Showing papers in "School Science and Mathematics in 2011"
TL;DR: This paper examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance and found that teachers who are very confident in their ability to teach believe they can have an effect on their students.
Abstract: This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and the Illinois Certification Testing System (ICTS) Basic Skills Test. The results indicate that preservice teachers' mathematics self-efficacy is positively correlated to their personal mathematics teaching efficacy. In addition, their mathematical performance is related to their mathematics self-efficacy and mathematics teaching efficacy. In regard to affecting student outcomes, only those preservice teachers who are very confident in their ability to teach believe they can have an effect on their students. Implications on teacher education programs are discussed.
149 citations
TL;DR: This paper found that when teachers had students both explore concepts before explanations and contribute to the explanations, a higher percent of time was spent on exploration and students were more frequently involved at a higher cognitive level.
Abstract: Commissions, studies, and reports continue to call for inquiry-based learning approaches in science and math that challenge students to think critically and deeply. While working with a group of middle school science and math teachers, we conducted more than 100 classroom observations, assessing several attributes of inquiry-based instruction. We sorted the observations into two groups based on whether students both explored underlying concepts before receiving explanations and contributed to the explanations. We found that in both math and science classrooms, when teachers had students both explore concepts before explanations and contribute to the explanations, a higher percent of time was spent on exploration and students were more frequently involved at a higher cognitive level. Further, we found a high positive correlation between the percent of time spent exploring concepts and the cognitive level of the students, and a negative correlation between the percent of time spent explaining concepts and the cognitive level. When we better understand how teachers who are successful in challenging students in higher-order thinking spend their time relative to various components of inquiry-based instruction, then we are better able to develop professional development experiences that help teachers transition to more desired instructional patterns.
140 citations
TL;DR: The authors explored if a weeklong science camp changed Louisiana African-American high school students' perception of science and found that the perceived benefits influenced the identities that students constructed for themselves in relation to science in their lives.
Abstract: This study explored if a weeklong science camp changed Louisiana African-American high school students' perception of science. A semi-structured survey was used before and after the camp to determine the changes in science attitudes and career choices. Among the perceived benefits were parental involvement, increased science academic ability, and deepened scientific knowledge. These perceived benefits influenced the identities that students constructed for themselves in relation to science in their lives. Students who reported doing well in school science courses believed that science was more relevant to their lives. Female students who cited doing well in science reported less parental involvement in their schoolwork than males. This study draws attention to gender differences in science and to designing informal science learning experiences for African-American high school students that can change attitudes toward career choices in science-related fields.
65 citations
TL;DR: In this paper, the authors examined the impact of participating in an after-school robotics competition on high school students' attitudes toward science and found that participants who participated in a robotic competition had a more positive attitude towards science and science-related areas in four of the seven categories examined.
Abstract: This study was designed to examine the impact of participating in an after-school robotics competition on high school students' attitudes toward science. Specifically, this study used the Test of Science-Related Attitude to measure students' social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Results indicated that students who participated in a robotic competition had a more positive attitude toward science and science-related areas in four of the seven categories examined: social implications of science, normality of scientists, attitude toward scientific inquiry, and adoption of scientific attitudes. Implications of results on students' attitudes are discussed.
55 citations
TL;DR: In this article, a study was conducted to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program and understand the attitudes toward mathematics and concepts of self-efficacy that teaching fellows had over the course of the semester.
Abstract: The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample included 42 new Teaching Fellows who were given a mathematics content test, attitudes toward mathematics questionnaire, and teaching self-efficacy questionnaire at the beginning and end of the semester. Further, the teachers kept teaching and learning journals. Findings revealed a significant increase in both mathematical content knowledge and positive attitudes toward mathematics. Additionally, Teaching Fellows were found to have positive attitudes and high self-efficacy at the end of the semester, and relationships were found between attitudes and self-efficacy. Finally, Teaching Fellows generally found that classroom management was the biggest issue in their teaching, and that problem solving and numeracy were the most important topics addressed in their learning. Future studies should address self-efficacy differences between preservice and in-service teachers and the effects of alternative certification teacher knowledge, attitudes toward mathematics, and self-efficacy on students in the classroom.
