Creating A Multimedia Enhanced Problem-Based Learning Environment For Middle School Science: Voices From The Developers, Min Liu, Lucas Horton, Jaejin Lee, Jina Kang, Jason Rosenblum, Matthew O’Hair, Chu-Wei Lu
Interdisciplinary Journal of Problem-based Learning
This paper describes the design and development process used to create Alien Rescue, a multimedia-enhanced learning environment that supports problem-based learning (PBL) in middle school science. The goal of the project is to further our understandings of technology, pedagogy, and instructional theories as they relate to the application of PBL within middle school classrooms through the application of design-based research. A unique characteristic of the project is that it is developed entirely by a team of graduate learning technologies students, working under the direction and supervision of the faculty. Throughout the development process, graduate student developers learn steps and strategies ...
Two Bit Circus, 2014 Claremont Colleges
Two Bit Circus, Elise Lemle
The STEAM Journal
Two Bit Circus collaborated with the Girl Scouts of the Greater Los Angeles Area to explore the exciting world of wearable electronics. Over the course of the program, the students explored concepts of introductory electronics while designing and creating their own illuminated fashion piece. The program was held in Montrose, CA in Fall 2013. The students were approximately 10 girls ages seven to 14. The program was held over seven sessions with each session lasting 80 minutes.
Full Steam Ahead: Creativity In Excellent Stem Teaching Practices, 2014 Claremont Colleges
Full Steam Ahead: Creativity In Excellent Stem Teaching Practices, Danah Henriksen
The STEAM Journal
This article emphasizes the value of creativity and arts-based learning in the sciences (STEAM education), using one example from a recent research study of creative and effective classroom teachers. The future of innovative thinking in STEM disciplines relies on breaking down the distinction between disciplines traditionally seen as “creative” like the arts or music, and STEM disciplines traditionally seen as more rigid or logical-mathematical (Catterall, 2002). The most exceptional thinkers in fields like science or math are also highly creative individuals who are deeply influenced by an interest in, and knowledge of, music, the arts and similar areas (Caper, 1996 ...
The Nature And Nurture Of Intuition, 2014 College of Saint Benedict and Saint John’s University
The Nature And Nurture Of Intuition, Thomas Q. Sibley
Are people just innately good at mathematics or not? My teaching experience suggests mathematical ability is not just fate: Students develop their mathematical abilities by doing mathematics. In particular we discuss geometric intuition, its connection with geometric reasoning and the possibility of developing them, using examples to get the listeners actively thinking about their own geometric thinking.
Book Review: Cuervo, H., & Wyn, J. (2012). Young People Making It Work: Continuity And Change In Rural Places. Victoria, Australia: Melbourne University Press. 208 Pages, Ill., Isbn: 9780522860979., 2014 Lehigh University
Book Review: Cuervo, H., & Wyn, J. (2012). Young People Making It Work: Continuity And Change In Rural Places. Victoria, Australia: Melbourne University Press. 208 Pages, Ill., Isbn: 9780522860979., Erica L. Kryst
FIRE: Forum for International Research in Education
BOOK REVIEW: Cuervo, H., & Wyn, J. (2012). Young People Making it Work: Continuity and Change in Rural Places. Victoria, Australia: Melbourne University Press. 208 pages, ill., ISBN: 9780522860979.
Mathematical Investigations For Supporting Pre-Service Primary Teachers Repeating A Mathematics Education Course, 2014 Edith Cowan University
Mathematical Investigations For Supporting Pre-Service Primary Teachers Repeating A Mathematics Education Course, Judy Bailey
Australian Journal of Teacher Education
Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one’s past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics education course. As part of their second attempt at this course for a Bachelor of Teaching (primary) degree the pre-service teachers engaged in a mathematical investigation. Data suggests that undertaking an open-ended mathematical investigation facilitated positive shifts with regard to the pre-service teachers’ knowledge of, and beliefs and ...
Mathematics Achievement With Digital Game-Based Learning In High School Algebra 1 Classes, 2014 Liberty University
Mathematics Achievement With Digital Game-Based Learning In High School Algebra 1 Classes, Terri Ferguson
Doctoral Dissertations and Projects
This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina End-of-Course (EOC) Test for high school Algebra 1. The data collection was broken down by comparison groups based on academic achievement as measured by the North Carolina EOC Test for Algebra 1. The comparison groups were student participants who received digital game-based instruction and tradition instruction ...
