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Science and Mathematics Education Commons™
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Articles 1 - 30 of 36
Full-Text Articles in Science and Mathematics Education
An Integration Of Chemistry, Biology, And Physics: The Interdisciplinary Laboratory, Gerald R. Van Hecke, Kerry K. Karukstis, Richard C. Haskell, Catherine S. Mcfadden, F Sheldon Wettack
An Integration Of Chemistry, Biology, And Physics: The Interdisciplinary Laboratory, Gerald R. Van Hecke, Kerry K. Karukstis, Richard C. Haskell, Catherine S. Mcfadden, F Sheldon Wettack
All HMC Faculty Publications and Research
As a new venture to integrate research and education, a pilot section of a first-year laboratory sequence known as the Interdisciplinary Laboratory (ID Lab) was introduced on the Harvey Mudd campus during the 1999–2000 academic year and continues to be offered. The ID Lab attempts to bridge laboratory experiences from biology, chemistry, and physics for the first-year student. Taught by a team of faculty from these disciplines, the course seeks both to illustrate commonality of investigative methods and laboratory techniques in these sciences and to introduce discipline-specific principles. Experiments with a chemistry component include the Molecular Weight of Macromolecules, the …
Divisibility: A Problem Solving Approach Through Generalizing And Specializing, Rina Zazkis
Divisibility: A Problem Solving Approach Through Generalizing And Specializing, Rina Zazkis
Humanistic Mathematics Network Journal
This paper describes a divisibility rule for any prime number as an engaging problem-solving activity for preservice secondary school mathematics teachers.
When Human Life Begins, Susan K.P. Das
When Human Life Begins, Susan K.P. Das
Theses and Dissertations
The moment attributed to the beginning of human life is debated not only in religious and political communities, but within the scientific community as well. Particular attention is given to this issue as advances in science make it possible to manipulate the embryo and fetus at early stages of development. This study explores these issues as they are revealed in the literature. In particular, examination of the stages of human development associated with this issue and the correlation between these stages and their influence on ethical concerns in current scientific technologies such as abortion, cloning, and embryonic stem cell experimentation.
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
Joanne E Goodell
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 …
The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak
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 …
Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg
Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg
Steven R Rogg
In preparation for the Museum Educator’s Workshop, the Planning Team saw that a necessary first step would be to honor the perspectives of Chicago Public School (CPS) teachers and principals. Changes in Illinois Teacher Recertification requirements, changes within the CPS itself, and nation-wide developments in the teaching profession suggested that a fresh look at Chicago’s professional development landscape would be necessary. Indeed, many relevant questions about the role(s) of museums in teacher professional development were raised during initial Planning Team discussions. Here are just a few examples: Which organizations are the foremost providers of professional development for CPS teachers and …
Stemtec Ii (Followon Grant) Proposal, Morton Sternheim, Allan Feldman
Stemtec Ii (Followon Grant) Proposal, Morton Sternheim, Allan Feldman
STEMTEC
The Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) is an NSF Collaborative for Excellence in Teacher Preparation (CETP) funded from August 1997 to July 2002. STEMTEC II is a request for a three-year follow on grant designed to produce a comprehensive summative evaluation and to implement an induction program for new teachers. It is being submitted by the Science, Technology, Engineering, and Mathematics (STEM) Education Institute at the University of Massachusetts Amherst (UMass).
Annual Report Summary, Morton Sternheim
Stemtec Ii Evaluation Plan -- Fall 2002 To Spring 2005, Joseph B. Berger, Stephen G. Sireci
Stemtec Ii Evaluation Plan -- Fall 2002 To Spring 2005, Joseph B. Berger, Stephen G. Sireci
STEMTEC
No abstract provided.
Stemtec Evaluation Report For Year 5 (Fall 2001/Spring 2002), Joseph B. Berger, Stephen G. Sireci
Stemtec Evaluation Report For Year 5 (Fall 2001/Spring 2002), Joseph B. Berger, Stephen G. Sireci
STEMTEC
No abstract provided.
Proposal Summary, Kathleen Daviis, Julian Tyson, Morton Sternheim
Proposal Summary, Kathleen Daviis, Julian Tyson, Morton Sternheim
STEM Connections GK12 Project
No abstract provided.
Full Project Proposal, Julian Tyson, Kathleen Daviis, Morton Sternheim
Full Project Proposal, Julian Tyson, Kathleen Daviis, Morton Sternheim
STEM Connections GK12 Project
No abstract provided.