52 citations
TL;DR: The authors examined the social, political, and educational climate in the United States leading up to the launch of the Sputnik I satellite, and made implications for the relevance of this event to science education today.
Abstract: In celebration of the recent golden anniversary of the launching of the Soviet satellite, Sputnik I, this paper takes an historical perspectives approach to examine the social, political, and educational climate in the United States leading up to the launch. Ramifications to science education are discussed, and implications are made for the relevance of this event to science education today.
50 citations
TL;DR: In this article, the authors investigated the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs of preservice primary school teachers and investigated whether the program has an effect on student teachers' attitudes toward science.
Abstract: The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student teachers' attitudes toward science. Data were collected by administering the “Science Teaching Efficacy Beliefs Instrument” and “Attitudes toward Science Scale” to 282 preservice primary teachers (147 freshmen, 135 seniors). Statistical techniques such as means and t-test were used to analyze the data. Results of the study showed that the primary teacher education program has a medium positive effect on science teaching efficacy beliefs of the primary preservice teachers (t = 4.791, p = .000) and that there were no gender differences in terms of efficacy beliefs. Results also indicated that preservice primary teachers' attitudes toward science were moderately positive and differ by class level. Fourth-year preservice teachers' attitudes toward science were found to be significantly more positive than the first years (t = 5.494, p = .000). There were no gender differences in attitudes toward science.
50 citations
TL;DR: This article examined the effectiveness of concrete (hands-on) manipulatives as compared with virtual manipulators on student review of fraction concepts in third grade and introduction of symmetry concepts in fourth grade.
Abstract: The primary purpose of this classroom experiment was to examine the effectiveness of concrete (hands-on) manipulatives as compared with virtual (computer-based) manipulatives on student review of fraction concepts in third grade and introduction of symmetry concepts in fourth grade. A pretest–posttest design was employed with a sample of 91 third-grade students and 54 fourth-grade students who were randomly assigned to complete a lesson using either concrete or virtual manipulatives. Students used a variety of manipulative materials during the lessons. Results of the posttest suggest that student learning was unchanged by lesson condition.
49 citations
TL;DR: The authors compared Electronic Quality of Inquiry Protocol (EQUIP) and Reformed Teacher Observation Protocol (RTOP) with regard to reliability, validity, and utility associated with inquiry-based instruction.
Abstract: With inquiry being one of the central tenets of the national and most state standards, it is imperative that we have a solid means to measure the quality of inquiry-based instruction being led in classrooms. Many instruments are available and used for this purpose, but many are either invalid or too global. This study sought to compare two observational protocols: Electronic Quality of Inquiry Protocol (EQUIP) and Reformed Teacher Observation Protocol (RTOP) with regard to reliability, validity, and utility associated with inquiry-based instruction. Analyses included studying item reliability, inter-rater reliability, factor analysis, correlation, and multiple regression of protocol items within the instruments and between the instruments. General findings suggest that both instruments have high item reliability and are effective measures in both math and science classrooms; EQUIP showed higher inter-rater reliability and seems to be more valid for measuring inquiry-based instruction, while RTOP seems better suited for looking more globally at constructivist teaching practices. Additionally, the utility of EQUIP seems to be larger. It is useful for looking formatively at individual teaching practice, as well as studying summative teacher growth or program effectiveness. Further, because EQUIP uses a descriptive rubric instead of a Likert scale, the instrument provides immediate and targeted feedback to teachers, instructional leaders, and professional development facilitators. This feedback includes both a micro view (individual indicators) and a macro view (construct) of teaching practice.
43 citations
TL;DR: In this article, the authors investigated the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music.