Differences In Math Achievement: Utilizing Supplemental Computer-Based Instruction And Traditional Instruction, Todd Clark
Doctoral Dissertations and Projects
Mathematics achievement has become vitally important in public education, obligating students to meet and exceed higher standards in spite of ability and knowledge level. This causal-comparative study sought to establish the achievement of the Classworks® supplemental math program with seventh grade students from two public schools in Georgia. The national Criterion-Referenced Competency Test (CRCT) scores in math were used to compare 129 seventh grade students (control group) who used traditional instruction and 129 students (experimental group) who used traditional instruction along with the supplemental Classworks® software program. In addition, the study analyzed the relationships between gender, ethnicity, and socioeconomic status ...
What Is So Negative About Negative Exponents?, 2014 Claremont Colleges
What Is So Negative About Negative Exponents?, Geoffrey D. Dietz
Journal of Humanistic Mathematics
While teaching college-level mathematics (from College Algebra to Calculus to Abstract Algebra), I have observed that students are often uncomfortable using negative exponents in calculations. I believe the fault partially lies in the manner in which negative exponents are taught in Algebra 1 or Algebra 2 courses, especially in rigid instructions always to write answers using only positive exponents. After reviewing a sample of algebra texts used in the United States over the last two centuries, it appears that while attitudes toward negative exponents have varied from author to author over time, the current trend is to declare explicitly that ...
Benjamin Banneker's Original Handwritten Document: Observations And Study Of The Cicada, 2014 Claremont Colleges
Benjamin Banneker's Original Handwritten Document: Observations And Study Of The Cicada, Janet E. Barber, Asamoah Nkwanta
Journal of Humanistic Mathematics
Benjamin Banneker, farmer, mathematician, astronomer, and scientist, is known for his mathematical puzzles, ephemeris calculations, almanacs, his wooden clock, land surveying work, and famous letter on human rights. However, as a naturalist, his scientific and systematic observations of the cicadas are less known. In this paper we publicize Banneker’s naturalistic study of the seventeen-year periodic cycle of the cicada and make available the original handwritten document of his observations. We also introduce the audience of this journal to an intriguing natural problem involving prime numbers.
Arizona Clinical Research Workforce Survey, 2014 Southern Illinois University Carbondale
Arizona Clinical Research Workforce Survey, Cris E. Wells, Julie A. Robbins, Gaye Luna
Online Journal for Workforce Education and Development
Objective: We characterize the current clinical research workforce in Arizona with the goal of identifying possible educational training gaps for the future workforce. Background: The science community, government entities, educational institutions, and community programs continue to advocate for additional funding and resources to educate the bioscience workforce, of which clinical research is a part. However, there is little evidence that additional training and/or education is needed within the clinical research profession. Method: We utilized an electronic survey tool that was designed to solicit workforce data from clinical research professionals actively working or seeking employment in the field of clinical ...
Student Retention In Stem: Exploration Of The Gender Gap, 2014 University of Nebraska - Lincoln
Student Retention In Stem: Exploration Of The Gender Gap, Olha Ketsman, Carolina C. Ilie
DBER Speaker Series
Prior research indicates that there are small numbers of women in STEM areas and in physics in particular; the latter may suggest that women who have potential to contribute to physics choose other careers. This presentation examines the gender gap in STEM with a focus on physics. We discuss a that was survey administered to undergraduate science students at one primarily undergraduate college in the United States, the factors that impacted student decisions in physics, and recommendations to increase student retention.
Parts Of The Whole: Only Connect, 2014 University of South Florida
Parts Of The Whole: Only Connect, Dorothy Wallace
This is the first of several columns that will focus on the mechanisms by which new ideas become accepted by a culture, offering some familiar examples, deriving basic principles from these examples, and applying them to the problem of promoting quantitative literacy in an educational system. In this essay we describe how new concepts become embedded in a culture through their connections to existing ideas, and use this principle to suggest strategies of discourse about numeracy that promote it among various constituencies in the culture.
