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Full-Text Articles in Education

General Education Course In Intuitive Quantum Physics, Michael C. Wittmann Dec 2007

General Education Course In Intuitive Quantum Physics, Michael C. Wittmann

University of Maine Office of Research Administration: Grant Reports

This project improves student conceptual and epistemological knowledge in the sciences while developing a template for formative assessment in a general education course at the University of Maine. A general education course in Intuitive Quantum Physics is being created in which non-science students learn quantum physics through simple observations, basic logical reasoning, and graphical analysis. Materials from three proven curricula are being adapted to include explicit discussions of epistemological issues. The three curricula (developed in part with NSF funding) that are being adapted to create the Intuitive Quantum Physics course include Activity-Based Tutorials in wave mechanics, New Model Course in ...


Collaborative Project: Developing A Tutorial Approach To Enhance Student Learning Of Intermediate Mechanics, Michael J. Wittmann Sep 2007

Collaborative Project: Developing A Tutorial Approach To Enhance Student Learning Of Intermediate Mechanics, Michael J. Wittmann

University of Maine Office of Research Administration: Grant Reports

There is a need among science students for increased conceptual and mathematical understanding in courses beyond the introductory level. Future scientists, future secondary science teachers, and future engineers who take these courses must create an effective bridge between the mathematical reasoning emphasized in most physics classes and the physical intuition that will guide their future work. Using past success as a template, the collaborating PI's are developing Intermediate Mechanics Tutorials, a set of at least 23 tutorials, including pencil-and-paper conceptual tutorials (15), mathematical tutorials (4), and computer-based tutorials (4), for the purpose of enhancing instruction in intermediate mechanics. Each ...


Gk-12: Nsf Graduate Teaching Fellows In K-12 Education At The University Of Maine, Susan H. Brawley, Stephen A. Norton, Barbara J. Cole, Michael Vayda, Eric N. Landis, Susan J. Hunter, Ruey Yehle Aug 2007

Gk-12: Nsf Graduate Teaching Fellows In K-12 Education At The University Of Maine, Susan H. Brawley, Stephen A. Norton, Barbara J. Cole, Michael Vayda, Eric N. Landis, Susan J. Hunter, Ruey Yehle

University of Maine Office of Research Administration: Grant Reports

Eight districts in central Maine that comprise the Penobscot River Educational Partnership (PREP); four of them, including Maine Indian Education, partners in a current GK-12 project, have joined with the University of Maine to form Fellow-teacher teams to introduce K-12 students to experiments, field trips, and discussions in areas such as chemistry, climate change, marine sciences, molecular biology, geology, food sciences, and ecology. The program is: a) helping teachers and students reach the State of Maine's legislatively-mandated standards for Science & Technology (the Maine Learning Results), b) strengthening Fellows' communication and teaching skills, c) providing professional development for Teachers, d ...


Impact Of New Science And Engineering Graduates On Intrastate Labor Markets, Philip A. Trostel Jul 2007

Impact Of New Science And Engineering Graduates On Intrastate Labor Markets, Philip A. Trostel

University of Maine Office of Research Administration: Grant Reports

A major policy issue confronting states is the level of state support to higher education. A crucial question in this policy debate is whether a state's production of college graduates has a proportionate effect on the level of college attainment in the state. Although it is widely accepted that rising college attainment leads to rising prosperity, there is widespread concern that many new college graduates will take their state-supported degrees to labor markets in other states. The belief that state support to higher education subsidizes the workforce development of other states undermines states' incentives to promote wider access to ...


Students' Epistemological Beliefs Of Mathematics When Taught Using Traditional Versus Reform Curricula In Rural Maine High Schools, Glenn T. Colby Jan 2007

Students' Epistemological Beliefs Of Mathematics When Taught Using Traditional Versus Reform Curricula In Rural Maine High Schools, Glenn T. Colby

Electronic Theses and Dissertations

This study compared students’ epistemological beliefs of mathematics after completing 3 years of a reform-oriented curriculum developed by the Core-Plus Mathematics Project (CPMP) versus a more traditional curriculum developed by Glencoe Mathematics. The Conceptions of Mathematics Inventory (CMI; Grouws, Howald, & Colangelo, 1996) was administered to 11th-grade students in four rural Maine high schools (n=102) to measure student beliefs of mathematics. CPMP was used as the primary textbook series in 2 of the schools, while the other 2 schools used Glencoe Mathematics. A variation of the Reformed Teaching Observation Protocol (RTOP; Piburn & Sawada, 2000) and teacher questionnaires were used to characterize the level of reform-oriented instruction occurring in each of the schools. The results indicated that the students who were taught using the traditional curriculum combined with reform-oriented teaching practices expressed the most positive beliefs of mathematics, while the students who were taught using the reform-oriented curriculum expressed less healthy beliefs ...