Abstract: This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly selected from 64 preservice teachers in a southern university. A 90-minute mathematics lesson integrated with a music composition activity was taught by the first author. Pre- and postquestionnaires were provided to evaluate the change in preservice teachers' attitude and beliefs toward mathematics. The results demonstrated that the mathematics lesson integrated with music had a positive effect on preservice teachers' attitude and beliefs toward mathematics teaching and learning.
41 citations
TL;DR: The Drawing-Elementary-Science-Teacher-Ideal-Not (DESTIN) procedure as discussed by the authors ) is a simple drawing procedure accompanied by a narrative and discussion for understanding preservice teachers' images of science, science teaching and the science teacher.
Abstract: The aim of this study is to report findings from the Drawing-Elementary-Science-Teacher-Ideal-Not, or the DESTIN procedure. The study utilizes a simple drawing procedure accompanied by a narrative and discussion for understanding preservice teachers' images of science, science teaching, and the science teacher. Ninety drawings from two sections of an elementary science methods course were analyzed. Looking at the pre-drawings from the beginning of the semester and post-drawings done at the end of the semester, the findings relate the value of using drawings in teacher education and the usefulness of this procedure to promote discussions about science teaching, the construction of new images and practices for teaching elementary science, and teacher identity. The DESTIN procedure has potential as a productive activity for teacher education and long-term professional development by making more explicit teachers' views of science teaching and learning and their past experiences as science learners.
TL;DR: This article examined the alignment of perceptions of engagement by students, teachers, and outside observers across middle and high school mathematics and science classrooms and found significant teacher-student differences in perceptions of student cognitive engagement with teachers consistently perceiving higher levels than students.
Abstract: Substantial recent focus has been placed upon the competitiveness of American students in increasingly global economies and entrepreneurial enterprises. As concerns center on students’ educational preparedness and their efforts at continued learning, researchers acknowledge the importance of student engagement with school. In order to foster engaged learners, teachers must be able to determine and monitor their students’ levels of engagement. The current study examined the alignment of perceptions of engagement by students, teachers, and outside observers across middle and high school mathematics and science classrooms. Results indicated significant teacher-student differences in perceptions of student cognitive engagement across mathematics and science classrooms with teachers consistently perceiving higher levels than students. Moreover, most effect sizes were moderate to large. A subsequent multi-level analysis indicated that while teacher perceptions of student cognitive engagement were somewhat predictive of student reported cognitive engagement, academic engagement ratings by outside observers were not.
TL;DR: This article reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth-and seventh-grade students' learning through a series of project-based engineering activities.
Abstract: This case study reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth- and seventh-grade students' learning through a series of project-based engineering activities. This two-year project enriched regular school curricula by introducing real-world applications of science and mathematics concepts that expanded opportunities for creativity and problem-solving, introduced problem-based learning, and provided after-school programming (for girls only) led by engineering students from the local university. This engineering education initiative showed significant impact on students' (1) confidence in science and mathematics; (2) effort toward science and mathematics; (3) awareness of engineering; and (4) interest in engineering as a potential career. With regard to gender, there were no significant differences between boys' and girls' responses. The girls' confidence in their own skills and potential, however, was significantly more positive than the boys' confidence in the girls. These results gave rise to new questions regarding mentor/mentee relationships and the overall effect of “girls only” mentoring.
TL;DR: In this paper, the authors investigated preservice elementary teachers' achievement goal orientations for learning mathematics and the relationship of those goals to their attitudes toward mathematics, and found that teachers were higher in mastery goals than in performance goals, and performance-avoid goals were higher than performance-approach goals.
