Science and Mathematics Education Commons^™

Using A Discursive Framework To Analyze Geometric Learning And Instruction, Peter Wiles, Rick Anderson

Faculty Research and Creative Activity

In this study we applied a discursive perspective of learning (Sfard, 2008) to a sequence of 21 geometry mini-lessons taught in a fourth grade classroom. From this perspective, learning is defined as changes in mathematical discourse. We first characterize and then compare discourse from the beginning and the end of the mini-lesson sequence. We identify shifts in the discourse that occurred during the sequence. We then discuss how the characteristics of the st geometric discourse informed task design and instruction. This perspective provided a useful means for linking instruction to student learning in an operationalized manner.

Using Field Studies To Meet The Next Generation Science Standards, Amy Brown

Masters Theses

New science standards, the Next Generation Science Standards (NGSS), recently have been released which require students to use modeling and other process skills and cross-cutting concepts to show understanding of core concepts. Understanding by design approach was used to develop an ecology curriculum in line with the NGSS framework, using field studies to involve students in real science. A schoolyard habitat area on Neoga School District property was used for the field studies. Students were assessed with pre- and post-tests, traditional classroom grades on labs and projects and the Modified ATSI and Children's Science Curiosity Scale. All students showed significant …

Using Dragonflies As Common, Flexible, And Charismatic Subjects For Teaching The Scientific Process, Paul Switzer

Paul V. Switzer

No abstract provided.

Using Dragonflies As Common, Flexible, And Charismatic Subjects For Teaching The Scientific Process, Paul Switzer

Faculty Research & Creative Activity

No abstract provided.

Brown-Bagging It: Engaging Students In Lecture, Paul V. Switzer

Paul V. Switzer

No abstract provided.

Brown-Bagging It: Engaging Students In Lecture, Paul V. Switzer

Faculty Research & Creative Activity

No abstract provided.

Brown-Bagging It: Engaging Students In Lecture, Paul Switzer

Faculty Research & Creative Activity

No abstract provided.

Off To The (Earthworm) Races: A Quick And Flexible Laboratory Experiment For Introductory Zoology Courses., Paul V. Switzer, Ann H. Fritz

Paul V. Switzer

No abstract provided.

Off To The (Earthworm) Races: A Quick And Flexible Laboratory Experiment For Introductory Zoology Courses., Paul Switzer, Ann Fritz

Faculty Research & Creative Activity

No abstract provided.

Campus Field Trips: An Effective Supplement To Classroom Instruction, Paul V. Switzer

Paul V. Switzer

No abstract provided.

Campus Field Trips: An Effective Supplement To Classroom Instruction, Paul V. Switzer

Faculty Research & Creative Activity

No abstract provided.

Campus Field Trips: An Effective Supplement To Classroom Instruction, Paul Switzer

Faculty Research & Creative Activity

No abstract provided.

The Effects Of Immediate Vs. Delayed Knowledge Of Results On The Acquisition And Retention Of Multiplication Tasks, Lynn Ruth Kidwell

Masters Theses

This study was conducted to examine the effectiveness of three feedback conditions on a multiplication task. Data were obtained over a nine week period of instruction with a single individual. Both correct and incorrect responses were charted and analyzed in the results. A pretest and two posttests, one immediate and one after six weeks, were given to obtain information about the retention of the multiplication tasks.

Results of this study showed that practice with immediate feedback and practice with delayed feedback were significantly better than no feedback without practice for correct responses. Practice with immediate feedback was significantly better than …

The Teaching Of Chemistry With The Behavioral Outcomes Approach, Gulam Habeeb

Masters Theses

No abstract provided.

Achievement And Retention In The Audio-Tutorial Program Versus The Traditional Program, Rose Anna Swanson

Masters Theses

During Fall Quarter, 1970, 339 students enrolled in life science taught by the audio-tutorial method and 492 students in life science by the traditional method at Eastern Illinois University. This total population was compared with respect to achievement as measured by grades. A sample of 175 students was drawn from the population. The 76 audio-tutorial students were compared with the 99 students from traditional sections with respect to achievement as measured by grades earned, retention of material, and predicted grade point average.

The study was designed: 1) To compare the achievement in life science as measured by grades of those …

Evaluation Of A Continuous Progress Program In Mathematics - Carl Sandburg School, June B. Bouknight

Masters Theses

No abstract provided by author.

Project Use In The Teaching Of High School Biology, Norma Grace Hockett Bauer

Masters Theses

No abstract provided.

Understanding Fractions In The Sixth Grade, Marvin T. Carwell

Masters Theses

No abstract provided.

Supplementing Formal Drill In Teaching Primary Arithmetic, Fern Brown

Masters Theses

No abstract provided.