How Elementary School Teachers Learn To Teach Mathematics, Phyllis Schneider Kirschner
How Elementary School Teachers Learn To Teach Mathematics, Phyllis Schneider Kirschner
Educational Studies Dissertations
This study examines how elementary school teachers learned to teach mathematics during their pre-service education and during their first few years of teaching. The study identifies those experiences teachers found to be most significant in their development as mathematics teachers. All seven teachers in this study had been taught using procedural methods and each had to find a way to integrate conceptual mathematics education into their own understanding. The study examines the teachers' motivations for pursuing this understanding and the circumstances that provided opportunities to do so.
The Science Studio – A Workshop Approach To Introductory Physical Science, S. R. Chaudhury
The Science Studio – A Workshop Approach To Introductory Physical Science, S. R. Chaudhury
Journal of Mathematics and Science: Collaborative Explorations
This paper describes the Science Studio, an innovative workshop approach for instruction in a physical science course that combines aspects of traditional lecture and laboratory. The target audience for this introductory course is non-science majors, including prospective teachers. An inquiry-based, technology-rich learning environment has been created to allow students hands-on, in-depth exploration of topics in physics, and earth and space science. Course philosophy, course development, and sample activities are described in this paper, along with outcomes from a project-wide evaluation of the Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT), an investigation of change in student attitudes and …
A Future Teachers Conference – A Vehicle To Retain, Inform, And Inspire New And Prospective Teachers, J. Kasabian, L. Fathe, J. M. Dewar
A Future Teachers Conference – A Vehicle To Retain, Inform, And Inspire New And Prospective Teachers, J. Kasabian, L. Fathe, J. M. Dewar
Journal of Mathematics and Science: Collaborative Explorations
The Los Angeles Collaborative for Teacher Excellence (LACTE) Future Teachers Conference is a day-long learning event for beginning and pre-service K-12 math and science teachers. The Conference provides information, resources and connections tailored to the needs of prospective and new teachers. A unique aspect of the conference is that a group of new and future teachers serve as partners with college faculty on the planning committee. Thus the Conference not only serves to educate new and future teachers, but also provides leadership training for the planning team members; and, the presence of prospective and new teachers on the planning team …
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Virginia Collaborative For Excellence In The Preparation Of Teachers, R. W. Farley, W. E. Haver
The Virginia Collaborative For Excellence In The Preparation Of Teachers, R. W. Farley, W. E. Haver
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Case Studies From An Integrated Mathematics And Science Course, P. E. Mcneil
Case Studies From An Integrated Mathematics And Science Course, P. E. Mcneil
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Revision Of A Non-Euclidean Geometry Course Based On The Van Hiele Model Of The Development Of Geometric Thought, M. P. Sheckels
Revision Of A Non-Euclidean Geometry Course Based On The Van Hiele Model Of The Development Of Geometric Thought, M. P. Sheckels
Journal of Mathematics and Science: Collaborative Explorations
This paper describes the revision of a course in non-Euclidean geometry to incorporate active student learning. The design of the course and the sequence of lessons were based on the van Hiele model of the development of geometric thought.
Thinking About Geometry: Laying A Foundation For Future K-8 Teachers, L. D. Pitt
Thinking About Geometry: Laying A Foundation For Future K-8 Teachers, L. D. Pitt
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
A Model General Education Science Course Involving Humanities And Sciences, Education, And Medical School Collaboration, J. P. Chinnici
A Model General Education Science Course Involving Humanities And Sciences, Education, And Medical School Collaboration, J. P. Chinnici
Journal of Mathematics and Science: Collaborative Explorations
This article described an innovative general education biology course for non-science majors, BIOL 102-Science of Heredity (SOH), stressing active student learning and collaboration [1]. The course has three components. The lecture is taught by J. P. Chinnici and several undergraduate "teacher apprentices"; students receive a classnotes packet, take in-class quizzes, and interact to work on genetic worksheets; incentives include reviewing books, visiting a science museum, and finding albino squirrels. Recitations are taught by graduate students in the Department of Human Genetics; student activities include preparing a family pedigree, writing a term paper, reporting orally and in writing on several media …
Enhancing Finite Mathematics With Global Awareness, D. L. Hydorn
Enhancing Finite Mathematics With Global Awareness, D. L. Hydorn
Journal of Mathematics and Science: Collaborative Explorations
This paper describes the project of modifying the course, Finite Mathematics, to meet a Global Awareness course requirement. The components of the revised course are described, including topics, in-class activities, and student evaluation methods, along with a summary of the results of a general education assessment of the course.