Abstract: This study investigated preservice elementary teachers' achievement goal orientations for learning mathematics and the relationship of those goals to their attitudes toward mathematics. Self-report instruments were administered to assess three achievement goals—mastery, performance-approach, and performance-avoid, and three constructs of attitude—confidence in learning mathematics, usefulness of mathematics, and mathematics as a male domain. The preservice teachers were higher in mastery goals than in performance goals, and performance-avoid goals were higher than performance-approach goals. Mastery goals correlated positively to all three constructs of attitude. Since mathematics classes are traditionally performance-oriented, these results suggest a mismatch between personal and classroom goals that could result in negative attitudes and the adoption of maladaptive performance-avoid goals. These findings suggest that mathematics content courses for preservice elementary teachers should be taught in a classroom climate that supports and encourages mastery goals.
TL;DR: In this article, the similarities and differences of fundamental fraction knowledge owned by preservice elementary teachers from the United States and Taiwan were examined and compared on an instrument including 15 multiple-choice test items.
Abstract: The purpose of this paper is to show the similarities as well as the differences of fundamental fraction knowledge owned by preservice elementary teachers from the United States (N= 89) and Taiwan (N= 85). To this end, we examined and compared their performance on an instrument including 15 multiple-choice test items. The items were categorized into four different types of fundamental fraction constructs, including part–whole relationship, quotient, equivalence, and meanings of operations. Each item was embedded in the area, linear, or set model except for the items constructed out of the meaning of operations. Several items were featured with a pictorial illustration. Quantitative analysis showed that U.S. preservice teachers were significantly outperformed by their Taiwanese counterparts overall. The difference between the two groups was statistically significant on 12 of 15 items. Findings suggest that preservice elementary teachers from both countries need to be better prepared in their understanding of the meaning of fraction multiplication or division operations. Findings also suggest that U.S. preservice elementary teachers need to be more knowledgeable in dealing with fraction problems embedded in a linear model. Further research is suggested to study the issues raised from the findings.
TL;DR: The authors found that attitudes become more negative as students move from elementary to secondary schools and that classroom experiences also shape one's attitudes toward a subject, teacher, learning, and so forth.
Abstract: Typically, experiences shape one's attitudes toward the “thing” that is being experienced, whether it is a person, pet, movie, etc. Classroom experiences also shape one's attitudes toward a subject, teacher, learning, and so forth. Studies have shown that attitudes become more negative as students move from elementary to secondary schools. Elementary preservice teachers have had many classroom experiences by the time they reach their methods courses. These varied experiences have shaped their attitudes about the learning and teaching of mathematics and science.
TL;DR: In this article, the authors use the Technological, Pedagogical, and Content Knowledge (TPACK) model in conjunction with a five-stage developmental model, which can be used to describe growth in TPACK to describe the initial attempts of a teacher, Jane, to develop TPACK as she learns and attempts to integrate an advanced teaching technology into her classroom, namely the TI-Nspire graphing calculator.
Abstract: In this technology-oriented age, teachers face daily decisions regarding the use of advanced digital technologies—graphing calculators, dynamic geometry software, blogs, wikis, podcasts and the like—to enhance student mathematical understanding in their classrooms. In this case study, the authors use the Technological, Pedagogical, and Content Knowledge (TPACK) model in conjunction with a five-stage developmental model, which can be used to describe growth in TPACK to describe the initial attempts of a teacher, Jane, to develop TPACK as she learns and attempts to integrate an advanced teaching technology into her classroom, namely the TI-Nspire graphing calculator. The study tracks her struggles to reconcile some traditional beliefs about how students learn with her desire to be responsive to what she perceives as affordances of advanced digital technologies. Main data collection methods were journal writing, observations, document analysis, and interviews. Using the five-stage developmental model, we saw that this experience helped Jane to move among different stages. This study showed that the TPACK model with the five-stage developmental model can be a beneficial tool for researchers to study teachers' professional growth and is also a valuable tool for teachers to reflect on their own growth.
TL;DR: This article examined relationships among key domains of science instruction with English language learning (ELL) students based on teachers' perceptions of their classroom practices and actual classroom practices (i.e., what they are observed doing) and found a weak to non-existent relationship between teachers' self-reports and observations of their practices.
