Science and Mathematics Education Commons^™

Student Perceptions Of Elmo Technology In A Physical Science Classroom, Philip J. Kirby

Master of Education Research Theses

This qualitative study provides student perceptions of digital visual display camera (ELMO being the specific one) use in a secondary physical science classroom. The use of ELMO was alternated with the overhead projector, using ABAB and BABA designs in two classrooms. The study was based on semi-structured interviews of fifty-six individuals, representing a sample of suburban, high school students. Interview questions focused on three constructs: benefits, limitations, and suggestions for improvement. Analyzing the results ascertained that students found the ELMO to be interesting because it was engaging and new technology. Students also reported the ELMO to improve instruction through enhanced …

Relevance First: How To Engage Preservice Elementary (K-8) Teacher Candidates In A Required Geoscience Course, Priscilla Field Skalac

Faculty Scholarship – Geology

Many preservice elementary teacher candidates enter the required science content classroom with poor self-efficacy attitudes. We should take an approach that will both lead our students towards an understanding of the relevance of the content, as well as self-confidence in their ability to teach geoscience. In one of four required science content courses, Earth and Space Science for Elementary Teachers, we are achieving positive outcomes by redefining our students as our apprentices.

The Relationship Between Pedagogical Content Knowledge And Mathematics Teacher Questioning Strategies, Lynne Smith Nielsen

Doctoral Dissertations

The purpose of this study was to determine whether an intense two-week professional development program for middle school mathematics teachers, along with follow-up classroom visits, video review of lessons (with feedback), and two six-hour follow-up sessions each semester would improve teacher questioning strategies and promote higher-level questioning based on Bloom's (1956) Taxonomy of cognitive categories. A second purpose of the study was to determine whether, through reflection and instructor feedback, teachers would gain the ability to involve students in high press questioning situations. The third purpose of the study was to investigate whether relevant professional development would result in an …

A Shared Challenge: Improving Literacy, Numeracy And Science Learning In Queensland Primary Schools, Geoff N. Masters

Assessment and Reporting

Following the release of Queensland results in the 2008 National Assessment Program - Literacy and Numeracy (NAPLAN) and the 2007 Trends in International Mathematics and Science Study (TIMSS) late in 2008, the Premier, Anna Bligh, requested an independent review of literacy, numeracy and science standards in Queensland primary schools. The review was asked to examine available data on the performances of Queensland students and, drawing on international research evidence, to provide advice in the areas of curriculum, assessment and teacher quality. In particular, the review was asked to identify existing effective practices, to propose ways in which these could be …

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 …

Afternoon Concurrent Track 1: Sustainability In The K-16 Classroom, Ellen Ebert, Rebecca Reichenbach, Nick Pretasky, Dale Walsh

Education for a Global Future: 21st Century Challenges in Sustainability & Climate Change Education

AFTERNOON CONCURRENT TRACK 1: SUSTAINABILITY IN THE K-16 CLASSROOM Moderator Gale Sinatra Student Union Room 207 Ellen Ebert – Using the STS/EEE Model in 6-12 Curriculum to Understand the Sustainability Issues Related to the Colorado River System Abstract: Beginning in 1982, the National Science Teachers Association called for curriculum designers to develop materials that demonstrate the interconnectedness among science, technology and societal issues while presenting both positive and negative influences. This session will focus on using the STS/EEE learning model to design curriculum for secondary science that emphasizes sustainability issues focused on the Colorado River system. The presentation will outline …

Afternoon Concurrent Track 2: The "State" Of Climate Change Education, David M. Hassenzahl, Michael Collopy, Scott Mensing, Paul Buck, Donica Mensing, Hans-Peter Plag, Jen Huntleysmith

Education for a Global Future: 21st Century Challenges in Sustainability & Climate Change Education

AFTERNOON CONCURRENT TRACK 2: THE “STATE” OF CLIMATE CHANGE EDUCATION Moderator Scott Mensing Student Union Room 211 David Hassenzahl, Michael Collopy, Scott Mensing – NSHE EPSCoR Climate Infrastructure Grant Education Component Abstract: The Nevada System of Higher Education has received funding from the National Science Foundation EPSCoR program to develop climate change research infrastructure. This session will present information on what the Education Component is doing and plans to do, and solicit ideas on future climate education efforts for NSHE. Education is one of six components of this grant, and will support NSHE efforts on: Undergraduate research. Each school year …

Morning Concurrent Track 1: What Does It Mean For K-12 Students To Think About Sustainability In The Western U.S.?, Ellen Ebert, Rebecca Reichenbach, Allison Brody, Amy Page, Marcel Parent, Signa Gundlach

Education for a Global Future: 21st Century Challenges in Sustainability & Climate Change Education

