Showing papers in "School Science and Mathematics in 2016"

Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers

Abstract: Although science, technology, engineering, and mathematics (STEM) education sits at the center of a national conversation, comparatively little attention has been given to growing need for STEM teacher preparation, particularly at the elementary level This study analyzes the outcomes of a novel, preservice STEM teacher education model Building on both general and STEM-specific teacher preparation principles, this program combined two traditional mathematics and science methods courses into one STEM block Analysis compared preservice teachers in the traditional courses with those enrolled in the STEM block, investigating STEM teaching efficacy, reported and exhibited pedagogical practices, and STEM literacies using a pre-post survey as well as analysis of lesson planning products Linear regression models indicated that substantial growth was seen in both approaches but STEM block preservice teachers reported significantly greater gains in STEM teaching efficacy as compared with traditional-route teachers Lesson planning artifacts also demonstrated increased facilitation of STEM literacies, with specific attention to content integration, engineering and design, and arts inclusion Technology and computational thinking emerged as areas for further growth and clarification in STEM teacher education models Findings contribute to a growing research base on developing the STEM teacher workforce

Supporting Middle School Teachers’ Implementation of STEM Design Challenges

Abstract: We describe and analyze a professional development (PD) model that involved a partnership among science, mathematics and education university faculty, science and mathematics coordinators, and middle school administrators, teachers, and students. The overarching project goal involved the implementation of interdisciplinary STEM Design Challenges (DCs). The PD model targeted: (a) increasing teachers’ content and pedagogical content knowledge in mathematics and science; (b) helping teachers integrate STEM practices into their lessons; and (c) addressing teachers’ beliefs about engaging underperforming students in challenging problems. A unique aspect involved low-achieving students and their teachers learning alongside each other as they co-participated in STEM design challenges for one week in the summer. Our analysis focused on what teachers came to value about STEM DCs, and the challenges in and affordances for implementing DCs. Two significant areas of value for the teachers were students’ use of scientific, mathematical, and engineering practices and motivation, engagement, and empowerment by all learners. Challenges associated with pedagogy, curriculum, and the traditional structures of the schools were identified. Finally, there were four key affordances: (a) opportunities to construct a vision of STEM education; (b) motivation to implement DCs; (c) ambitious pedagogical tools; and, (d) ongoing support for planning and implementation. This article features a Research to Practice Companion Article. Please click on the supporting information link below to access.

A Study of Student Engagement in Project-Based Learning Across Multiple Approaches to STEM Education Programs

Abstract: Objective: In this study, we investigated the implementation of project-based learning (PBL) activities in four secondary science, technology, engineering, and mathematics (STEM) education settings to examine the impact of inquiry based instructional practices on student learning. Method: Direct classroom observations were conducted during the 2013–2014 school year in STEM Traditional Courses, a STEM Platform School, an Engineering Optional Program (EOP), and a Virtual STEM Academy (VSA) to measure teacher instructional practices (School Observation Measure) and student engagement (The Rubric for Student-Centered Activities). Results: The four approaches to STEM education showed significant differences in their implementation of PBL, with the EOP and VSA having higher incidences of PBL activities. Additionally, higher-level questioning strategies, higher-order instructional feedback, and integration of STEM subject areas was absent or rarely observed. Conclusions: Components of PBL are missing in STEM education, in traditional and non-traditional STEM courses. In-service teachers may benefit from professional development that enhances their understanding of PBL activities to maximize student learning opportunities.