Abstract: The study examined relationships among key domains of science instruction with English language learning (ELL) students based on teachers' perceptions of their classroom practices (i.e., what they think they do) and actual classroom practices (i.e., what they are observed doing). The four domains under investigation included: (1) teachers' knowledge of science content; (2) teaching practices to support scientific understanding; (3) teaching practices to support scientific inquiry; and (4) teaching practices to support English language development during science instruction. The study involved 38 third-grade teachers participating in the first-year implementation of a professional development intervention aimed at improving science and literacy achievement of ELL students in urban elementary schools. Based on teachers' self-reports, practices for understanding were related to practices for inquiry and practices for English language development. Based on classroom observations in the fall and spring, practices for understanding were related to practices for inquiry, practices for English language development, and teacher knowledge of science content. However, we found a weak to non-existent relationship between teachers' self-reports and observations of their practices.
TL;DR: This paper conducted a large-scale two-year independent evaluation study with the Scientists in School (SiS) outreach program and two large school boards in Ontario, Canada to explore the responses of elementary students (n= 811) from typically underrepresented groups in science (English language learners, girls, and students at low-achieving schools).
Abstract: This paper describes a subset of results from a large-scale two-year independent evaluation study conducted with the Scientists in School (SiS) outreach program and two large school boards in Ontario, Canada. Specifically, it explores the responses of elementary students (n= 811) from typically underrepresented groups in science (English language learners [ELL], girls, and students at low-achieving schools) to the SiS outreach program. It explores responses related to enjoyment, interest, perceptions of role modeling, and future career choice in science. Compared to other students, findings suggest that girls and students from low-achieving schools found the program more enjoyable and reported that it provided positive science role models. Students at schools with high ELL populations also reported higher levels of enjoyment and reported that the program helped get them excited about science.
TL;DR: In this paper, the authors developed the BAR model to teach mathematics methods both in the classroom and in the field, and found that the specific teaching methods from the Bar model led to positive changes in preservice teacher efficacy beliefs.
Abstract: This study took place at a mid-sized, Midwestern university located in a mid-sized town. The researchers developed the BAR model to teach mathematics methods both in the classroom and in the field. The preservice teachers took Enochs, Smith, and Huinker's Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) on the first and last day of class. A total of 297 responses were collected from the pre- and posttests, with 280 matching responses, which were then used for data analysis. Mixed methods were used to analyze qualitative and quantitative data. The researchers sought to determine if the specific teaching methods from the BAR model led to positive changes in preservice teacher efficacy beliefs. They also explored if efficacy beliefs changed as a result of field experiences. Preservice teachers' efficacy scores changed positively on every item on the MTEBI. The researchers also determined that there was an increase in preservice teachers' outputs as a result of their field experiences.
TL;DR: In this paper, a bi-disciplinary four-dimensional assessment is utilized to measure personal teacher efficacy, outcome expectancy, classroom management (CM), and student engagement (SE), concluding that science teaching efficacy was markedly lower for science teachers with high minority class ethnicity distribution (CED).
Abstract: The context and nature of teacher efficacy beliefs provide a method upon which to explore science teachers' perceptions of their teaching effectiveness and student achievement as a function of ethnicity. Promotion of a more in-depth knowledge of science teaching efficacy requires cross-sectional and longitudinal investigations. In this study, a bi-disciplinary four-dimensional assessment is utilized to measure personal teacher efficacy, outcome expectancy, classroom management (CM), and student engagement (SE).
Major findings from this study conclude that science teaching efficacy was markedly lower for science teachers with high minority class ethnicity distribution (CED) when compared with efficacy levels of teachers with high nonminority CED. Additionally, when examining efficacy dimensions separately, markedly lower mean efficacy dimension responses were consistent for teachers with high minority CED; however, only CM and SE were considered statistically different. Results were consistent for both the environmental and general science disciplines.
TL;DR: The authors describe interdisciplinary learning as integrating concepts from two or more disciplines to establish an understanding that moves beyond the scope of one discipline and follows that rich inquiry is often achieved by taking multiple perspectives and multiple approaches to examining a science topic.