MORNING CONCURRENT TRACK 1: WHAT DOES IT MEAN FOR K-12 STUDENTS TO THINK ABOUT SUSTAINABILITY IN THE WESTERN U.S.? Moderator Kent Crippen Student Union Room 207 Ellen Ebert - Using the STS/EEE Model in 6-12 Curriculum to Understand the Sustainability Issues Related to the Colorado River System (repeats Afternoon Concurrent Session #1) Abstract: Beginning in 1982, the National Science Teachers Association called for curriculum designers to develop materials that demonstrate the interconnectedness among science, technology and societal issues while presenting both positive and negative influences. This session will focus on using the STS/EEE learning model to design curriculum for secondary …

Keynote Address: Climate Change And Sustainability: The Reality And Impacts Of Global Warming, Roberta M. Johnson

Education for a Global Future: 21st Century Challenges in Sustainability & Climate Change Education

Keynote address & Keynote speaker biography Abstract: -What determines the Earth’s climate? -What’s happening to Earth’s climate today? -What do models tell us will happen in the future? -What is sustainability and why does it matter? -What’s happening nationally regarding K- 12 climate change and sustainability education?

Shark Teeth Classification, Tom Brown, Sally Creel, Velda Lee

Faculty and Research Publications

On a recent autumn afternoon at Harmony Leland Elementary in Mableton, Georgia, students in a fifth-grade science class investigated the essential process of classification--the act of putting things into groups according to some common characteristics or attributes. While they may have honed these skills earlier in the week by grouping their own shoes or school supplies, this class provided the unique opportunity to classify objects that are inherently fascinating to students--shark teeth fossils! This article describes how by using the teeth to estimate the length of ancient sharks, students got a classification activity they could really sink their teeth into.

Final Report To Nsf, Morton Sternheim, Allan Feldman, Holly Hargraves

STEM Bridge for Noyce Scholars

No abstract provided.

Using Birds To Teach Biology, Bruce Byers

Science and Engineering Saturday Seminars

Cornell University curriculum materials http://www.birdsleuth.org/inquiry/

Mapping Missions And Geographic Positioning Systems, Rob Snyder

Science and Engineering Saturday Seminars

No abstract provided.

Illuminating Life: What's New And Noteworthy In, Pat O'Hara, Robert Blatchly

Science and Engineering Saturday Seminars

No abstract provided.

Paper 2: Content Knowledge And Pedagogical Content Knowledge Of Algebra Teachers And Changes In Both Types Of Knowledge As A Result Of Professional Development, Joy W. Black

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content …

Paper 3: Authentic Discovery Projects In Statistics, Dianna Spence, Robb Sinn

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

We report the activities and findings of a 3-year project, ―Authentic, Career-Specific, Discovery Learning Projects in Introductory Statistics,‖ funded by the National Science Foundation. The project scope includes: 1) development of teaching materials for using discovery learning projects to teach statistics; 2) training secondary teachers to use the materials developed; 3) evaluation of student outcomes, in both content knowledge and attitudes toward statistics; and 4) extending and refining teacher training.

With input from an interdisciplinary team of instructors, materials were developed to assist the teacher in facilitating collaborative discovery projects using linear regression techniques and comparison techniques with appropriate t-tests. …

Working Toward A Third Space In The Teaching Of Elementary Mathematics, Ryan Flessner

Scholarship and Professional Work – Education

Building on work in the area of third space theory, this study documents one teacher’s efforts to create third spaces in an elementary mathematics classroom. In an attempt to link the worlds of theory and practice, I examine how the work of other theorists and researchers – inside and outside the field of education – can create new lenses for classroom practitioners. In addition, the article provides evidence that third spaces may be more difficult to realize than others have described. Rather than forcing a third space to emerge, what this study finds more important is creating an environment that …

Paper 1: Analysis Of Achievement For Understanding Geometry, Linda Nash, Annita Hunt, Denise Huddlestun, Kelli Nipper

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

The purpose of this study was to investigate the effectiveness of a mathematics professional development course. More specifically, in this study we examine whether geometric experiences have an impact on level of performance in mathematics. The van Hiele (Fuys, D., Geddes, D., & Tischler, R., 1988) model of geometric understanding provided a research framework from which to view geometric understanding. This model suggests five levels of understanding that should be taken into consideration when examining levels of geometric thinking: Visual, Descriptive/Analytic, Abstract/Relational, Formal Deduction/Proof, and Rigor.

