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Science and Mathematics Education Commons

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Teacher Education and Professional Development

2014

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Full-Text Articles in Science and Mathematics Education

Integrating The Arts And Sciences In The Museum Setting, Emily Clare Riggins Dec 2014

Integrating The Arts And Sciences In The Museum Setting, Emily Clare Riggins

Seton Hall University Dissertations and Theses (ETDs)

The division between the arts and sciences appears to be deepening in America. As political leaders emphasize STEM (science, technology, engineering and math) education in schools, arts education is diminished to make room for STEM courses. Concerned about this phenomenon, many art educators are working to integrate the arts into STEM education through a variety of arts integration efforts. Arts integration not only helps to preserve a place for the arts in the curriculum, it also has been shown to enhance STEM learning.

Arts integration is of special interest to art museum educators who feel that they can provide resources ...


Collaborative Book Review: Baker, D. P. (2014). The Schooled Society: The Educational Transformation Of Global Culture, Calley Stevens Taylor, Amanda Blain Pritt, Maria Spinosa Ebert, Angel Oi Yee Cheng, Xia Zhao Dec 2014

Collaborative Book Review: Baker, D. P. (2014). The Schooled Society: The Educational Transformation Of Global Culture, Calley Stevens Taylor, Amanda Blain Pritt, Maria Spinosa Ebert, Angel Oi Yee Cheng, Xia Zhao

FIRE: Forum for International Research in Education

For many years the discussion of education as a global and social institution has been prevalent in Comparative and International Education. In his book, The Schooled Society, David P. Baker offers up a unique perspective on a much-discussed theoretical framework in which to view education as an institution. Through this work, Baker uses a multidisciplinary approach to explain the influence that mass education has on societies and informs the readers of new educational paradoxes that are being discussed in the field. Not only is The Schooled Society an explanation of educational influence on society, but it also provides reason for ...


Misalignments: Challenges In Cultivating Science Faculty With Education Specialties In Your Department, Seth D. Bush, Nancy Pelaez, James A. Rudd Ii, Michael T. Stevens, Kimberly D. Tanner, Kathy S. Williams Dec 2014

Misalignments: Challenges In Cultivating Science Faculty With Education Specialties In Your Department, Seth D. Bush, Nancy Pelaez, James A. Rudd Ii, Michael T. Stevens, Kimberly D. Tanner, Kathy S. Williams

PIBERG Publications

Science Faculty with Education Specialties (SFES) are increasingly being hired across the United States. However, little is known about the motivations for SFES hiring or the potential or actual impact of SFES. In the context of a recent national survey of US SFES, we investigated SFES perceptions about these issues. Strikingly, perceptions about reasons for hiring SFES were poorly aligned with perceptions about potential and actual contributions reported by SFES themselves, and the advice they extended to beginning SFES was varied. While preparation of future teachers and departmental teaching needs were common reasons offered for SFES hiring, the potential and ...


Brain Based Learning: K-12 Teachers’ Preferred Methods Of Science Instruction, Donna L. Mansy Dec 2014

Brain Based Learning: K-12 Teachers’ Preferred Methods Of Science Instruction, Donna L. Mansy

Electronic Theses and Dissertations

The purpose of this quantitative study was to investigate Brain Based Learning (BBL) techniques in teaching science. Participants included 216 K-12, full-time, regular education teachers from 8 Northeast Tennessee school systems who taught at least 1 science class. Specifically this research was guided by 7 research questions on teachers’ perceptions and practices in teaching science.

Data were collected by a survey that consisted of 82 statements where teachers rated their level of agreement and was distributed online via Survey Monkey. The first portion of my survey included demographic identifiers, teachers’ knowledge of the term BBL, and inquiries regarding science background ...


University Of New England Center For Excellence In Neuroscience K-12 Outreach Program, Alexandria D'Ambruoso, Kelsey Schwarz, Alex Deal, Kristen Erickson, Edward Bilsky, Michael Burman Nov 2014

University Of New England Center For Excellence In Neuroscience K-12 Outreach Program, Alexandria D'Ambruoso, Kelsey Schwarz, Alex Deal, Kristen Erickson, Edward Bilsky, Michael Burman

Posters

Research poster describing UNE's Center for Excellence in the Neurosciences (CEN) K-12 outreach program. Founded in 2009 with three main areas of focus—research, scholarship and community outreach—CEN includes over 40 faculty members affiliated with neuroscience research and/or education. The Neuroscience Outreach Program was established in 2009 with the goal of bringing fun, interactive neuroscience lessons to schools to engage students in learning about neuroscience. UNE undergraduate and professional students present the lessons in classrooms with support from UNE faculty and staff.