The Use Of Dramatic Demonstrations To Enhance The Motivation And Learning Of Chemistry Students, H. A. Rowe
The Use Of Dramatic Demonstrations To Enhance The Motivation And Learning Of Chemistry Students, H. A. Rowe
Journal of Mathematics and Science: Collaborative Explorations
As part of the Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT) project, a series of demonstrations was incorporated into Chemistry 100: Man and Environment, a science course taken by non-science majors including many prospective K-12 teachers. Dramatic chemical demonstrations were first presented to the undergraduate students by the instructor, and then they used demonstration activities to teach each other during the semester. Finally, these undergraduates presented to the K-6 students in the Norfolk Statue University (NSU) Summer Children’s College. The perceptions of science by the undergraduates at the beginning and end of the course were assessed using …
Integration Of Technology In Math And Science Education – A Model For Teaching Elementary And Middle School Pre-Service Teachers, R. W. Fisher, J. D. Ha, J. P. Chinnici
Integration Of Technology In Math And Science Education – A Model For Teaching Elementary And Middle School Pre-Service Teachers, R. W. Fisher, J. D. Ha, J. P. Chinnici
Journal of Mathematics and Science: Collaborative Explorations
This paper describes the development and implementation of a course, Integration of Technology in Math and Science Education, to introduce elementary and middle school pre-service teachers to real technology skills that they can use in their future classrooms. Activities allowed the students to learn technology skills while using the Internet to enrich their content skills and share information with their fellow students. The course was designed to allow students to master a variety of technology skills, and see how these skills can be used appropriately in their future classrooms, while also increasing their comfort level to use the technology and …
Mathematics For Non-Science Majors Chemistry Course, D. D. Shillady
Mathematics For Non-Science Majors Chemistry Course, D. D. Shillady
Journal of Mathematics and Science: Collaborative Explorations
A chemistry course developed for non-science majors has been taught at Virginia Commonwealth University for the past five years. CHEM 112 uses current event articles from science magazines to make use of a verbal channel of learning in non-science majors, but some mathematics is necessary. Examples are given of successful presentation of nuclear chemistry and data needed for a balanced discussion of global warming. Manipulation of symbols in balancing chemical and nuclear reactions, simple algebra, and logarithms for pH and unit analysis of simple stoichiometric conversions are fundamental to basic chemistry. The population of a voting democracy could benefit from …
The Impact Of A Clinical Faculty Institute On Participants' Skills For Mentoring Novice Teachers, Grades K-8, J. H. Cothron, G. M. Bass Jr.
The Impact Of A Clinical Faculty Institute On Participants' Skills For Mentoring Novice Teachers, Grades K-8, J. H. Cothron, G. M. Bass Jr.
Journal of Mathematics and Science: Collaborative Explorations
A seven-day Clinical Faculty Institute was implemented to increase the skills of mentor teachers and to develop a cadre of Clinical Faculty for the four participating colleges and universities. The 128 participants entered with "some confidence" in their ability to mentor novice teachers in areas typically taught in methods courses; whereas, they displayed "minimal confidence" in skills typically taught in supervisory courses. By the end of the Institute, participants showed significant changes in their "self-perceptions" of skills in twenty areas, with post-scores clustering between 3.5 and 3.9 on a four-point scale. Future institutes should focus on supervisory skills and then …
A Collaborative Pre-Practicum Apprentice Program Gives A Community College A Jump-Start In Teacher Preparation, G. F. Childers
A Collaborative Pre-Practicum Apprentice Program Gives A Community College A Jump-Start In Teacher Preparation, G. F. Childers
Journal of Mathematics and Science: Collaborative Explorations
The Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT), funded by a grant from the Division of Undergraduate Education of the National Science Foundation, implemented the VCEPT Pre-Practicum Apprentice Program a couple of years into the grant. Groups of colleges within the Collaborative were to work together to set up an experience for pre-service teachers at their colleges which emphasized mathematics, science, and technology and which gave the pre-service teachers some in-field experience observing instruction in the local schools with lead teachers in these disciplines. Virginia Commonwealth University (VCU), Virginia Union University (VUU), and J. Sargeant Reynolds Community …
Programs That Work Section, L. D. Pitt
Programs That Work Section, L. D. Pitt
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Tracking Transfer Of Reform Methodology From Science And Math College Courses To The Teaching Style Of Beginning Teachers Of Grades 5-12, E. Judson, D. Sawada
Tracking Transfer Of Reform Methodology From Science And Math College Courses To The Teaching Style Of Beginning Teachers Of Grades 5-12, E. Judson, D. Sawada
Journal of Mathematics and Science: Collaborative Explorations
The purpose of this study was to determine if reformed science and math courses at community colleges and the university were impacting education majors as they began a teaching career. The reformed courses, in contrast to typical lecture classes, implemented inquiry-based methods that emphasized deep understanding of fundamental science and math concepts. Trained evaluators, utilizing the Reformed Teaching Observation Protocol (RTOP) gathered a total of 86 classroom observations to gauge the level of reform that beginning teachers (one to three years’ teaching experience) were implementing in grades 5-12. The pre-service experience of the beginning teachers varied from having had zero …