The sample under study was three cohorts of practicing elementary teachers and mathematics coaches …

Introductory Texts, Georgia Association For Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Cover page

GAMTE Information

Table of Contents

Oregon Mathematics Leadership Institute Project: Evaluation Results On Teacher Content Knowledge, Implementation Fidelity, And Student Achievement, D. Weaver, T. Dick

Journal of Mathematics and Science: Collaborative Explorations

The Oregon Mathematics Leadership Institute (OMLl) National Science Foundation Mathematics and Science Partnership project partners are Oregon State University, Portland State University, Teachers Development Group, and ten Oregon school districts. The primary activities of the project were a sequence of three intensive three-week residential institutes emphasizing mathematics content knowledge for teaching, collegial leadership, and the building of Professional Learning Communities. Teachers at all levels of grades K-12 participated together in the mathematics content courses. By the conclusion of the. third Summer Institute, teachers had shown significant improvements in mathematical content knowledge for teaching. Analysis of student achievement data in participating …

Comparing The Effectiveness Of Interactive Field, Interactive Class And Non-Interactive Class Lecture Teaching Strategies To Teach Wetland Ecology Concepts To 6th Grade Science Students, April Marie Samson

UNLV Theses, Dissertations, Professional Papers, and Capstones

This study tested the effectiveness of interactive teaching methods on the learning of wetland ecology concepts by 6 th grade science students. 330 students from nineteen different 6 th grade science classes were used in this study. These classes were separated into four different treatment groups, each containing presentations with varying degrees of student interaction. This was done in attempt to test the effect of interactive teaching methods on attitude about the environment and knowledge regarding wetland ecology concepts, specifically, on outdoor education as a process of learning by doing. Student knowledge of wetland ecology concepts and attitudes toward the …

Title Page, Preface

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Understanding Teacher Leadership In Middle School Mathematics: A Collaborative Research Effort, J. E. Pustejovsky, J. P. Spillane, R. M. Heaton, W. J. Lewis

Journal of Mathematics and Science: Collaborative Explorations

We report findings from a collaborative research effort designed to examine how teachers act as leaders in their schools. We find that teachers educated by the Math in the Middle Institute act as key sources of advice for colleagues within their schools while drawing support from a network consisting of other teachers in the program and university-level advisors. In addition to reporting on our findings, we reflect on our research process, noting some of the practical challenges involved, as well as some of the benefits of collaboration.

Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith

Journal of Mathematics and Science: Collaborative Explorations

This article describes professional development for middle-level mathematics teachers offered through the Math in the Middle Institute Partnership, a National Science Foundation-funded project to build teachers’ capacities to improve mathematics learning for all students. An overview of the project, including descriptions of its goals and curriculum are provided. Detailed descriptions of two mathematics courses and one pedagogy course are offered. The mathematics courses included here are the introductory course to the Math in the Middle Institute, as well as one of the final math courses of the Institute in which participants apply mathematical knowledge and processes to real-world problems. The …

Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal

Journal of Mathematics and Science: Collaborative Explorations

This report is a descriptive study of the role that on-line courses might have on the development of Professional Learning Communities (PLC’s) that support national leadership initiatives of participating high school biology teachers. The one hundred teachers involved in the Life Sciences for a Global Community (LSGC) Institute are expected not only to deepen their content knowledge, but also impact their district and state biology curricula. Additionally, the dispersion of Institute participants across the country presents a unique opportunity to develop, communicate. and implement a national coherent reform agenda. However, the geographic distance presents a barrier to collaborative design of …

The Impact Of Early Positive Results On A Mathematics And Science Partnership: The Experience Of The Institute For Chemistry Literacy Through Computational Science, K. S. Murray, M. A. Henry, M. C. Hogrebe

Journal of Mathematics and Science: Collaborative Explorations

After one year of implementation, the Institute for Chemistry Literacy through Computational Science, an NSF Mathematics and Science Partnership Institute Project led by the University of Illinois at Urbana-Champaign’s Department of Chemistry, College of Medicine, and National Center for Supercomputing Applications, experienced statistically significant gains in chemistry content knowledge among students of the rural high school teachers participating in its intensive, year-round professional development course, compared to a control group. The project utilizes a two-cohort, delayed-treatment, random control trial, quasi-experimental research design with the second cohort entering treatment one year following the first. The three-year treatment includes intensive two-week summer …

The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle

Journal of Mathematics and Science: Collaborative Explorations

The University of Pennsylvania’s Master of Chemistry Education (MCE) program graduated five cohorts of approximately twenty teachers between 2002 and 2006. One year after the teachers in the last cohort earned their degrees, the Penn Science Teacher Institute (Penn STI) initiated a follow-up study to ascertain if the goals of the MCE program had been sustained. For example, were the teachers incorporating updated content knowledge into their lessons and were their students learning more chemistry? A total of seventy-four of the eighty-two graduates participated in some aspect of this study. Because baseline data were not available for the MCE teachers …

K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington

Journal of Mathematics and Science: Collaborative Explorations

This paper describes the fraction-based mathematical activities of two teachers who are part of 3 Mathematics Specialist preparation program. Their work with fractions is traced from two perspectives: 1) their interactions with students as they struggle with fraction concepts; and, 2) their personal journeys to develop deeper understandings of fractions as participants in the Rational Numbers course that is part of their degree program. Through their stories, we gain a better understanding of the complex nature of their work with students and how their participation in the Mathematics Specialist program helps support their work in the school buildings.

Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.