Science and Mathematics Education Commons^™

Burning The Candle At Just One End: Using Nonproportional Examples Helps Students Determine When Proportional Strategies Apply, Kien H. Lim

Kien H Lim

Transforming Middle School Science Education Through Action Science, William H. Robertson

William H. Robertson

Dr. Skateboard’s Action Science is a curriculum supplement for middle school students that is designed to address content and process objectives in physical science for both the National Science Standards and Texas Essential Knowledge and Skills (TEKS). The video instruction and twenty classroom activities provide the teacher with a series of instructional tools and content information that can be used to explore and explain the concepts found in the areas of forces, motion, Newton’s Laws of Motion, and simple machines. Action Science can be defined as the use of familiar objects, circumstances and situations within the lives of students in …

Plastics In The Environment: A Jigsaw Learning Activity, Elaine Hampton

Elaine Hampton

In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and spun off from a curriculum project sponsored by the U.S. Army Research Office.

Helping Students Develop Mathematical Habits Of Mind: A Joint Panel Session At The 2009 Jmm Conference, Kien Lim, Kristin Camenga

Kien H Lim

Cuoco, Goldenberg, and Mark advocate habits of mind as an organizing principle for a mathematics curriculum where students learn to be “pattern sniffers, experimenters, describers, tinkerers, inventors, visualizers, conjecturers, and guessers.” Harel regards habits of mind as interiorized ways of thinking—conceptual tools that are necessary for constructing mathematical objects. Presenters for this session offer various perspectives and strategies for helping students develop mathematical habits of mind, including examples from different content areas and at different levels.

通过数学任务提高美国职前教师的数学成熟性 (Advancing Pre-Service Teachers’ Mathematical Sophistication Via Mathematical Tasks), Kien Lim, 庞雅丽, 赵锐

Kien H Lim

2008年5月22日，香港数学教育学会在香港浸会大学举行了研讨会。本文以该研讨会上的发言为蓝本，区分了以下四种差异：（1）约定俗成的数学与学校数学之间的差异；（2）理解方式与思维方式之间的差异；（3）成熟的学习者与被动的学习者之间的差异；（4）知识传授与知识参与这两种教学模式之间的差异。文章还讨论了Harel提出的教学原则以及数学任务的设计与它们在课堂中的使用，并呈现了具体的案例来说明如何设计数学任务以实现特定的学习与教学目标，如激发学生学习某一特定概念的需要，促进理想的思维方式，阻止不合适的思维方式以及评估学生的概念性理解。

Dr. Skateboard’S Action Science: Transforming Science Education For Middle School Students, William H. Robertson

William H. Robertson

The main objective of this article is to describe an example of unique and creative classroom materials that are built around a real world interest of Middle School students. Dr. Skateboard’s Action Science is a curriculum supplement that integrates both skateboarding and BMX. As an example of transformative education, it is built around student interests with a direct link to specific science knowledge and skills that need to be learned. It incorporates a four part video series and twenty classroom activities for students and teachers to use in the classroom. The video and classroom materials focus on the physical science …

Skateboard: Ciencia De Acción De Doctor Skateboard: Educacion Transformativa En Física, William H. Robertson

William H. Robertson

This article, written in Spanish, describes a transformative process for teaching physics in the middle school science classroom through an analysis of the use of Dr. Skateboard’s Action Science. Additionally, the article attempts to bridge efforts in the US, specifically in El Paso, Texas to opportunities that exist in Spanish speaking countries, including Mexico and Chile. The provided abstracts, in Spanish and English, describe how “action science” can be used in presenting fundamental science concepts and that this approach can be expanded from Middle schools to high schools and universities. Action science is an active learning methodology for teaching physics …

Bridging The Gap Between Real World Polar Science And The Classroom, William H. Robertson, Vanessa Lougheed, Craig Tweedie, Aaron Velasco, Claudia V. Garcia

William H. Robertson

The International Polar Year - Research and Educational Opportunities in Antarctica for Minorities (IPY-ROAM) program was designed to increase minority participation in polar science by immersing participants in an academic program that included a trip to Antarctica. The IPY-ROAM program was focused on increasing the public understanding of the Polar Regions and stimulating a new interest in polar science. This effort was coordinated by faculty from the University of Texas at El Paso (UTEP) and was implemented to positively contribute to the intense, internationally coordinated IPY scientific campaign. Through a grant from the National Science Foundation (NSF), a team of …

Dr. Skateboard’S Action Science, William Robertson

William H. Robertson

Dr. Skateboard’s Action Science is designed to incorporate both a four part Video Series and an accompanying activity booklet that focuses on concepts in physical science that integrates both skateboarding and BMX. Dr. Skateboard’s Action Science explores concepts suitable for middle grade (4-8) students in a curriculum that is designed to address both the objectives and enduring knowledge of physical science in content and process skills for both the National Science Standards and Texas Essential Knowledge and Skills (TEKS). The video instruction provides the teacher with a series of instructional hooks and content information that can be used to explore …

Developing Mathematical Habits Of Mind, Selden Annie, Kien Lim

Kien H Lim

A Project NeXT panel on “Helping Students Develop Mathematical Habits of Mind without Compromising Key Concepts from the Syllabus” was held at the San Diego Joint Mathematics Meetings 2008. This article summarizes the main points presented by four panelists: Al Cuoco, Harel Guershon, Hyman Bass, and Annie Selden.

