices.
Abstract: The purpose of this study was to examine the relationship between different types of professional development, teachers' instructional practices, and the achievement of students in science and mathematics. The types of professional development studied included immersion, examining practice, curriculum implementation, curriculum development, and collaborative work. Data regarding teachers' instructional practices and the amount of professional development were collected using teacher surveys. Ninety-four middle school science teachers and 104 middle school mathematics teachers participated in the study. Student achievement was measured using eighth grade state science and mathematics achievement test data. Regression analyses suggested that for both science and mathematics teachers, examining practice and curriculum development were significantly related to the use of standards-based instructional practices. Only curriculum development for mathematics teachers was significantly related to student achievement. Implications of results for the professional development of science and mathematics teachers are discussed.
122 citations
TL;DR: The authors examined the impact of science methods courses, student teaching, and science content courses on elementary preservice teachers' science teaching self-efficacy, and found significant gains in PSTE for students enrolled in the science methods course.
Abstract: The purpose of this study was to examine programmatic factors that positively impact changes in elementary preservice teachers' teaching self-efficacy beliefs. Specifically, it examined the impact of science methods courses, student teaching, and science content courses on elementary preservice teachers' science teaching self-efficacy. The Science Teaching Efficacy Belief Instrument Form B was administered, using a pre/post design, to undergraduate elementary education majors in specific education and science content courses. A total of 399 responses were collected, of which 172 had matching pre/post surveys suitable for analysis. Students in the science content courses and student teaching seminar showed no significant change in either the Personal Science Teaching Efficacy (PSTE) or the Science Teaching Outcome Expectancy scales during the time they were enrolled in the classes. Significant gains in PSTE were found for students enrolled in the science methods course. The specific design of the education program and methods course may be responsible for these changes.
113 citations
TL;DR: This book is aimed at the advanced undergraduate level or introductory graduate level and can also be used for self-study and is intended to be used in conjunction with another OpenGL programming book.
Abstract: From the Publisher:
This book is aimed at the advanced undergraduate level or introductory graduate level and can also be used for self-study. Prerequisites include basic knowledge of calculus and vectors. The OpenGL programming portions require knowledge of programming in C or C++. The more important features of OpenGL are covered in the book, but it is intended to be used in conjunction with another OpenGL programming book.
103 citations
TL;DR: This article examined preservice teachers' perceptions of themselves as science teachers and found that a long history of stereotypical science learning experiences (in elementary school, high school, and college) powerfully impacts the way in which elementary preserve teachers understand the nature of science and come to believe science should be taught.
Abstract: A common maxim in the educational profession is that one teaches the way one is taught. Indications are that preservice teachers' beliefs, attitudes, and practices may be linked to previous experiences. Calderhead & Robson (1991) underscored this concern by asserting that teachers use good teachers as models for developing their own images as teachers. Others have argued that the images held by teachers are used as frames of reference for their own teaching practices. In this article, preservice teachers' perceptions of themselves as science teachers are examined. The assertion is made that a long history of stereotypical science learning experiences — in elementary school, high school, and college — powerfully impacts the way in which elementary preservice teachers understand the nature of science and come to believe science should be taught. In the current study, the images and perceptions preservice teachers bring to science methods courses (as evidenced in drawings of themselves as science teachers at work) are identified and ways these images and perceptions may have been formed and how they can be reinforced or modified during a science methods course are discussed.
97 citations
TL;DR: The attitudes about mathematics held by girls and boys participating in a regional mathematics contest, their parents, teachers, and mathematics coaches were investigated by as discussed by the authors, who found that the traditional gender-based differences in the beliefs regarding mathematics persist even in these mathematically talented students.
