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Science and Mathematics Education Commons™

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Curriculum and Instruction

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Journal

2013

Articles 1 - 8 of 8

Full-Text Articles in Science and Mathematics Education

Empowering Teachers To Become Change Agents Through The Science Education In-Service Teacher Training Project In Zimbabwe, Yovita N. Gwekwerere Dr., Emmanuel Mushayikwa, Viola Manokore Dec 2013

Empowering Teachers To Become Change Agents Through The Science Education In-Service Teacher Training Project In Zimbabwe, Yovita N. Gwekwerere Dr., Emmanuel Mushayikwa, Viola Manokore

Comparative and International Education / Éducation Comparée et Internationale

This paper presents findings from a study of three Zimbabwean science teachers who participated in the Science Education In-service Teacher Training (SEITT) program. At the turn of the century, the SEITT program was designed to develop science and mathematics teachers into expert masters and resource teachers for Zimbabwe’s ten school districts. The study investigated the successes and challenges faced by the three teachers who were in the process of reforming their pedagogical practices as well as writing and using contextualized science curriculum materials to teach secondary science. Data were collected through telephone interviews. The three teachers reported that the SEITT …

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Determining The Effects Of Pre-College Stem Contexts On Stem Major Choices In 4-Year Postsecondary Institutions Using Multilevel Structural Equation Modeling, Ahlam Lee Oct 2013

Determining The Effects Of Pre-College Stem Contexts On Stem Major Choices In 4-Year Postsecondary Institutions Using Multilevel Structural Equation Modeling, Ahlam Lee

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

Many STEM studies have focused on traditional learning contexts, such as math- and science-related learning factors, as pre-college learning predictors for STEM major choices in colleges. Few studies have considered a progressive learning activity embedded within STEM contexts. This study chose computer-based learning activities in K-12 math classrooms, as a major pre-college learning predictor for STEM major choices. Using a nationally represented sample drawn from the Educational Longitudinal Study of 2002/06, the purpose of this study was two-fold: (a) to investigate the influence of computer-based learning activities in math classrooms on STEM major choices in 4-year postsecondary institutions and (b) …

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The Influence Of A Reform-Based Mathematics Methods Course On Preservice Teachers’ Beliefs, Brian R. Evans, Jacqueline Leonard, Kathleen Krier, Steve Ryan Jun 2013

The Influence Of A Reform-Based Mathematics Methods Course On Preservice Teachers’ Beliefs, Brian R. Evans, Jacqueline Leonard, Kathleen Krier, Steve Ryan

Journal of Educational Research and Practice

Beliefs about teaching mathematics and urban students’ ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers’ beliefs about teaching mathematics to urban students were changed after teachers taught brief sample lessons to their peers and watched video episodes of quality teaching. These findings suggest preservice teacher beliefs can be positively changed after taking reform-based mathematics methods courses. Additional studies are needed to determine if these changes can be sustained during teacher induction.

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Full Steam Ahead – A Collaborative Colloquium, Hilary Dito Mar 2013

Full Steam Ahead – A Collaborative Colloquium, Hilary Dito

The STEAM Journal

On February 2, 2012, Contra Costa County Office of Education organized its 2nd Annual STEAM Colloquium: Full STEAM Ahead. This forum brought together over 150 educators, business leaders and community members to discuss and share best practices in Science, Technology, Engineering, Arts and Mathematics (STEAM) education

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Steam With A Capital A: Learning Frenzy, David Rufo Mar 2013

Steam With A Capital A: Learning Frenzy, David Rufo

The STEAM Journal

A student dipped a brush into a bowl of viscous tempera paint and in a few quick strokes formed thick magenta letters on a large display board. Nearby a handful of students were working together to attach string to paper cups and balloons. Across the room a small group of girls were lying on the floor carefully adding multi-colored text to a poster. Two others created characters out of Popsicle sticks for a puppet show...This is how the integration of Science, Technology, Engineering, Arts, & Math (S.T.E.A.M.) happened with the fourth and fifth graders during the first few weeks of …

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Reflections ~ How Stem Becomes Steam, Ruth Catchen Mar 2013

Reflections ~ How Stem Becomes Steam, Ruth Catchen

The STEAM Journal

Reflections from designing a STEAM class for high-risk students.

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Teachers’ Perceptions On The Changes In The Curriculum And Exit Examinations For Biology And Human Biology, Mirko Krüger, Mihye Won, David F. Treagust Mar 2013

Teachers’ Perceptions On The Changes In The Curriculum And Exit Examinations For Biology And Human Biology, Mirko Krüger, Mihye Won, David F. Treagust

Australian Journal of Teacher Education

In the age of educational accountability, national and state-wide measures are assumed to secure and improve the educational quality. However, educators often wonder how much a new accountability measure may improve the actual teaching and learning practices when the agents of change (teachers) are not active participants of such educational reform. Nevertheless, in Australia, the National Curriculum is rolling in for the first time for K-10 school education in 2012-13. In Western Australia, the new Western Australian Certificate of Education (WACE) system with new compulsory exit examination requirements has been implemented recently for Years 11-12. In this study, using the …

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Parts Of The Whole: When Variation Is The Goal, Dorothy Wallace Jan 2013

Parts Of The Whole: When Variation Is The Goal, Dorothy Wallace

Numeracy

The goals of higher education are a population of extreme variability in expertise, a diffusion of specialized knowledge across disciplinary boundaries, and production of strong K-12 teachers. Promoting these three goals has implications at all granularities, from the pedagogy of an individual college professor to the incentives and policies that shape systemic change.

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