Transitioning to the Common Core State Standards for Mathematics: A Mixed Methods Study of Elementary Teachers’ Experiences and Perspectives

Abstract: This mixed methods study explored elementary teachers’ (n = 73) experiences with and perspectives on the recently implemented Common Core State Standards for Mathematics (CCSS-Mathematics) at a high-needs, urban school. Analysis of the survey, questionnaire, and interview data reveals the findings cluster around: familiarity with and preparation to use the standards; implementation of the standards, including incorporation and teacher change; and tensions associated with enactment of the standards. Notably, the teachers believed in the merit of the standards but were constrained by their inadequate content knowledge, limited aligned curricular resources, lack of student readiness, and a perceived mismatch with ELLs. The results illuminate the professional needs of teachers during this critical time of transition to the standards and also add to the scant research on this national-scale reform in mathematics education. This article features a Research to Practice Companion Article. Please click on the supporting information link below to access.

Creating a Model of Acceptance: Preservice Teachers Interact With Non-English-Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

Abstract: The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of interacting with Latino families' culture and language in after school settings. Data were collected from elementary PSTs attending FMLEs and include interactions recorded during the FMLE and interviews with Latino non-English-speaking parents after the event. Anecdotal data were also included from parents' interviews collected during culturally relevant Family Science Learning Events. Researchers investigated the following questions: (1) what did Latino parents and PSTs report learning from the FMLE and, (2) how do perceptions toward Latino parents change when PSTs are given the opportunity to interact with and interview Latino parents? Results show that PSTs perceptions of Latino parents can be changed through these events. Implications for teacher preparation programs include providing PSTs with opportunities for participation in FM/SLEs that incorporate planning and teaching culturally relevant math and science activities. The following model of acceptance requires PSTs to identify and reconstruct misconceptions and perceptions of parents, especially non-English-speaking Latino parents.

The Growing Awareness Inventory: Building Capacity for Culturally Responsive Science and Mathematics with a Structured Observation Protocol.

Abstract: This study represents a first iteration in the design process of the Growing Awareness Inventory (GAIn), a structured observation protocol for building the awareness of preservice teachers (PSTs) for resources in mathematics and science classrooms that can be used for culturally responsive pedagogy (CRP). The GAIn is designed to develop awareness of: how students use language in classrooms; relationships between teacher questioning patterns and student participation; messages conveyed by the classroom environment; and ways to incorporate students’ interests into lesson plans. The methodology took the form of a multiple case study design with fourteen mathematics PSTs as one case and five science PSTs as the other case. The participants' response to the GAIn and lesson plans served as data sources. Findings reveal that the GAIn scaffolded PSTs’ awareness of their students, their own attitudes, and several elements of CRP. However, there were key areas of CRP that were neither explored with the GAIn nor identified by the participants. Consistent with design-based research, outcomes include a design framework for revision of the GAIn and a theory of action that situates it within a teacher education course that includes a field placement.

The Transparent and the Invisible in Professional Pedagogical Vision for Science Teaching

Abstract: Science teacher educators use examples of practice to support teacher candidates (TCs) learning to engage in new forms of science teaching. However, interpretation of these examples assumes a level of expertise about practice TCs lack. This article describes a study designed to determine some of the differences between expert teachers' and TCs' professional pedagogical vision for science teaching. Specifically, the study examines what each group attends to (highlights) in examples of science teaching and how they interpret the events they attend to (codes). Both groups were asked to analyze video of classroom science teaching. Differences were found between TCs and expert teachers in terms of both highlighting and coding of science teaching practice. Four key areas of difference are described in detail: actor focus, questions, grain size, and enactment. The implications for science teacher education are discussed, in particular a set of tools and teacher education practices to support acculturating TCs into more a sophisticated professional pedagogical vision for science teaching. This article features a Research to Practice Companion Article. Please click on the supporting information link below to access.

Elementary Teachers: Concerns about Implementing a Science Program.