Abstract: The attitudes about mathematics held by girls and boys participating in a regional mathematics contest, their parents, teachers, and mathematics coaches were investigated. Quantitative data regarding mathematics as a male domain, perception of importance of mathematics, confidence in learning mathematics, effectance motivation, and usefulness of mathematics were obtained. It was found that the traditional gender-based differences in the beliefs regarding mathematics persist even in these mathematically talented students. Furthermore, parents' responses to the questions regarding the role of mathematics revealed that mothers, more than fathers, focused on the computational aspects of mathematics, while fathers more than mothers mentioned the role of mathematics in science or as a language. Boys, fathers, and certain mathematics teachers admitted to a low level of gender stereotyping, as evidenced by their scores on the Mathematics as a Male Domain subscale. However, the girls, mothers, and mathematics coaches did not endorse this stereotyping. Unsolicited responses of girls and mothers, in fact, emphatically denied that gender stereotyping exists. These findings are discussed in terms of the need to resolve the essential conflicts between students', parents', and teachers' deeply held beliefs regarding the nature of mathematics, gender differences in mathematical abilities, and the desire for equity within mathematics education.
94 citations
TL;DR: This paper examined the perceptions of teachers, administrators, parents, community members, and high school students about the science learning environment and found that administrators and teachers possessed the most constructivist beliefs.
Abstract: This study examines the perceptions of teachers, administrators, parents, community members, and high school students about the science learning environment. The participants were active members of a grant project aimed at creating community action teams. Varrella and Burry-Stock's (1997) Beliefs About Learning Environments (BALE) Instrument was used as a theoretical model for constructivist belief identification and comparison. Two primary questions were explored: (a) What are the beliefs of the teachers and other school community members about the science learning environment? and (b) How do these belief structures compare? Analysis of the BALE responses indicated that, although beliefs varied greatly, the administrators and teachers possessed the most constructivist beliefs. The authors suggest that identifying the beliefs of teachers, as well as those of the entire school community, is crucial. If the school community does not believe in (or understand) the recommendations, the chance for long-lasting reform is improbable.
83 citations
TL;DR: In this article, the authors examined the development and implementation of a team-taught integrated middle level mathematics and science methods course and found that preservice teachers appreciated the emphasis on integration used in the course, but at the same time when concepts did not integrate easily they were frustrated.
Abstract: Many members of the mathematics and science education community believe that the integration of mathematics and science enhances students' understanding of both subjects. Despite this belief, attempts to integrate these subjects have frequently been unsuccessful. This study examines the development and implementation of a team-taught integrated middle level mathematics and science methods course. The data presented in this study were collected from three groups of preservice teachers who were enrolled in a grades 5–8 middle level teacher certification program in Connecticut from 1998–2000. The data analysis indicates that preservice teachers appreciated the emphasis on integration used in the course, but at the same time when concepts did not integrate easily they were frustrated. Despite this frustration, the preservice teachers' understanding of integration was enhanced as a result of the course.
78 citations
TL;DR: This article examined the conditions under which learner-generated illustrations serve as an instructional strategy promoting conceptual change and found that under certain conditions, descriptive drawing is a viable way for students to learn scientific concepts, which supports the use of generative drawings as a conceptual change strategy.
Abstract: This research was conducted to examine the conditions under which learner-generated illustrations serve as an instructional strategy promoting conceptual change. Specifically, the nature of students' misconceptions and the effects of student-generated descriptive drawings on conceptual understanding of scientific principles associated with the law of conservation of energy were studied. Students were randomly assigned to groups in which they copied an illustration, generated a drawing, or wrote a description about the principles. A statistically significant difference on a posttest conceptual understanding measure was found between students who generated descriptive drawings and those who wrote in a science log. Students who copied an illustration also scored higher than the writing group, but not at a significant level. Also, the quality and number of concept units present in the drawing/writing log were significantly correlated with posttest and delay test scores. Findings suggest that under certain conditions, descriptive drawing is a viable way for students to learn scientific concepts, a finding which supports the use of generative drawings as a conceptual change strategy.
67 citations
TL;DR: In this paper, the authors describe how engaging in an extended project-based unit developed urban middle school students' understanding of the particulate nature of matter and found that after experiencing a series of learning activities the majority of students acquired substantial content knowledge.
