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Science and Mathematics Education Commons

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Why We Teach Mathematics To Every Student: Determining Impact Of Mathematics On Problem Solving And Logical Reasoning Skills, Megan Marie Harris 2019 The University of Akron

Why We Teach Mathematics To Every Student: Determining Impact Of Mathematics On Problem Solving And Logical Reasoning Skills, Megan Marie Harris

Honors Research Projects

The purpose of this paper is to dissect why it is important to teach mathematics to every student, even if the student does not plan on pursuing mathematics in his or her career. This paper will describe and test various reasons why mathematics is taught to every student but it will focus on math as a way to help develop and improve problem-solving and logical reasoning skills. An experiment was conducted on a random sample of fourteen University of Akron students who were measured on their problem-solving abilities and critical thinking through playing two games. These students were then compared ...


Arts-Inclusive Education In Nursing Schools, Michelle Murtaugh 2018 DePaul University

Arts-Inclusive Education In Nursing Schools, Michelle Murtaugh

Grace Peterson Nursing Research Colloquium

Arts-Inclusive Education in Nursing Schools: An Integrative Literature Review

Michelle Murtaugh, DePaul University

Category: Research Abstract

Background: Nursing educators have long recognized and championed the value of art within a professional nursing science curriculum, yet many nursing programs exclude the study of the arts. Research suggests that an arts-inclusive nursing curriculum not only enhances student learning, communication, self-efficacy, and clinical confidence, but also positively impacts patient outcomes. To address this gap between what is needed and what is currently offered, some schools are collaborating with art museums to offer arts-based courses in nursing sciences, designed to enhance students’ competency and ...


Exploring Authenticity Through An Engineering-Based Context In A Project-Based Learning Mathematics Activity, Bradley Bowen, Bryanne Peterson 2018 Virginia Tech

Exploring Authenticity Through An Engineering-Based Context In A Project-Based Learning Mathematics Activity, Bradley Bowen, Bryanne Peterson

Journal of Pre-College Engineering Education Research (J-PEER)

As education works to reconnect student learning to something more than standardized testing, project-based learning (PBL) has become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the context of engineering-based activities. The research ...


Teaching Differential Equations Without Computer Graphics Solutions Is A Crime, Beverly H. West 2018 Cornell University, Retired

Teaching Differential Equations Without Computer Graphics Solutions Is A Crime, Beverly H. West

CODEE Journal

In the early 1980s computer graphics revolutionized the teaching of ordinary differential equations (ODEs). Yet the movement to teach and learn the qualitative methods that interactive graphics affords seems to have lost momentum. There still exist college courses, even at big universities, being taught without the immense power that computer graphics has brought to differential equations. The vast majority of ODEs that arise in mathematical models are nonlinear, and linearization only approximates solutions sufficiently near an equilibrium. Introductory courses need to include nonlinear DEs. Graphs of phase plane trajectories and time series solutions allow one to see and analyze the ...


Experiences Using Inquiry-Oriented Instruction In Differential Equations, Keith Nabb 2018 University of Wisconsin, River Falls

Experiences Using Inquiry-Oriented Instruction In Differential Equations, Keith Nabb

CODEE Journal

Student-centered instruction can be a challenging endeavor for teachers and students. This article reports on the use of the Inquiry-Oriented Differential Equations (IO-DE) curriculum (Rasmussen, 2002) in an undergraduate differential equations course. Examples of student work are shared with specific reference to research in mathematics education.


Stem Roles: How Students’ Ontological Perspectives Facilitate Stem Identities, Dina Verdín, Allison Godwin, Monique Ross 2018 Purdue University

Stem Roles: How Students’ Ontological Perspectives Facilitate Stem Identities, Dina Verdín, Allison Godwin, Monique Ross

Journal of Pre-College Engineering Education Research (J-PEER)

Educational researchers have explored the importance of performance, recognition, and interest in establishing and maintaining a STEM identity. Research has also demonstrated that the ways students describe themselves and how they participate in STEM communities can provide insight into their role identity salience; however, there has been little work to explore the ontological beliefs of students about STEM people and how this influences their ability to see themselves as possessing a STEM identity. This research explores the ontological beliefs of high school students, with specific attention to the ways in which they describe what constitutes a math person, science person ...


Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich 2018 University of Northern Iowa

Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich

Journal of Science Education for Students with Disabilities

It is a pleasure to receive an invitation to submit a review for the book titled Towards Inclusion of All Learners through Science Teacher Education. The contributors include four wellknown leaders in inclusive science education complemented by a spectrum of authors American and international, in pre-service and graduate science education, pre-service and graduate special education, science research, special education practitioners, classroom teachers, graduate students, and students through case studies and interviews.