The Language Of Comparisons: Communicating About Percentages, 2014 University of South Florida
The Language Of Comparisons: Communicating About Percentages, Jessica Polito
While comparisons between percentages or rates appear frequently in journalism and advertising, and are an essential component of quantitative writing, many students fail to understand precisely what percentages mean, and lack fluency with the language used for comparisons. After reviewing evidence demonstrating this weakness, this experience-based perspective lays out a framework for teaching the language of comparisons in a structured way, and illustrates it with several authentic examples that exemplify mistaken or misleading uses of such numbers. The framework includes three common types of erroneous or misleading quantitative writing: the missing comparison, where a key number is omitted; the apples-to-pineapples ...
Sixth Graders Benefit From Educational Software When Learning About Fractions: A Controlled Classroom Study, 2014 University of South Florida
Sixth Graders Benefit From Educational Software When Learning About Fractions: A Controlled Classroom Study, Susanne Scharnagl, Petra Evanschitzky, Judith Streb, Manfred Spitzer, Katrin Hille
This study analyses the effectiveness of an educational web-based software package for teaching mathematics in schools. In all, 864 sixth graders and their teachers took part in the controlled study. Students learned the addition and subtraction of fractions with (intervention group; n = 469) or without (control group; n = 395) the support of the educational software. Compared to the controls, students who used the software showed better results in the post-test. Gains were dose dependent and particularly marked in high-ability students and students with lower scores of math anxiety.
Teaching Quantitative Reasoning: A Better Context For Algebra, 2014 University of South Florida
Teaching Quantitative Reasoning: A Better Context For Algebra, Eric Gaze
This editorial questions the preeminence of algebra in our mathematics curriculum. The GATC (Geometry, Algebra, Trigonometry, Calculus) sequence abandons the fundamental middle school math topics necessary for quantitative literacy, while the standard super-abundance of algebra taught in the abstract fosters math phobia and supports a culturally acceptable stance that math is not relevant to everyday life. Although GATC is seen as a pipeline to STEM (Science, Technology, Engineering, Mathematics), it is a mistake to think that the objective of producing quantitatively literate citizens is at odds with creating more scientists and engineers. The goal must be to create a curriculum ...
Chemical Literacy Levels Of Science And Mathematics Teacher Candidates, 2014 Edith Cowan University
Chemical Literacy Levels Of Science And Mathematics Teacher Candidates, Suat Celik
Australian Journal of Teacher Education
The goal of this study was to investigate Turkish science and mathematics teacher candidates’ levels of attainment in chemical literacy. These candidates had all studied the new Turkish chemistry curriculum in high school. The sample of the study consisted of 112 students, who were first-year students in the Department of Secondary Science and Mathematics Education. The participants’ levels of nominal, functional, conceptual, and multi-dimensional literacy were tested. The data were collected by a questionnaire previously developed and used in the literature. The participants’ levels of nominal and conceptual chemical literacy were found to be satisfactory in terms of the expectations ...
Openorbiter Small Spacecraft Development Program Educational Benefits, 2014 SelectedWorks
Openorbiter Small Spacecraft Development Program Educational Benefits, Jeremy Straub
No abstract provided.
A Case Study Of A "Double-Dose" Mathematics Intervention, 2014 Northeastern University
A Case Study Of A "Double-Dose" Mathematics Intervention, Michelle Dahlsten Kratofil
Education Doctoral Theses
The purpose of this case study was to discover and describe the components of a "double-dose" math intervention that resulted in increased mathematics achievement for high school Algebra I intervention participants in an effort to inform local decisions regarding program improvements and to provide insight to other educators investigating mathematics interventions. Students participating in this "double-dose" intervention were assigned to two math classes. The first math class was a regular math class comprised of heterogeneously ability grouped students. Students from the first class who needed extra support populated the second daily math class. This homogeneous group of students was involved ...
The Imsa© Promise: Igniting And Nurturing Diverse Stem Talent, 2014 Illinois Mathematics and Science Academy
The Imsa© Promise: Igniting And Nurturing Diverse Stem Talent, Adrienne Coleman, Barb J. Miller
Publications & Research
“Your PROMISE Program has been the life-line to extend and enhance the knowledge base for these students…by providing them with the time to develop seemingly outlandish ideas or tease their brains with the “what if” possibilities…you are making such a huge difference in the lives of these inner city youth who, otherwise, would not be privy to this level of academic exposure until much later on in their academic pursuits” (McNeal, 2013).
What educator writes such impassioned comments about an enrichment program designed to ignite and nurture talented underrepresented and underserved students?