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Teaching Beliefs And Teaching Practices: A Sequential Mixed Methods Study Of Post-Secondary Mathematics Faculty, Katlyn K. Cox
Teaching Beliefs And Teaching Practices: A Sequential Mixed Methods Study Of Post-Secondary Mathematics Faculty, Katlyn K. Cox
UNLV Theses, Dissertations, Professional Papers, and Capstones
This mixed methods study explored the relationship between collegiate math instructors’ reported teaching practices, teaching beliefs, and actual teaching practices. Instructors reported their own teaching practices by survey. Qualitative participants were purposively sampled from the quantitative survey results. These qualitative participants presented their teaching beliefs through an initial interview. Afterward, actual teaching practices were confirmed through classroom observations. Lastly, instructors completed reflective interviews to address findings in the previously collected data.Through the survey instrument, this study established common teaching practices of collegiate math instructors. The study identified that on average the post-secondary math instructors in this sample employed between 26 …
Engineering The Path To Higher-Order Thinking In Elementary Education: A Problem-Based Learning Approach For Stem Integration, Abeera P. Rehmat
Engineering The Path To Higher-Order Thinking In Elementary Education: A Problem-Based Learning Approach For Stem Integration, Abeera P. Rehmat
UNLV Theses, Dissertations, Professional Papers, and Capstones
As we progress into the 21st century, higher-order thinking skills and achievement in science and math are essential to meet the educational requirement of STEM careers. Educators need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. An instructional pedagogy that can capture students’ attention, support interdisciplinary STEM practices, and foster higher-order thinking skills is problem-based learning. Problem-based learning embedded in the social constructivist view of teaching and learning (Savery & Duffy, 1995) promotes self-regulated learning that is enhanced through exploration, cooperative social activity, …