The book presents an excellent overview of current practices in schools, descriptions of individual and team efforts to improve practice, and emerging innovations such as the application of Universal ...


An Analysis Of The Pregnancy And Childbirth Experiences Through Cultural And Mathematical Lenses, Maria T. Lopez-Flores 2018 University of New Mexico

An Analysis Of The Pregnancy And Childbirth Experiences Through Cultural And Mathematical Lenses, Maria T. Lopez-Flores

Shared Knowledge Conference

Being pregnant and giving birth is one of the most personal experiences. Nobody else but the pregnant woman can feel what she is feeling. However, her experiences during this process are highly influenced by her sociocultural context. In this, as in many other human activities, mathematics is present with or without realizing it. According to Frankenstein (1997), “mathematics occurs in contexts, integrated with other knowledge of the world” (p. 13). This project explores the mathematical and cultural practices that are embedded in the process of pregnancy and childbirth within two different sociocultural contexts: traditional Mexican partería (midwifery) and western medicine ...


32 - Introducing Renewable Energy Through Community-Based Engaged Learning, Nick Palmer 2018 Georgia College and State University

32 - Introducing Renewable Energy Through Community-Based Engaged Learning, Nick Palmer

Georgia Undergraduate Research Conference (GURC)

We live in a period where human expansion has put its own existence at risk. Local sustainable development strategies are key in reversing these global effects, but only if they are easily accessible and supported by the community. However, gathering that support can be difficult. Reaching a communal understanding of underlying scientific mechanisms starts at a young age and is difficult to develop without hands-on experiences. Community based engaged learning (C-bEL) programs provide these experiences for community members while simultaneously supplying teaching opportunities for college students. We developed a stand-alone workshop for local Baldwin county schools that utilizes renewable energy ...


Engaging The Public Through Science Festivals, Anthony Sacchitello, Macey Jarrard 2018 University of North Georgia

Engaging The Public Through Science Festivals, Anthony Sacchitello, Macey Jarrard

Georgia Undergraduate Research Conference (GURC)

Science festivals are informal learning experiences intended to engage the community in science by facilitating dialogues between scientists and the public. While the intention is to connect the community to science professionals, little is known about attendee motivation and application of information gained at the event. The study documented science festival attendees (n=42) motivation, application of information intent, events attended, and topics learned about at events. 39% of attendees attended science talks with an expert that was also in the attendee’s area of expertise, nearly one-third of participants attended discussion panels, and 20% of recorded activities were hands-on ...


5 - Sustainability Of An Established Cure Curriculum At Primarily Undergraduate Institutions, Nicole Scheuermann, Sue Ellen DeChenne-Peters 2018 Georgia Southern University

5 - Sustainability Of An Established Cure Curriculum At Primarily Undergraduate Institutions, Nicole Scheuermann, Sue Ellen Dechenne-Peters

Georgia Undergraduate Research Conference (GURC)

Course-Based Undergraduate Research Experiences (CUREs) are laboratory curriculum designed to expand the inclusivity of research opportunities for undergraduate students. CUREs provide the experience and benefits of scientific research, and those benefits and experiences at an earlier point in students’ education. These qualities mean CUREs can be of great value to primarily undergraduate institutions (PUIs), but faculty at these institutions who wish to design and/or implement a CURE can face major barriers including lack of time and resources.

We provided professional development and ongoing support for the implementation of an established CURE at two PUIs. The CURE was taught by ...


Hexapod Herald - Vol. 30, No. 4, November 2018, 2018 University of Nebraska - Lincoln

Hexapod Herald - Vol. 30, No. 4, November 2018

Hexapod Herald & Other Entomology Department Newsletters

Abstract: Welcome -- Faculty and Post-Doc News -- Student News -- University of Nebraska Service Awards -- Publications -- Blast from the Past -- Save the Dates -- Busy as a Bee -- Grants -- Meet an Online Student -- Bugfest


Christian High School Science Teachers' Perspective Transformation: The Journey From Evolution To Creation, Paul Leslie Thorpe 2018 Liberty University

Christian High School Science Teachers' Perspective Transformation: The Journey From Evolution To Creation, Paul Leslie Thorpe

Doctoral Dissertations and Projects

The purpose of this hermeneutical phenomenology study was to explore and describe the perspective transformations of 11 science instructors teaching at Christian high schools. These science teachers previously believed the evolutionary paradigm of origins. However, they have all experienced a transformation and now hold a young-earth creation perspective and believe the literal six-day creation event in the book of Genesis is accurate and true. Transformation of perspective regarding origins is defined as a phenomenon of transformative faith accompanied by assimilation and accommodation of new knowledge as seen through the lens of Jack Mezirow’s (1991) transformative adult learning theory, and ...