Abstract: The particulate nature of matter is identified in science education standards as one of the fundamental concepts that students should understand at the middle school level. However, science education research in indicates that secondary school students have difficulties understanding the structure of matter. The purpose of the study is to describe how engaging in an extended project-based unit developed urban middle school students' understanding of the particulate nature of matter. Multiple sources of data were collected, including pre- and posttests, interviews, students' drawings, and video recordings of classroom activities. One teacher and her five classes were chosen for an indepth study. Analyses of data show that after experiencing a series of learning activities the majority of students acquired substantial content knowledge. Additionally, the finding indicates that students' understanding of the particulate nature of matter improved over time and that they retained and even reinforced their understanding after applying the concept. Discussions of the design features of curriculum and the teacher's use of multiple representations might provide insights into the effectiveness of learning activities in the unit.
58 citations
TL;DR: The difference in gain scores produced by traditional pretests and those produced by retrospective pretests when compared to posttest scores on the Science Teaching Efficacy Belief Instrument for preservice teachers was investigated in this paper.
Abstract: The difference in gain scores produced by traditional pretests and those produced by retrospective pretests when compared to posttest scores on the Science Teaching Efficacy Belief Instrument for preservice teachers was investigated in this study. Results indicated that gain scores using the traditional pretest produced significant improvement in one factor, but not in the other, which is congruent with most other results for this instrument found in the literature. However, gain scores produced by using retrospective pretests produced a greater magnitude of significance for the first factor, and also produced significant gains for the second factor. Follow-up interviews with participants provided evidence for greater internal validity for the retrospective pretest. Findings support the notion that retrospective pretests may produce gain scores with greater validity and greater statistical power.
46 citations
TL;DR: In this paper, the authors investigate the relationship between use of an inquiry-based instructional style and student scores on standardized multiple-choice tests and conclude that the use of such instruction did not dramatically alter students' overall achievement, as measured by North Carolina's standardized test in physical science.
Abstract: This exploratory case study investigates relationships between use of an inquiry-based instructional style and student scores on standardized multiple-choice tests. The study takes the form of a case study of physical science classes taught by one of the authors over a span of four school years. The first 2 years were taught using traditional instruction with low levels of inquiry (non-inquiry group), and the last 2 years of classes were taught by inquiry methods. Students' physical science test scores, achievement data, and attendance data were examined and compared across both instructional styles. Results suggest that for this teacher the use of an inquiry-based teaching style did not dramatically alter students' overall achievement, as measured by North Carolina's standardized test in physical science. However, inquiry-based instruction had other positive effects, such as a dramatic improvement in student participation and higher classroom grades earned by students. In additional inquiry-based instruction resulted in more uniform achievement than did traditional instruction, both in classroom measures and in more objective standardized test measures.
TL;DR: The authors characterized the current practices of a group of elementary teachers relative to their development of interdisciplinary links between science, mathematics, and literacy, finding that teachers lacked a conceptual connection to integration, showed contradictions in the importance placed on hands-on experiences, used measurement as the primary interdisciplinary connection between mathematics and science, and did not use instructional strategies designed specifically for nonfiction/expository text.
Abstract: Integration of content in core disciplines is viewed as an important curricular component in promoting scientific literacy. This study characterized the current practices of a group of elementary teachers relative to their development of interdisciplinary links between science, mathematics, and literacy. A qualitative analysis of survey data showed that there were substantial differences in the use of a well-developed process for integrating instruction. Teachers also lacked a conceptual connection to integration, showed contradictions in the importance placed on hands-on experiences, used measurement as the primary interdisciplinary connection between mathematics and science, and did not use instructional strategies designed specifically for nonfiction/expository text. The findings underscore the need for professional development that assists teachers in changing their conceptual perspectives to integration while also building pedagogical knowledge related to integration of science, mathematics, and literacy.
TL;DR: This article examined how one elementary school and one high school teacher learned from students' interpretations of new conceptually based representations contained in instructional materials aligned with the Principles and Standards for School Mathematics (NCCM).
Abstract: An important goal of mathematics education reform is to support teacher learning. Toward this end, researchers and teacher educators have investigated ways in which teachers learn about mathematical content, pedagogical strategies, and student thinking as they implement reform. This study extends such work by examining how one elementary school and one high school teacher learned from students' interpretations of new conceptually based representations contained in instructional materials aligned with the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000). Results indicated that teaching with new representations provided a rich context for teacher learning at both the elementary and high school level, and three dimensions were identified along which such learning occurred. The results suggest that pedagogical content knowledge with respect to representations is an important facet of teacher cognition that should be studied in greater depth.