Abstract: The purpose of this study was to examine elementary teachers’ science teaching concerns after participating in a two-year extensive and sustained science professional development intervention. The intervention consisted of two types of teacher professional development across two years including: (a) summer institutes (60 hours across two years) which provided training on curriculum units, inquiry-based instructional strategies, problem-based learning, classroom management, and technology use in the classroom; and (b) coaching (60 hours across two years) which provided teachers support in establishing an investigative classroom and assistance in the implementation of inquiry/problem-based science units. Teacher data were collected across four different time points: prior to the intervention, after one year of intervention, after two years of intervention, and one year after completion of the intervention. Results from quantitative data supported with qualitative interviews indicated concerns among teachers changed but they were not eliminated. The findings of this study provide evidence that teachers’ concerns may not be eliminated, but with extensive support––concerns become less focused on self and more focused on students.

Family Mathematics Nights: An Opportunity to Improve Preservice Teachers' Understanding of Parents' Roles and Expectations.

Abstract: Providing preservice teachers with opportunities to engage with parents and begin to see them as collaborators in their children's education is a persistent challenge in mathematics methods courses and teacher preparation programs more broadly. We describe the use of family mathematics nights as a model for engaging parents and preservice teachers. These events helped preservice teachers feel more comfortable in working with parents, while also giving them a friendly space for learning more about parents, the ways they work with their children, and activities they do with their children. Incorporating surveys about parents' needs and suggestions for preservice teachers allowed us to use the results as a catalyst for fostering discussions around parent engagement later in the methods course.

Student Interest in Engineering Design-Based Science

Abstract: Current reform efforts in science education around the world call on teachers to use integrated approaches to teach science. As a part of such reform efforts in the United States, engineering practices and engineering design have been identified in K–12 science education standards. However, there is relatively little is known about effective ways of teaching science through engineering design. The study explores the approaches or strategies used by a sixth grade science teacher to teach science and engineering in an integrative manner. Classroom observations, teacher interview, and student surveys were used to study the features of engineering integration implemented by the teacher and the changes in student interest in science and engineering by participating in an engineering design-based science unit. Findings suggest that the teacher explicitly included practices and core ideas from engineering and science; used an engaging, motivating engineering challenge; and provided students with opportunities to be autonomous. Students engaged in the activities in the engineering unit and their interest level slightly increased. The results suggest that the three strategies that the teacher used to teach engineering and science are important foundations of integrated science and engineering education.

A Longitudinal Study of Middle and Secondary Level Science Textbook Vocabulary Loads.

Abstract: Middle and secondary science textbooks have long been a primary support for instruction, often leading to heavy emphasis on domain-specific vocabulary. A longitudinal study was conducted to compare vocabulary loads of science textbooks published since 2010 to results of two previous studies going back to 1983. In each study, textbooks chosen represent convenience samples of commonly used middle and secondary science textbooks. Vocabulary emphasis in science textbooks remains high, and may present a problem for struggling readers and English language learners (ELL). Some vocabulary loads were found to approach or even exceed recommended limits for vocabulary instruction in modern foreign language courses. Also, science vocabulary can present an additional challenge for native English speakers and ELLs since many terms have no common colloquial English or native language equivalents. Recommendations for how to promote effective science vocabulary development are provided. Overall, over three decades there has been little change in heavy emphasis on vocabulary in middle and secondary science textbooks.

Teachers’ Practices in High School Chemistry Just Prior to the Adoption of the Next Generation Science Standards

Abstract: Effective professional development that influences teachers’ classroom practices starts with what teachers know, understand, and do in their classroom. The Next Generation Science Standards (NGSS) challenge teachers to make changes to their classroom; to help teachers make these changes, it is necessary to know what they are doing in their classrooms just prior to NGSS adoption. An online survey was distributed to high school chemistry teachers to understand their teaching practices before NGSS was adopted as state standards. This article presents the findings of the survey in terms of the chemistry content, science and engineering practices, and engineering content currently taught in chemistry. Gaps in the current teaching practices as they relate to the standards at the time of the study and NGSS are discussed, which show a challenge for the transformation of science education, which the implementation of NGSS hopes to achieve. Implications for professional development are included.

