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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Dual Vocations Of Science And Religion: A Historical Case Study Of Benedictine Women, Diana Fenton
Dual Vocations Of Science And Religion: A Historical Case Study Of Benedictine Women, Diana Fenton
Education Faculty Publications
This study examines Catholic Benedictine sisters who majored in sciences and taught science for over 100 years at the College of Saint Benedict in Saint Joseph, Minnesota, USA. In 1913, the College of Saint Benedict began as a women’s college, expanding Saint Benedict’s Academy, a boarding high school for women. This historical organizational case study analyzed archived data to understand the benefits and challenges of women who lived religious lives and studied science. Although women, in general, are still underrepresented in the sciences, the data collected provides information on how the sisters obtained advanced degrees as early as 1923, well …
Teacher Educators Learning With Prospective Teachers: Finding Relevant Mathematics In Our (Their) Lives, Lindsay M. Keazer, Eryn M. Mather
Teacher Educators Learning With Prospective Teachers: Finding Relevant Mathematics In Our (Their) Lives, Lindsay M. Keazer, Eryn M. Mather
Education Faculty Publications
Two mathematics teacher educators (MTEs) discuss the mathematical contexts generated by prospective teachers (PTs) when pushed to look for relevant mathematics in their lives and communities. Through collaborative teacher action research focused on iterations of collecting, categorizing, and discussing PTs’ mathematical contexts, and posing selected examples for PTs’ own examination, layers of learning occurred for both PTs and MTEs. PTs began to craft more personalized, story-like contexts, seemingly noticing more mathematics in their lives. MTEs were unexpectedly pushed to clarify their thinking about what it means to develop contexts that are authentic and relevant, and to contemplate how their actions …
Becoming A Scientist: Using First-Year Undergraduate Science Courses To Promote Identification With Science Disciplines, Chloe Ruff, Brett D. Jones
Becoming A Scientist: Using First-Year Undergraduate Science Courses To Promote Identification With Science Disciplines, Chloe Ruff, Brett D. Jones
Education Faculty Publications
In this qualitative study, we examined how two professors (a physicist and biochemist) of first year college students perceived their students’ development of identification in biochemistry or physics and how they actively supported this development. The professors described students who entered college with different levels of domain identification and different expectations for their college science experience depending upon whether they were in a biochemistry or physics major. Although neither professor was familiar with research related to the concept of domain identification, their beliefs about their students’ identification and academic support strategies generally aligned with the Osborne and Jones (2011) model …
Finding Relevance, Competence, And Enjoyment: The Development Of Domain Identification And Interest In First-Year Science Majors, Chloe Ruff
Education Faculty Publications
The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne & Jones, 2011) but differ from the current model of interest development (Hidi & Renninger, 2006). Theoretical and practical implications are included for faculty and advisors …