TL;DR: In this article, the authors investigated the role of the institutional culture of a university in the process of changing to reform-based practices for two college mathematics professors and found that institutional norms in the forms of priorities for how time is allocated to professional responsibilities (as part of the teaching context), and colleagues and administrators who understood and shared the professors' goals for reform strongly influenced their efforts toward change.
Abstract: This case study was an investigation of the role of the institutional culture of a university in the process of changing to reform-based practices for two college mathematics professors. A framework is presented for identifying and analyzing institutional norms and policies that are present and those lacking in supporting faculty efforts toward reform. The primary categories considered in the framework are the teaching and learning context, the professional community, and the university's reward system. This framework is applied to the cases, and findings indicate that institutional norms in the forms of priorities for how time is allocated to professional responsibilities (as part of the teaching context), and colleagues and administrators who understood and shared the professors' goals for reform (as part of the professional community) strongly influenced the professors' efforts toward change. Additionally, a reward system that recognized efforts to improve teaching and learning was critical in establishing a culture that promoted change. However, despite the fact that both professors were in the same mathematics department, the nature of the influence of these factors was not uniform. The institutional culture indeed had multiple layers that required examination for each professor's individual context. The findings help highlight the importance of institutional context for both K-12 and college level teaching and learning. The nature of these influential factors and the institutional layers were discussed for each case, along with implications for other institutions.
TL;DR: In this article, the authors describe a proportional reasoning problem set within a real-life context and a complete analysis of one small group discussion of this problem over the course of a 90-minute block.
Abstract: This paper describes a proportional reasoning problem set within a real-life context and a complete analysis of one small group discussion of this problem over the course of a 90-minute block. The seventh-grade students' discourse is described to provide insights into typical mathematical interpretations of this problem, as well as some generalizations for other problems of this type. The interpretations provided reveal the gradual development of proportional reasoning in a local context from additive to multiplicative understandings.
TL;DR: In this paper, the authors investigate how collaborative learning that occurs primarily outside the classroom affects college students' understanding of science and find that time spent in peer learning settings, such as teaching science to peers and discussing science with peers, were the strongest predictors of understanding science; moreover, this finding was consistent even for nontraditional students who reported less frequency of engagement in such activities.
Abstract: This study investigates the way collaborative learning that occurs primarily outside the classroom affects college students' understanding of science. Collaborative learning is particularly important for the increasing number of nontraditional students who have limited time available for study groups and other peer learning activities occurring outside of class time. Using a national study of 4,644 college students of various academic majors, multiple linear regression was used to identify variables that enhance science learning. Time spent in peer learning settings, such as teaching science to peers and discussing science with peers, were the strongest predictors of understanding science; moreover, this finding was consistent even for nontraditional students who reported less frequency of engagement in such activities. The study suggests that science educators can enhance learning when they structure their courses to include peer learning that engages students with each other over science issues outside the classroom.
TL;DR: The authors explored middle school in-service teachers' perceptions of scientific methodology and explored ways in which their perceptions change as they engage in reflective activities and found that by the end of the course, many students held a less rigid and more realistic view of the scientific enterprise.
Abstract: The reform documents of the 1990s stressed that science is not practiced by a rigid scientific method, but science texts continue to describe the process as if it were rigid and linear. The purpose of this investigation was twofold: (a) to explore middle school in-service teachers' perceptions of scientific methodology and (b) to explore ways in which their perceptions change as they engage in reflective activities. Thirty-two masters-level students participated in an 8-week summer course, entitled Concepts and Issues in Middle School Science. One ongoing assignment woven throughout the term involved a series of activities designed to help students reflect on their own understanding of science and the scientific enterprise. Data from the initial activity suggested that all students began the course believing that science is done in a simplistic, linear way, as depicted by many textbooks in the review of the scientific methods. However. by the end of the course, many students held a less rigid and more realistic view of the scientific enterprise. This research documents change in teachers' views over time and discusses the implications for science teacher education.