Student Perceptions of a Summer Ventures in Science and Mathematics Camp Experience

Abstract: “As the world becomes increasingly technological, the value of (the ideas and skills of its population) will be determined in no small measure by the effectiveness of science, technology, engineering, and mathematics (STEM) education in the United States” and “STEM education will determine whether the United States will remain a leader among nations and whether we will be able to solve immense challenges in such areas as energy, health, environmental protection, and national security” (President's Council of Advisors on Science and Technology, 2010, p. vii). Research on the effectiveness of STEM-focused school and other learning experiences (e.g., short-term camps) on student attitudes and performance outcomes is sparse. In this study, we documented the influence of an intensive STEM summer program on high school students’ attitudes toward STEM concepts and interests in STEM careers. Attending the summer program was associated with gains on students’ attitudes toward some aspects of STEM as well as specific career interests. Notably, students reported statistically significant views of important aspects of STEM and their attitudes toward science and mathematics were more positive than their attitudes about engineering and technology.

Student Perceptions of Interest, Learning, and Engagement from an Informal Traveling Science Museum.

Abstract: Informal Science Education (ISE) programs have been increasing in popularity in recent years. The National Research Council has laid out six strands that ISE programs should try to address, including increasing interest, knowledge, and allowing participants to engage in scientific activities. Past research suggests that informal settings can increase interest in science and may lead to knowledge gains. This study examined the impact of a unique ISE program that resembles a traveling museum and offers small-scale, interactive experiences. Affective outcomes and self-reported learning outcomes of the students who participated in the program were examined. In general, students reported increases in science interest and some knowledge gains. Students also reported they thought the program allowed them to engage in science. There were differences in student responses based on grade level, with intermediate elementary students more likely to report greater knowledge gains and more likely to see the educational value of the experience. Interestingly, middle school students were more likely to value the social aspects of the experience, another important aspect of ISE. This study provides some insight into the connections between the different ISE strands of informal science education and offers suggestions for future research.

Taking Science Home: Connecting Schools and Families through Science Activity Packs for Young Children.

Abstract: A Framework for K-12 Science Education indicates that introducing young children to scientific and engineering practices, core disciplinary ideas, and crosscutting concepts during the early years is essential for the development of conceptual understanding in science. Unfortunately, science is infrequently included in preschool and primary classrooms, and parents are sometimes uncomfortable engaging their children in science. This article describes the development and initial evaluation of “family science activity packs” as an intervention to fill this void. The study examined four research questions focused on families' use of the packs, parental questions, children's inquiry behaviors, and the nature of parent and children's reactions to the packs. Questionnaires sent to families regarding the packs and videos of families completing the activities were analyzed using descriptive statistics and qualitative methods. Findings suggest that take-home activity packs have the potential to teach science in a motivating manner and spur further interest in science. However, parent questioning and wait-time impacted the quality of students' responses. A discussion of how family science activities potentially result in high-quality discourse is presented, and implications and suggestions for further research and pack development are reviewed. This article features a Research to Practice Companion Article. Please click on the supporting information link below to access.

Writing in Mathematics: A Survey of K–12 Teachers’ Reported Frequency in the Classroom

Abstract: Although writing in mathematics has been advocated in practitioner journals, policy documents, and various research, surveys of mathematics teachers between 1988 and 2008 in various English-speaking countries have reported relatively infrequent incorporation into mathematics lessons. Further, much of prior survey research has yielded only anecdotal evidence regarding the potential reasons why some teachers engage students more, or less, frequently in writing in mathematics. The present study provides a more current set of descriptive statistics regarding teachers’ reported frequencies for writing in mathematics. Additionally, exploratory correlation analysis yielded findings regarding potential relationships for such frequencies. Findings indicate that subscribing to and reading professional journals, as well as participation in professional development on mathematical argumentation have statistically significant relationships to particular kinds of writing assignments and activities.

Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes

Abstract: In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses of boys in all-boys classes to boys in coeducational classes. Using the Mathematics Attitude Scale and the What Is Happening in This Class? questionnaire, we found no significant differences in student responses on any of the subscales or domains for any of the subgroups, except for Math as a Male Domain. Our findings indicate that student mathematics self-concept and student perception of the classroom environment are similar regardless of whether students are in a single-sex or a coeducational class.

Teacher Mentoring as a Community Effort

Abstract: This article presents the findings from a study of a mentoring program for novice mathematics and science teachers, which was provided by their teacher education program. This study reports the findings of interviews with novice math and science teachers, their mentors, and the mentoring program administrators to explore stakeholder perceptions of mentoring support. Findings suggest the importance of using multiple mentoring strategies to develop, support, and retain high-quality math and science teachers in the teaching profession. This study contributes to what is known about the role that teacher education programs may play in mentoring novice math and science teachers who have graduated from their programs.

Assessing the Impact of a Statewide STEM Investment on K-12, Higher Education, and Business/Community STEM Awareness over Time.

Abstract: Despite monetary and educational investments in science, technology, engineering, and mathematics (STEM) being at record high levels, little attention has been devoted to generating a common understanding of STEM. In addition, working with business, K–12 schools, and/or institutions of higher education to establish a grassroots effort to help community members understand the importance of STEM regarding the future prosperity of the United States in general, and specifically the preparedness of children for careers of now and the future, has been nonexistent. The purpose of our study is to assess the impact of a statewide STEM professional development program implemented for two years on STEM awareness over time among various community stakeholders (i.e., K–12 teachers, higher education faculty, and business members). STEM awareness and beliefs about STEM engagement, resources, student preparation, and careers all improved over time for all groups. However, business members had the greatest growth over time and held significantly higher awareness compared with the other groups in most areas. Our findings suggest that a statewide STEM partnership/network model is a viable option for growing collective impact and sustainability of STEM K–12 education.

Development of the Environmental Education Teaching Efficacy Belief Instrument

Abstract: The increasing popularity of including environmental topics and issues in school curricula has created a need for effective environmental education teachers. One way to evaluate teacher effectiveness is through teacher efficacy, a belief measure that evaluates a teacher's perception that he/she can teach effectively. Research suggests that teachers’ instructional decisions are influenced by their beliefs, which are framed by their personal experiences. Because teacher efficacy is content specific, the purpose of this study was to develop a survey, the Environmental Education Teacher Efficacy Belief Instrument (EETEBI), to measure the teacher efficacy beliefs of preservice teachers as they relate to environmental education teaching strategies and outcomes.

Adults’ Perceptions of Children's Science Abilities and Interest After Participating in a Family Science Night

Abstract: The goal of this research was to examine adults’ and children's perceptions of participating in a family science night event, especially in the context of parental belief about children's science abilities. Family science nights are becoming increasingly popular and are used in a wide range of settings. During family science nights, adults and students jointly engaged in a variety of science activities. Results revealed that adults, 90% of whom were parents of attending students, reported learning more about children's interests and abilities in science. Students also agreed that that the adults had learned more about their abilities and interests. Personal characteristics of adults and children, such as gender and ethnicity, were not found to have any relationship to ratings.

The 21st Century Physics Classroom: What Students, Teachers, and Classroom Observers Report

Abstract: Before we can effectively apply specific interventions through professional development, it is important to determine what is occurring in our high school physics classrooms. This study investigated common professional practices in physics teaching among a representative sample group of schools and teachers from a diverse, geographically large population. An adaptation of a convergent parallel design was utilized in this study. Three separate parallel studies were conducted to answer the overarching research question, what is the nature of the secondary physics classroom in our high schools as they exist today? The results provide a unique picture of the variables impinging on physics teachers in their current classroom setting that converges from the particular viewpoints found in each of the parallel studies.