Abstract: Policymakers and industry leaders are calling for a 21st century education that is more interdisciplinary in nature, including the ability to solve problems and think creatively (PTCS, 2004) Traditional teaching practices that present subjects as separate and distinct disciplines do not encourage students to make connections between subjects in school and in the inherently interdisciplinary nature of their daily lives It is important for educators to help students link multiple subjects with the world outside the classroom (Katz & McGinnis, 1999), encouraging reform that implements a multidisciplinary approach and real world applications Boix Mansilla, Miller, and Gardner (2000) describe interdisciplinary learning as integrating concepts from two or more disciplines to establish an understanding that moves beyond the scope of one discipline It follows that rich inquiry is often achieved by taking multiple perspectives and multiple approaches to examining a science topic (AAAS, 2006)
TL;DR: In this article, the effectiveness of using prediction on students' understanding and reasoning of mathematical concepts in a middle school algebra context was evaluated in the treatment classroom and the control classroom, where prediction questions were utilized at the launch of each algebra lesson.
Abstract: Research has shown that prediction has the potential to promote the teaching and learning of mathematics because it can be used to enhance students' thinking and reasoning at all grade levels in various topics. This article addresses the effectiveness of using prediction on students' understanding and reasoning of mathematical concepts in a middle school algebra context. In the treatment classroom, prediction questions were utilized at the launch of each algebra lesson, and in the control classroom such questions were not used. Both classrooms were taught by the same teacher and used the same curriculum. After completing each of the linear and exponential units, the two classrooms were compared in terms of their mathematical understanding and reasoning through unit assessments. Overall, the treatment classroom outperformed the control classroom on the unit assessments. This result supports that prediction is a valid construct with respect to enhanced conceptual understanding and mathematical reasoning.
Journal Article•
TL;DR: In this article, the authors investigated the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music.
Abstract: This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly selected from 64 preservice teachers in a southern university. A 90-minute mathematics lesson integrated with a music composition activity was taught by the first author. Pre- and postquestionnaires were provided to evaluate the change in preservice teachers' attitude and beliefs toward mathematics. The results demonstrated that the mathematics lesson integrated with music had a positive effect on preservice teachers' attitude and beliefs toward mathematics teaching and learning.
TL;DR: In this paper, the authors investigated preservice teachers' perceptions about the nature of technology and its role in mathematics education and society, and found that teachers had ambiguous notions about the characteristics of technology, which were contingent on contexts of technology use, human-machine relationships, and other factors.
Abstract: While the nature of mathematics and the nature of science have received much attention, there is a lack of research on the nature of technology. This study sought to investigate preservice teachers' perceptions about the nature of technology and its role in mathematics education and society. Based on two philosophical theories of technology, the author analyzed 22 preservice teachers' philosophy statements on educational technology and in-depth interviews with 5 of them. The findings reveal that the teachers had ambiguous notions about the characteristics of technology, which were contingent on contexts of technology use, human–machine relationships, and other factors. However, in most cases, they had an instrumental view of technology and a techno-centric mindset. Although the participating teachers were encouraged to reflect on broad socio-cultural issues associated with technology, most of them did not have a linguistic and conceptual framework from which to examine thoroughly how technology might influence human consciousness. As the educational technology and teacher education communities have broadened their understanding of technology and what it takes for an organizational change, preservice teachers need adequate opportunities to explore the pedagogical, epistemological, ontological, and cultural implications of the educational use of technology.
TL;DR: The authors compared four U.S. reform-based textbook series and one Chinese mathematics textbook series in teaching the connection between multiplication and division and found that the Chinese lessons are comparable with the U. S. lessons with respect to the breadth and depth of teaching the topic.