TL;DR: This paper examined one NSF-funded Collaborative for Excellence in Teacher Preparation and described the complexities of such a science education reform effort using a theoretical model based in community, culture, and identity.
Abstract: This study examines one NSF-funded Collaborative for Excellence in Teacher Preparation and describes the complexities of such a science education reform effort. A theoretical model based in community, culture, and identity is used to address key questions: How did institutional ideologies, structures, policies, and practices influence the Collaborative's success? What unique problems were associated with the university and school partnership? How did K-12 teachers' participation affect their development and the success of the Collaborative? Findings indicate that though K-12 participants were deemed as “pedagogy experts” and shared the inquiry-based culture espoused in the Collaborative, they felt both as project insiders and outsiders. This was due to issues of status between university faculty and K-12 teachers; teachers' less-than-active role in the Collaborative; and the constraints and narrow focus that resulted from long-established institutional, social, and political structures and that marginalized, delegitimized, excluded, and proved unattractive to teachers.
TL;DR: The Connected Mathematics Project (CMP) curriculum as discussed by the authors was designed for middle to high achieving students who had 3 years in the CMP curriculum demonstrated achievement in five strands of mathematical proficiency of a significant piece of algebra.
Abstract: The National Council of Teachers of Mathematics' Curriculum and Evaluation Standards in 1989 was pivotal in mathematics reform. The National Science Foundation funded several curriculum projects to address the vision described in the Standards. This study investigates students' learning in one of these Standards-based curricula, the Connected Mathematics Project (CMP). The authors of CMP believe that the teaching and learning of algebra is an ongoing activity woven through the entire curriculum, rather than being parceled into a single grade level. The content of the study investigates students' ability to symbolically generalize functions. The data regards the solutions of four performance tasks dealing with three different types of relationships—linear, quadratic, and exponential situations—completed by five pairs of eighth-grade students. The major finding claims that middle to high achieving students who had 3 years in the CMP curriculum demonstrated achievement in five strands of mathematical proficiency of a significant piece of algebra.
TL;DR: The authors explored students' understandings of chance language through responses to two items in surveys administered to 2,726 students from grades 5 to 11, and found that students in higher grades were more likely to demonstrate higher levels of both evaluation and interpretation.
Abstract: Comprehension of chance language, such as is found in newspapers, is a fundamental aspect of statistical literacy. In this study, students' understandings of chance language were explored through responses to two items in surveys administered to 2,726 students from grades 5 to 11. One item involved evaluating the chance expressed in phrases from newspaper headlines using a number line, and responses were described in four levels of chance language evaluation. The other item involved interpreting, in context, an expression of percent chance, and responses were described in four levels of chance language interpretation. Students in higher grades were more likely to demonstrate higher levels of both evaluation and interpretation. The association between levels of evaluation and interpretation was further explored generally and in relation to one of the headlines involving percent. Implications for mathematics educators in relation to chance language in the curriculum across the years of schooling are discussed.
TL;DR: For two summers, week-long residential mathematics programs were held for high school women, with the primary goal of encouraging them to continue their study of mathematics as discussed by the authors, and the activities were designed to rekindle their excitement about mathematics and to support the idea that women should learn advanced mathematics.
Abstract: For two summers, week-long residential mathematics programs were held for high school women, with the primary goal of encouraging them to continue their study of mathematics. The activities were designed to rekindle their excitement about mathematics and to support the idea that women should learn advanced mathematics. This paper reports the findings of the data collected to assess the programs. Statistically significant changes were found in student attitudes, confidence level, willingness to continue working on a problem, and perception of the value of group work. Journal entries confirmed the statistical analysis. Follow-up surveys also indicated that the summer programs changed the way the participants perceived mathematics and mathematics courses.
TL;DR: The authors investigated safety in Texas secondary school science laboratory, classroom, and field settings and found that incidents and accidents increased from 8% to 62% as the class enrollment increased from 24 students (p 60 ft2 per student to 1200 ft2 to <800 ft2).