How Common Is the Common Core? A Global Analysis of Math Teaching and Learning

Abstract: The U.S. educational system is undergoing rapid and substantial changes with many states grappling with the adoption of the Common Core State Standards in Mathematics (CCSSM). Important research questions remain unanswered regarding the potential efficacy of the CCSSM to improve student math performance compared with students around the globe. This article utilized TIMSS 2007 8th-grade math assessment results and curricular frameworks to (1) measure the degree of overlap between the CCSSM and TIMSS standards, and (2) use this finding to create a predictive model to determine the potential efficacy of the CCSSM in improving the U.S. 8th-grade student math performance compared with six culturally matched, TIMSS-assessed countries, provinces, and states. Comparisons of CCSSM and TIMSS-assessed jurisdictions show that the CCSSM holds many items in common with TIMSS-assessed jurisdictions, but lacks rigor in some key areas. The CCSSM deficiencies include algebraic knowledge and problem solving at the 8th-grade level, and are a significant detractor from the CCSSM when compared with TIMSS.

Statistical Association: Alignment of Current U.S. High School Textbooks with the Common Core State Standards for Mathematics

Abstract: This study examined the alignment of three selected U.S. high school textbooks series with the Common Core State Standards for Mathematics (CCSSM) regarding the treatment of statistical association. A framework grounded in the literature for inclusion and exclusion of reasoning about association topics was developed, and textbook entries were compared with the CCSSM learning expectations (LEs). Across the three series, about 77–90% of the 582 association problems addressed two numerical variables. All CCSSM LEs were covered by two of the three series. However, additional association LEs not found in the CCSSM were included in the textbooks. Implications for curriculum revision and development, and content analysis are suggested. The study challenges the notion of CCSSM-aligned curricula.

Teachers' Considerations of Students' Thinking During Mathematics Lesson Design

Abstract: Teachers' abilities to design mathematics lessons are related to their capability to mobilize resources to meeting intended learning goals based on their noticing. In this process, knowing how teachers consider Students' thinking is important for understanding how they are making decisions to promote student learning. While teaching, what teachers notice influences their decision-making process. This article explores the mathematics lesson planning practices of four 4th-grade teachers at the same school to understand how their consideration of Students' learning influences planning decisions. Case study methodology was used to gain an in-depth perspective of the mathematics planning practices of the teachers. Results indicate the teachers took varying approaches in how they considered students. One teacher adapted instruction based on Students' conceptual understanding, two teachers aimed at producing skill-efficient students, and the final teacher regulated learning with a strict adherence to daily lessons in curriculum materials, with little emphasis on student understanding. These findings highlight the importance of providing professional development support to teachers focused on their noticing and considerations of Students' mathematical understandings as related to learning outcomes. These findings are distinguished from other studies because of the focus on how teachers consider Students' thinking during lesson planning. This article features a Research to Practice Companion Article. Please click on the supporting information link below to access.

Scientists Taking a Nature of Science Course: Beliefs and Learning Outcomes of Career Switchers.

Abstract: The purpose of the study was to examine what scientists studying to become teachers know about the nature of science (NOS) before, during and after a course focused on NOS. The 16 scientists had an average of 9.7 years of work experience. The course was structured to teach knowledge about the aspects of NOS, demonstrate effective methods of teaching NOS, provide examples of successful attempts at meaningfully incorporating NOS into science content, and give students an opportunity to design and teach their own lessons incorporating NOS. Data sources collected include a prepost test of Views of Science and Education, electronic discussion postings, written class assignment of a clinical interview with an adolescent about NOS, video recordings of teaching, and individual interviews conducted three months after the course. Quantitative and qualitative data indicate that the scientists entered the course with much knowledge regarding the tentativeness of science and the nature of observations. There were significant gains in sophistication of view of NOS with regard to the following aspects of NOS: (a) knowing that variety of scientific methods exist, (b) the role of theories and laws, (c) the use of imagination, and (d) the role of subjectivity and objectivity in science.