Education Commons^™

Pisa – The Programme For International Student Assessment – An Overview, Ross Turner

Ross Turner

El Programa Internacional Para La Evaluación De Los Alumnos (Pisa). Una Perspectiva General, Ross Turner

Ross Turner

The Development Of A Single Scale For Mapping Progress In Mathematical Competence, Ross Turner, Gayl O'Connor

Gayl O'Connor

The authors’ intention is to develop a progress map that describes increasing mathematical competence. The main purpose of this chapter is to describe the means by which the research team has been able to use the data from a longitudinal testing program to build and refine a picture of growth in mathematical competence. In this chapter, conceptualisation of the underlying variable to be measured in developing a mathematical progress map is considered, and approaches to its development are discussed. The approach adopted is described and the results of the application of that methodology to the data generated through this research …

Mathematics Teachers’ Knowledge Base: Preliminary Results, Guershon Harel, Kien Lim

Kien H Lim

Student learning depends on the teacher’s actions, which are, in turn, dependent on the teacher’s knowledge base—defined here by three components: knowledge of mathematics content, knowledge of student epistemology, and knowledge of pedagogy. The purpose of this study is to construct models for teachers’ knowledge base and for their development in an on-site professional development project.

Scale For Mapping Progress In Mathematical Competencies, Ross Turner, Gayl O'Connor, Thomas Romberg

Gayl O'Connor

No abstract provided.

Protocol Evidence On Thought Experiments Used By Experts, John Clement, M. Steinberg

John J. Clement

No abstract provided.

Evolving Mental Models Of Electric Circuits, John Clement, M. Steinberg

John J. Clement

No abstract provided.

The Science Knowledge, Conceptions Of The Nature Of Science, Attitudes About Teaching Science, And Science Instructional Strategies Of Bilingual And English-Only Elementary Teachers, Adelina Alegria

Adelina Alegria

The goal of this study was to explore bilingual and English-only elementary teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and their self-reported science instructional skills. In this study, a bilingual teacher was defined as a teacher who provides instruction in Spanish and English in core academic subjects and has completed and/or is completing a bilingual certification program. An English-only teacher was defined as a monolingual teacher that only speaks and instructs in English. The principal questions guiding this dissertation investigation were the following: How do bilingual elementary teachers differ from English-only elementary …

Enhanced Mathematics Learning: Does Technology Make A Difference?, Katherine Dix

Dr Katherine Dix

Ethics In The Science Classroom, Theodore Goldfarb, Michael Pritchard

Michael Pritchard

Development And Evaluation Of Internet-Based Hypermedia Chemistry Tutorials, Brian Tissue, Ronald Earp, Ching-Wan Yip, Mark Anderson

Mark R. Anderson

This progress report describes the development and student use of World-Wide-Web-based prelaboratory exercises in senior-level Instrumental Analysis during the 1995 Fall semester. The laboratory preparation exercises contained hypermedia tutorials and multiple-choice questions that were intended to familiarize the students with the experiments and instrumentation before their laboratory session. The overall goal of our work is to explore ways in which computer and network technology can be applied in education to improve the cost-effectiveness and efficacy of teaching. The course material can be accessed at http://www.chem.vt.edu/chem-ed/4114/Fall1995.html.

Textbook Treatments And Students’ Understanding Of Acceleration, G Dall’Alba, E Walsh, J Bowden, E Martin, Geoff Masters, P Ramsden, Andrew Stephanou

Prof Geoff Masters AO

A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of …

Physics Students' Understanding Of Relative Speed: A Phenomenographic Study, Eleanor Walsh, Gloria Dall'alba, John Bowden, Elaine Martin, Ference Marton, Geoff Masters, Paul Ramsden, Andrew Stephanou

Prof Geoff Masters AO

It is important that students of physics develop both quantitative and qualitative understanding of physical concepts and principles. Although accuracy and reliability in solving quantitative problems is necessary, a qualitative understanding is required in applying concepts and principles to new problems and in real-life situations. If students are not able to understand what underlies quantitative problem-solving procedures nor interpret the solution in physical terms, it is questionable whether they have developed an adequate understanding of physics. The research reported here is part of a larger phenomenographic study that is concerned with the assessment of physics students' understanding of some basic …

Displacement, Velocity, And Frames Of Reference: Phenomenographic Studies Of Students’ Understanding And Some Implications For Teaching And Assessment, John Bowden, Gloria Dall'alba, Elaine Martin, D Laurillard, Ference Marton, Geoff Masters, Paul Ramsden, Andrew Stephanou, E Walsh

Prof Geoff Masters AO

Student understanding of fundamental concepts in kinematics has been explored using the phenomenographic research method. University and high schoolphysics students were interviewed and their understandings of displacement, velocity, and frames of reference have been analyzed in particular problem contexts. Descriptions of the different ways students understand the concepts have been developed and relations between the different levels of understanding have been identified. The data highlight the contextual nature of learning and the need for teachers to focus on the nature of student understanding in specific contexts using questions that require qualitative explanation by students. In particular, it is demonstrated that …

Fostering Basic Problem-Solving Skills In Mathematics, John Clement, C. Konold

John J. Clement

No abstract provided.

Generation Of Spontaneous Analogies By Students Solving Science Problems, John Clement

John J. Clement

No abstract provided.

Methods Used To Evaluate The Validity Of Hypothesized Analogies, John Clement

John J. Clement

No abstract provided.

Mapping A Students' Causal Conceptions From A Problem Solving Protocol, John Clement

John J. Clement

No abstract provided.