Abstract: This study compared one lesson across four U.S. “traditional” textbook series, two U.S. reform-based textbook series, and one Chinese mathematics textbook series in teaching the connection between multiplication and division. The results showed the differences across U.S. and Chinese lessons in both the teaching and the practice parts of the lesson across three dimensions (i.e., problem schemata, response requirement, and algebra readiness). In particular, the Chinese lesson's penetrating analysis or explanation of the topic is reflected in its deliberately constructed examples and wide range of problems (pertaining to problem types and difficulty levels) present in the teaching and practice sections of the lesson. None of analyzed U.S. lessons are comparable with the Chinese lesson with respect to the breadth and depth in teaching the topic. A deliberate emphasis, both arithmetically and algebraically, on problem schema acquisition as found in the Chinese lesson represents a promotion of symbolic or higher order of conceptual understanding. The findings are discussed within the context of teaching big ideas through problem schemata acquisition and the importance of symbolic level of conceptual understanding.
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TL;DR: In this article, the authors explored the effect of the engagement of university science, technology, engineering, and mathematics (STEM) faculty in the Math and Science Partnership program and found that STEM faculty benefited from new ideas about teaching and learning, insights into research, more knowledge of the K-12 education system, and a broader understanding of education overall.
Abstract: The article explores the effect of the engagement of university science, technology, engineering, and mathematics (STEM) faculty in the Math and Science Partnership program. The findings suggest that K-12 teachers benefited from the engagement in terms of improved approaches to teaching and learning, increased knowledge of subject matter content, and increased confidence. STEM faculty benefited from new ideas about teaching and learning, insights into research, more knowledge of the K-12 education system, and a broader understanding of education overall. Student achievement also improved, although direct attribution to faculty involvement is somewhat unclear. Furthermore, in the short run at least, it appears that few benefits extend beyond those faculty who are direct participants, and few systemic changes have been made in institutions of higher education systems.
TL;DR: In this article, a table of binary operations is used to analyze the structure of statements about conclusions drawn from observations of science phenomena, such as the period of a pendulum and the Archimedes' Principle.
Abstract: In his last book, Toward a Logic of Meanings (Piaget & Garcia, 1991), Jean Piaget describes how thought can be categorized into a form of propositional logic, a logic of meanings. The intent of this article is to offer this analysis by Piaget as a means to understand the language and teaching of science. Using binary propositions, conjunctions, and disjunctions, a table of binary operations is used to analyze the structure of statements about conclusions drawn from observations of science phenomena. Two examples from science content illustrate how the logic of binary propositions is used to symbolize typical reasoning of secondary-school science students. The content areas are the period of a pendulum and the Archimedes' Principle, which were chosen based on observations in secondary science classrooms. The analyses of the student responses in these two observations demonstrate the commonalities of arguments used by students of science as they try to make sense of observations. The analysis of students' reasoning, demonstrates that Piaget's logic of meanings is a useful and relevant tool for science educators' understanding of the syntactical aspects of pedagogical content knowledge.
TL;DR: In this paper, the authors argue that science curriculum and instruction in K-12 settings in the United States is currently dominated by an emphasis on the science standards movement of the 1990s and the resulting standards-based high-stakes assessment and accountability movement.
Abstract: Science curriculum and instruction in K-12 settings in the United States is currently dominated by an emphasis on the science standards movement of the 1990s and the resulting standards-based high-stakes assessment and accountability movement of the 2000s. We argue that this focus has moved the field away from important philosophical understandings of science teaching and learning that have their roots in the history of both learning theory and scientific discovery. We offer a philosophical argument, as well as a model for implementation, grounded in the 19th century notion of “natural philosophy,” as well as Dewean progressivism and Piaget's notion of reconstruction through rediscovery, for the important place of the history of science in modern science education. We provide curricular examples of this model, as well as a discussion of how it might be implemented as part of teacher education. We focus our discussion on the elementary and middle school grades, because teachers at these levels tend to have more limited science content knowledge than their secondary school peers, making them more dependent upon curricular materials and thus more heavily influenced by curricular reforms.