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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Parental Opinions And Perceptions Regarding Informal Stem Education, Christine L. Moskalik
Parental Opinions And Perceptions Regarding Informal Stem Education, Christine L. Moskalik
Publications & Research
The purpose of this research was 1) to develop a new instrument to explore factors parents value regarding informal science, technology, engineering, and mathematics (STEM) enrichment experiences for their children in Illinois, and 2) to adapt and use an existing instrument to assess the degree to which parental perceptions of their child’s STEM attitudes and beliefs align with the child’s actual STEM attitudes and beliefs. A quantitative cross-sectional survey design was implemented over two parts. During Part I, a new survey was developed to quantitatively measure the degree to which certain factors are valued by parents when considering STEM enrichment …
Problem Centered Teaching By Tomorrow, Cassandra Armstrong
Problem Centered Teaching By Tomorrow, Cassandra Armstrong
Publications & Research
Problem Centered Instruction is a great way to engage students, integrate content, and inspire learning. However, true problem centered instruction requires a major shift in both teaching and learning, requiring the one thing teachers don't have: time. In today's session, we will look at some simple strategies that teachers can put to immediate use within the classroom to help start the shift towards a student-led, problem centered learning environment.
“Analyze, Acquire, Apply, And Write” As A New Learning Model In Science, Jeong Choe
“Analyze, Acquire, Apply, And Write” As A New Learning Model In Science, Jeong Choe
Faculty Publications & Research
I have developed a new teaching and learning model called AAAW, which stand for Analyze, Acquire, Apply and Write. This model grows from action research and unique experience in teaching a biochemistry course to high school students who are talented in math and science. In this model, students first "Analyze" lab data to generate questions that lead them to "Acquire" background knowledge. Students then go back to the data and "Apply" their new knowledge to better understand the data. Finally, students "Write" about the connections they make from their reading, data analysis, and application of the data. The rationale behind …