Why Teach With Pbl? Motivational Factors Underlying Middle And High School Teachers’ Use Of Problem-Based Learning, Huei-Chen Lee, Margaret R. Blanchard 2018 National Institute of Environmental Health Sciences

Why Teach With Pbl? Motivational Factors Underlying Middle And High School Teachers’ Use Of Problem-Based Learning, Huei-Chen Lee, Margaret R. Blanchard

Interdisciplinary Journal of Problem-Based Learning

This quantitative study examined factors underlying middle and high school teachers’ choices about whether to use problem-based learning (PBL). Survey items measured respondents’ perceived competence, autonomy, and relatedness, and the value and costs they placed on implementing PBL. Teachers who have taught with PBL (n = 126) had significantly more formal PBL professional development, higher levels of perceived competence and value for this pedagogy, perceived more support from peers, and perceived lower costs than did the non–PBL use teachers (n = 30). Findings highlight the importance of formal PBL professional development in increasing teachers’ intention to implement PBL and recommend the ...


A Cohort-Based Program To Help Students Prepare A Conference Research Presentation, Alanna Lecher 2018 Lynn University

A Cohort-Based Program To Help Students Prepare A Conference Research Presentation, Alanna Lecher

Florida Statewide Symposium: Best Practices in Undergraduate Research

Students move through many first time experiences when navigating their undergraduate and graduate education. Such experiences include the first time students submit an article to a peer-reviewed scientific journal, attend a conference, and conduct fieldwork. The cohort model has been shown to be effective in increasing success in undergraduate education, and it can be adapted to helping students succeed in these novel experiences as well. This presentation will explore one program where the cohort model was implemented to aid undergraduate students preparing their first conference presentation on a scientific research project. Program structure and implementation will be described.


Proclamation, Bruce Rauner 2018 State of Illinois

Proclamation, Bruce Rauner

Various Documents

WHEREAS, Leon Max Lederman was born on July 15, 1922, in Manhattan, New York to Morris and Minna Lederman; and,


Actualizing The Rights Of The Learner: The Role Of Pedagogical Listening, Allison Hintz, Kersti Tyson, Andrea R. English 2018 University of Washington Bothell

Actualizing The Rights Of The Learner: The Role Of Pedagogical Listening, Allison Hintz, Kersti Tyson, Andrea R. English

Democracy and Education

This response to Crystal Kalinec-Craig’s article on the Rights of the Learner (RotL) aims to take up and build on the author’s ideas about how the RotL framework can promote equitable mathematics teaching and learning. Specifically, this response examines how listening is implied in the work of teachers who support young mathematicians as they exercise their rights to be confused, claim mistakes, and say and write what makes sense. In doing so, we seek to highlight some of the opportunities and challenges that can emerge for teachers attempting to support all learners to actualize these rights.


The Demands Of The Rights Of The Learner, Elham Kazemi 2018 University of Washington

The Demands Of The Rights Of The Learner, Elham Kazemi

Democracy and Education

In this response to Kalenic-Craig’s (2017) article, “The Rights of the Learner: A Framework For Promoting Equity through Dynamic Formative Assessment,” I consider what implications the RotL framework has for the work that teachers and students must do in learning environments where these rights flourish. The RoTL emphasizes student sensemaking and communication in the classroom. Given the realities of classrooms as racialized, gendered, and classed spaces, this emphasis on communication demands critical consciousness for both teachers and students.


Teaching Science Through Inquiry Based Field Experiences Using Orientation And Mobility, Danene K. Fast, Tiffany A. Wild 2018 The Ohio State University

Teaching Science Through Inquiry Based Field Experiences Using Orientation And Mobility, Danene K. Fast, Tiffany A. Wild

Journal of Science Education for Students with Disabilities

Instruction in science can be difficult for students with visual impairments due to the use of visual instruction that is often used for conceptual understanding. Pedagogical approaches to teaching science continue to evolve, with inquiry-based science instruction as a primary instructional method used in current classrooms.

In teaching students with visual impairments, inquiry is a strategy that has been traditionally been used in orientation and mobility (O&M) instruction, in an effort to teach students with vision loss to explore and make conclusions about their environments through the use of all senses.

The purpose of this review is to outline ...


Tech And Anxiety: How Can Technology Be Used As A Tool In Teaching Quantitative Biology And Impact Teaching Anxieties?, Miranda Chen 2018 University of Tennessee, Knoxville

Tech And Anxiety: How Can Technology Be Used As A Tool In Teaching Quantitative Biology And Impact Teaching Anxieties?, Miranda Chen

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


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