Abstract: This study investigated safety in Texas secondary school science laboratory, classroom, and field settings. The Texas Education Agency (TEA) drew a random representative sample consisting of 199 secondary public schools in Texas. Eighty-one teachers completed Incident/Accident Reports. The reports were optional, anonymous, and open-ended; thus, they are unique in capturing the strengths and weaknesses of safety practices in school science settings as perceived by the teachers. Pertinent findings include: a) incidents and accidents (mishaps) increased from 8% to 62% as the class enrollment increased from 24 students (p 60 ft2 per student to 1200 ft2 to <800 ft2 (p < 0.05) d) 35% of teachers did not have adequate safety training within the last year, and e) 69% of teachers had a written safety policy. The findings of this study can be used to develop science classroom, lab, and field safety guidelines on a classroom, school, district, state, and a national level.
TL;DR: In this article, two cycles of changes made in an elementary mathematics methods course are presented to meet the need for reform in mathematics teacher preparation courses, and they identify three critical components of teacher preparation course are identified that are important for teacher educators to acknowledge when implementing change: reflective verbal and written communication, establishing a collaborative mathematical community, and focusing on a narrower selection of mathematical content.
Abstract: To meet the need for reform in mathematics teacher preparation courses, two cycles of changes made in an elementary mathematics methods course are presented. Using action research, teaching approaches were developed, implemented, and evaluated as a meaningful way to continue my professional development. Results suggested that I improved my teaching practices and focused more on teaching tasks that engaged my students to “think like teachers.” Three critical components of teacher preparation courses are identified that are important for teacher educators to acknowledge when implementing change: (a) using reflective verbal and written communication, (b) establishing a collaborative mathematical community, and (c) focusing on a narrower selection of mathematical content.
TL;DR: The authors found that the urban lake is too small to increase humidity, a conclusion roughly consistent with student-gathered data, keeping in mind the difficulty of students in making reliable scientific measurements.
Abstract: Motorola Inc., research climatologists, preservice teachers taking a science requirement, and students in a Title I middle school explored whether a new major urban lake increases local humidity and decreases quality of life in a community dependent on “dry heat” during summers. Analysis of automated climate data reveals that the urban lake is too small to increase humidity, a conclusion roughly consistent with student-gathered data—keeping in mind the difficulty of students in making reliable scientific measurements. Qualitative survey questions and interviews about the process revealed that elementary education majors learned they could generate excitement for authentic science and mathematics within themselves and within students through research experiences. Furthermore, the interaction introduced low income, minority middle schoolers to the idea that attending college is an option in their future. Thus, synergistic involvement of education majors and children in scientific research to generate excitement in science and mathematics is strongly encouraged.
TL;DR: In this paper, the authors analyzed the data from the Third International Mathematics and Science Study (TIMSS) to compare achievement difference between seventh and eighth grades and found that not all TIMSS items have resulted in a higher mean score at the upper grade level.
Abstract: Middle school data from the Third International Mathematics and Science Study (TIMSS) are analyzed in this article to compare achievement difference between seventh and eighth grades. The statistical computing involves a selective subtraction of item scores in more than 40 countries. The research findings indicate that not all TIMSS items have resulted in a higher mean score at the upper grade level. Item features are discussed to characterize part of the released TIMSS instrument that generates a higher average score at the lower grade. This empirical study may help enrich understanding of the TIMSS benchmark among mathematics and science educators.
TL;DR: The authors compared the effectiveness of two forms of knowledge mobilization task on preservice elementary teachers' performance in solving a triangle fraction problem and identified the source of successful solutions by linking solutions to earlier activities.
Abstract: This study compares the effectiveness of two forms of a knowledge mobilization task on preservice elementary teachers' (n= 65) performance in solving a triangle fraction problem. The study then identifies the source of the successful solutions by linking solutions to earlier activities. One group worked with the triangle fraction task individually; a second worked with the triangle fraction task in a social constructivist setting; a control group had no knowledge mobilization pretask. Although there was no significant difference in the frequency of successful solutions among treatment groups, a chi-square analysis found that the social-constructivist pretask group applied fewer ideas from the manipulative lessons as solutions to the posttask than did the comparison groups. The social constructivist group was, however, most successful at generating novel solutions to the triangle problem. The potential benefits of individual and socially constructed knowledge mobilization tasks are discussed.