Developing Problem-Based Curriculum: Unlocking Student Success Utilizing Critical Thinking And Inquiry, William Robertson

William H. Robertson

This book utilizes a Problem-Based Learning (PBL) approach to curriculum development and delivery. PBL is an inquiry-based approach that can be defined as both a curriculum and a process. The curriculum consists of carefully selected and designed problems that engage the learner in the process of acquiring critical knowledge, developing proficiency in problem solving, engaging in self-directed learning, and participating in collaborative teams. Problem-Based Learning (PBL) is a multidisciplinary approach that integrates effective teaching and learning practices with computer technology. This curriculum integration process engages students in collaborative research that can be shared in the classroom, across a community or …

Field-Based Science Education With A Community Service Learning Focus, William H. Robertson

William H. Robertson

Field-based program of studies for future teachers provides opportunities for powerful learning through a dialectical union of reflection and action. Methods courses in academic disciplines are linked with seminars and coursework on community partnerships, critical pedagogy and culturally responsive education. This article illustrates the processes of planning, implementation and evaluation of this approach, highlighting the impacts of community service learning on parents, families, students, and schools with a focus on validating native language literacy, increasing parental involvement and providing conceptually correct science education. The project indicates that two-way dual language programs with a strong parent engagement component can help improve …

Increasing Pre-Service Teacher Science Test Success With A Tutorial Cd, William H. Robertson, Brian H. Giza, Stephanie S. Kuehne

William H. Robertson

Pre-service teachers often perform poorly on high-stakes state certification exams. Noting that there were a few particular items and concepts that seemed to be the most problematical, the authors developed a n HTML and flash-based tutorial CD that contained supplementary video and reference materials designed to assist the prospective teacher in preparing for the exam. Research subjects were studied for their preparation for self-regulated learning, as well as language environment, content background, and other factors. Data from scores on the teacher certification exam was correlated with CD use and demographics to identify the effectiveness of the CD tool as an …

El Uso De Preguntas Y Descubrimiento En El Contexto De Química, William H. Robertson

William H. Robertson

This article, written in Spanish, describes the impacts of an effort to increase the teaching abilities of a group of Chemistry Peer Leaders working with undergraduates in fundamental Chemistry classes. The provided abstracts, in Spanish and English, describe the overall approach and the results obtained from the study done in the fall of 2005. A partnership between the College of Education and the College of Science at the University of Texas at El Paso (UTEP) which was developed in order to strengthen the pedagogical methods within the context of chemistry content for student Peer Leaders. The goal was to enhance …

Utilizing Web Based Technologies In Problem-Based Learning, William H. Robertson

William H. Robertson

This instructional strategy utilizes a Problem-based learning (PBL) approach to curriculum development and delivery. Each student is tasked with designing, developing, and reflecting on an appropriate grade level project that is published as a Web based curriculum. The content of the PBL focuses on a current real world science topic while concentrating on specific concepts and skills in both science and technology. The purpose of this integrative approach is to have the learner demonstrate an understanding of scientific inquiry that effectively integrates Web based technologies.

Science Education On The U.S./Mexico Border: Field-Based Studies For Future Teachers In Bilingual/Binational Schools, William H. Robertson, Judith Munter, Claudia V. Garcia

William H. Robertson

The University of Texas at El Paso’s field-based program of studies for future teachers provides opportunities for powerful learning through a dialectical union of reflection and action. Methods courses in academic disciplines are linked with seminars and coursework on community partnerships, critical pedagogy and culturally responsive education. This article illustrates the processes of planning, implementation and evaluation of this approach, highlighting the impacts of community service learning. Parents, students and future teachers interact in workshops that center on validating native language literacy, increasing parental involvement and providing conceptually correct science education. The project indicates that two-way dual language programs with …

A Practical Approach To Building Web Sites In The Classroom, William H. Robertson

William H. Robertson

The five-phased process for building Web sites in the classroom may be useful in helping educators facilitate the process of integrating computer technology and the Internet into instruction and curriculum design. The method described is a synthesis of a personal process of discovery, teaching, and learning that has come from practical experience with teachers and students. To effectively utilize this five-phased approach, the instructor must ascertain the final goal, whether it is a curriculum product, Web site, oral presentation, or some other form of demonstration of learning. The identified phases are a set of guiding principles that at any time …

Implementing The Texas Master Science Teacher Program, William H. Robertson, Elaine Hampton, Brian H. Giza

William H. Robertson

In 2004, the State of Texas authorized the Texas Master Science Teacher certification. This post-baccalaureate certification provided a much-needed opportunity for experienced science teachers to be formally recognized for their leadership roles at a time in which science instruction was being impacted by a number of sometimes competing state and national initiatives. This article describes the steps and lessons learned by the team that implemented the first Master Science Teacher program in Texas.

Phases Of Web Based Curriculum Development, William H. Robertson

William H. Robertson

The Phases of Curriculum Development may be useful in helping educators facilitate this process of integrating computer technology and the Internet into classroom instruction and curriculum design. The method described is a synthesis of a personal process of discovery, teaching, and learning that has come from practical experience with teachers and students. To effectively utilize this five-phased approach, the instructor must first identify the final goal, whether it is a curriculum product, Web site, oral presentation, or some other form of demonstration of learning. Also, the basic concepts that are to be covered must be identified first and matched to …

Mathematics Teachers’ Knowledge Base: Preliminary Results, Guershon Harel, Kien Lim

Kien H Lim

Student learning depends on the teacher’s actions, which are, in turn, dependent on the teacher’s knowledge base—defined here by three components: knowledge of mathematics content, knowledge of student epistemology, and knowledge of pedagogy. The purpose of this study is to construct models for teachers’ knowledge base and for their development in an on-site professional development project.

The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak

Francis Broadway

The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches—experts …