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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Why I Keep Doing Science Fair: Using Constructivist Grounded Theory To Study Out-Of-School-Time Science Learning Among Females And Underrepresented Minorities, Justin Andersson
Why I Keep Doing Science Fair: Using Constructivist Grounded Theory To Study Out-Of-School-Time Science Learning Among Females And Underrepresented Minorities, Justin Andersson
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Science education in the United States has endured substantial reform due to national needs for a bolstered, more diverse science, technology, engineering, and mathematics workforce. Recent reform efforts call for students to be engaged in scientific inquiry through the practices of scientists and engineers. Opportunity gaps exist in science education and in the STEM pipeline for those who have traditionally been underrepresented, especially females and minorities. Research highlights the potential of science fair experiences to engage students in inquiry learning that could meet the needs of updated standards. Furthermore, students from diverse backgrounds might benefit from out-of-school time science learning …
The Design And Enactment Of Modeling Tasks: A Study On The Development Of Modeling Abilities In A Secondary Mathematics Course, Danielle Buhrman
The Design And Enactment Of Modeling Tasks: A Study On The Development Of Modeling Abilities In A Secondary Mathematics Course, Danielle Buhrman
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This study uses components of action and self-study research to examine the design and enactment of modeling tasks with the goal of developing student modeling abilities. The author, a secondary mathematics teacher, first closely examined the curriculum design and instructional decisions she made as she prepared for a unit on mathematical modeling in her precalculus course. Detailed descriptions of the timeline of events as this unit was enacted is then presented, providing insight into student and teacher interactions that occurred during an intense five weeks of modeling instruction. An analysis of these events identified ways in which students relearned how …