A Transcendental Phenomenological Study Of Developmental Math Students' Experiences And Perceptions, Megan Cordes Nov 2014

A Transcendental Phenomenological Study Of Developmental Math Students' Experiences And Perceptions, Megan Cordes

Doctoral Dissertations and Projects

Current literature suggests the rise of enrollment among United States (U.S.) postsecondary institutions but the decline in graduation rates. While there is extensive quantitative data examining course redesigns and increasing student achievement in developmental math courses, there is limited research examining students' experiences and perceptions within these courses. The purpose of this transcendental phenomenological study was to examine the experiences and perceptions of developmental math students. This study utilized the theoretical framework of Bandura's (1997) social cognitive theory and Tinto's (2012a) retention theory. Research questions focused on the lived experience of struggling within a developmental math course ...


Infographics: The New 5-Paragraph Essay, Brittany Ann Kos, Elizabeth Sims Oct 2014

Infographics: The New 5-Paragraph Essay, Brittany Ann Kos, Elizabeth Sims

ATLAS Institute Graduate Contributions

The STEM Career Infographic Project (SCIP) was a 5-week exploratory project deployed in an 8th grade classroom at Mountain Vista Middle School (MVMS) in the spring of 2014. Students were required to research a STEM career in-depth, then report on their careers using infographics, in lieu of a standard 5- paragraph essay. SCIP was broken down into 9 days of instruction: introduction, research, three days of design lecture, three work days, and a final presentation day. The students were in the lab working on their infographics every day. We observed that infographics were better suited than traditional essays in areas ...


The Challenge: Magazine For The Center For Gifted Studies (No. 35, Fall 2014), Center For Gifted Studies, Tracy Inman Editor Oct 2014

The Challenge: Magazine For The Center For Gifted Studies (No. 35, Fall 2014), Center For Gifted Studies, Tracy Inman Editor

Gifted Studies Publications

No abstract provided.


The Flipped Classroom: Its Effect On Student Academic Achievement And Critical Thinking Skills In High School Mathematics, Joranna Saunders Oct 2014

The Flipped Classroom: Its Effect On Student Academic Achievement And Critical Thinking Skills In High School Mathematics, Joranna Saunders

Doctoral Dissertations and Projects

This study examined the effect of the flipped classroom on academic achievement in high school mathematics. The purpose of this study was twofold. The immediate purpose was to determine if there was a statistical difference in student academic achievement in two high school mathematics classrooms once the flipped classroom concept was implemented. This study also examined the effect of the flipped classroom on students' critical thinking skills. This static-group comparison utilized a pretest-posttest non-equivalent control group design and two null hypotheses were tested. The flipped curriculum was not a significant factor in increasing student academic achievement or in increasing student ...


The Effects Of A Seventh Grade Mathematics Remediation Course On Student Achievement, Jason Nix Oct 2014

The Effects Of A Seventh Grade Mathematics Remediation Course On Student Achievement, Jason Nix

Doctoral Dissertations and Projects

Since the installment of the No Child Left Behind Act, schools have sought strategies to help students meet these academic requirements. Many middle schools have turned to math remediation classes as a way to improve students' achievement scores. The purpose of this quantitative causal-comparative study was to explore the relationship of the mathematics remediation class as an intervention strategy to help low performing seventh grade students' achievement on the Georgia Criterion-Referenced Competency Test. The sample consisted of N= 775 (391 male, 384 female) seventh grade students enrolled in one rural middle school. The result of the statistical test, ANCOVA, revealed ...


Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill Sep 2014

Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill

Lisa De Bortoli

In every PISA survey, students from every participating country are assessed in the core domains of mathematics, science and reading literacy. In addition to assessing these literacy domains, the OECD proposes additional assessments in other domains. In PISA 2003, a paper-based assessment of cross- disciplinary problem solving was first assessed, when it was included as a core domain. In PISA 2012, problem solving was once again assessed, this time as an optional computer-based assessment.

The focus of the PISA 2012 assessment of problem solving was: Are today’s 15-year-old students acquiring the problem-solving skills that will prepare them to meet ...


Pre-Service Teachers Learning To Generate Evidence-Based Hypotheses On The Effects Of Teaching On Student Learning, Cathery Yeh, Rossella Santagata Sep 2014

Pre-Service Teachers Learning To Generate Evidence-Based Hypotheses On The Effects Of Teaching On Student Learning, Cathery Yeh, Rossella Santagata

Education Faculty Articles and Research

This study examines the development of a specific sub-skill for studying and improving teaching—the generation of hypotheses about the effects of teaching on student learning. Two groups of elementary preservice teachers (PSTs) were compared: one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Data consist of PSTs’ comments on video clips of mathematics instruction administered before and after course completion. Findings reveal that PSTs at the beginning of the program struggled to generate hypotheses with relevant evidence, often equating teacher behavior or student correct answers as evidence ...


Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes Sep 2014

Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes

DBER Speaker Series

Pre‐service elementary teachers should learn essential science concepts, how to apply those concepts to practice in elementary science learning environments, and how to effectively connect students’ ideas to appropriate instructional strategies. In order to effectively engage students in scientific practices and connect students’ ideas about science to appropriate instructional strategies, teachers should learn to engage in high‐leverage instructional practices, such as formative assessment. However, teachers may not understand formative assessment or possess enough science content knowledge to effectively engage in related instructional practices. To address these needs, we developed an innovative course for elementary pre‐service teachers built ...


Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii Sep 2014

Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii

Books and Monographs

This volume collects the ideas and insights discussed at a novel conference, the Integrating Cognitive Science with Innovative Teaching in STEM Disciplines Conference, which was held September 27-28, 2012 at Washington University in St. Louis. With funding from the James S. McDonnell Foundation, the conference was hosted by Washington University’s Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), a center established in 2011.

Available for download as a PDF. Titles of individual chapters can be found at http://openscholarship.wustl.edu/circle_book/.


A Novel Approach To Using Personal Response Systems And Diagrams To Foster Student Engagement In Large Lecture: Case Study Of Instruction For Model-Based Reasoning In Biology, Johanna M. Fitzgerald Sep 2014

A Novel Approach To Using Personal Response Systems And Diagrams To Foster Student Engagement In Large Lecture: Case Study Of Instruction For Model-Based Reasoning In Biology, Johanna M. Fitzgerald

Doctoral Dissertations

At UMass Amherst a method of personal response system (clickers) use in large lecture biology called Guided Application of Model-based Reasoning (GAMBR) has been designed to give students experiences in reasoning like expert biologists: In large lecture biology many instructors appear to use clickers mainly as a quizzing and attendance tool. Less well documented and examined are uses of clickers to facilitate cognitive engagement in learning scientific models and skills. In GAMBR, clicker questions ask students to apply and perturb biological models; this is designed to engage them in model-based reasoning. In an attempt to understand such a course, an ...


Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill Sep 2014

Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill

OECD Programme for International Student Assessment (PISA Australia)

In every PISA survey, students from every participating country are assessed in the core domains of mathematics, science and reading literacy. In addition to assessing these literacy domains, the OECD proposes additional assessments in other domains. In PISA 2003, a paper-based assessment of cross- disciplinary problem solving was first assessed, when it was included as a core domain. In PISA 2012, problem solving was once again assessed, this time as an optional computer-based assessment.

The focus of the PISA 2012 assessment of problem solving was: Are today’s 15-year-old students acquiring the problem-solving skills that will prepare them to meet ...


Buried Or Not? What’S Happened To Numeracy?, David Tout Aug 2014

Buried Or Not? What’S Happened To Numeracy?, David Tout

David (Dave) Tout

International surveys reveal a worrying decline in adult numeracy development. Dave Tout makes the case for a renewed focus.


Using Remote Sensing Data To Predict The Spread Of Mosquito Borne Disease, Mary Ellen O'Donnell, Erika Podest Aug 2014

Using Remote Sensing Data To Predict The Spread Of Mosquito Borne Disease, Mary Ellen O'Donnell, Erika Podest

STAR (STEM Teacher and Researcher) Presentations

There is interest in how environmental variables derived from satellite data such as temperature, vegetation cover, and precipitation correlate to vector borne disease occurrence such as malaria and dengue fever. This study will be carried out using a decision tree based open source software called Random Forests to find correlations between the remote sensing variables and mosquito abundance. Software will be written in C# to take large amounts of data from the NASA satellite database and automatically format it for the Random Forest Software input. Correlations found, using Random Forests, between disease incidence and the variables can be used as ...


What Are The Effects Of Teacher Education And Preparation On Beginning Teacher Attrition?, Richard Ingersoll, Lisa Merrill, Henry May Aug 2014

What Are The Effects Of Teacher Education And Preparation On Beginning Teacher Attrition?, Richard Ingersoll, Lisa Merrill, Henry May

CPRE Research Reports

This study addresses the question: Do the kinds and amounts of pre-service education and preparation that beginning teachers receive before they start teaching have any impact on whether they leave teaching? Authors Richard Ingersoll, Lisa Merrill, and Henry May examine a wide range of measures of teachers’ subject-matter education and pedagogical preparation. They compare different fields of teaching, with a particular focus on mathematics and science, using data from the National Center for Education Statistics’ nationally representative 2003-04 Schools and Staffing Survey and its supplement, the 2004-05 Teacher Follow-up Survey. The analyses show that beginning teachers widely varied in the ...


Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, And Where Do We Go?, Eva Thanheiser, Christine Browning, Alden Edson, Jane-Jane Lo, Ian Whitacre, Dana Olanoff, Crystal Morton Aug 2014

Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, And Where Do We Go?, Eva Thanheiser, Christine Browning, Alden Edson, Jane-Jane Lo, Ian Whitacre, Dana Olanoff, Crystal Morton

Mathematics and Statistics Faculty Publications and Presentations

The authors reviewed 112 research studies from 1978 to 2012 on prospective elementary teachers' content knowledge in five content areas: whole numbers and operations, fractions, decimals, geometry and measurement, and algebra. Looking across these studies, this final paper identifies the trends and common themes in terms of the counts and types of studies and commonalities among findings. Analyses of the counts show that the number of articles published each year focusing on prospective teacher (PT) content knowledge is increasing. Most articles across the content areas show that PTs tend to rely on procedures rather than concepts. However, the focus of ...


The Relationship Between Teaching Approaches And Student Science Achievement For Four Racial Groups In Us Eighth Grade Classes, Su Gao Aug 2014

The Relationship Between Teaching Approaches And Student Science Achievement For Four Racial Groups In Us Eighth Grade Classes, Su Gao

UNLV Theses, Dissertations, Professional Papers, and Capstones

Lower science achievement and substantial racial performance gaps persist among students in the US. In the current reform of science teaching, inquiry-based science teaching is assumed effective in improving all student science learning in both scientific content and process and reducing learning gaps across racial groups. Conversely, traditional didactic science teaching is believed to be the most popular and has contributed to lower science achievement and the racial gap. These two assumptions, although central to science teaching reforms, cannot be empirically sustained in the existing literature on science teaching. Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant ...


Instructional Change In Academic Departments: An Analysis From The Perspective Of Two Environment-Focused Change Strategies, Kathleen M. Quardokus Aug 2014

Instructional Change In Academic Departments: An Analysis From The Perspective Of Two Environment-Focused Change Strategies, Kathleen M. Quardokus

Dissertations

Numerous reports demand changes in college and university teaching practices. This is especially true for science, technology, engineering and mathematics (STEM) disciplines. STEM stakeholders are concerned about student retention within STEM majors, as well as the lack of sufficient graduates with the knowledge to advance these fields. A common conclusion of these reports is that teaching practices must change. Although these calls for change have occurred for decades, STEM fields have yet to experience widespread change. Thus, there is a need for more effective change strategies. Recently, researchers have suggested that effective change strategies should focus on changing the environments ...


Eliciting Elementary School Students’ Informal Inferential Reasoning Through Storytelling, Dustin Owen Smith Aug 2014

Eliciting Elementary School Students’ Informal Inferential Reasoning Through Storytelling, Dustin Owen Smith

Dissertations

One growing area of research on statistical learning is Informal Inferential Reasoning (IIR). Makar and Rubin (2009) describe IIR as having three components: making and evaluating inferential claims, supporting claims explicitly with data, and attending to the inherent uncertainty present in statistical inference-making. This dissertation study was built around developing a method for providing opportunities for elementary school students (Grades K, 2, and 4) to engage with IIR within the context of stories and storytelling through a method called Storytelling-Questioning. After interacting with and discussing two separate stories, it was found that students of each grade level were able to ...


Evaluating The Use Of The Math Reasoning Inventory For Improvement In Fraction Instruction, Kathy Huffman Boyer Aug 2014

Evaluating The Use Of The Math Reasoning Inventory For Improvement In Fraction Instruction, Kathy Huffman Boyer

Dissertations

In an attempt to close the mathematic achievement gap between students from the United States and students from other countries, a new national set of standards, the Common Core State Standards for Mathematics, was developed and adopted by the state of Michigan in 2010. These standards emphasize mathematical reasoning and application, rather than the previous emphasis on performing calculations. Unfortunately, teachers generally have had little training in how to assess students’ mathematical reasoning, how to teach mathematical reasoning, or how to provide remediation to those students who show need. The purpose of this study was to see if use of ...


A Grounded Theory Study On The Role Of Differentiated Instruction In Effective Middle School Science Teaching, Brian Jones Aug 2014

A Grounded Theory Study On The Role Of Differentiated Instruction In Effective Middle School Science Teaching, Brian Jones

Doctoral Dissertations and Projects

The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle ...


Supporting Representation-Rich Problem-Solving In High School Physics, Lyrica L. Lucas Jul 2014

Supporting Representation-Rich Problem-Solving In High School Physics, Lyrica L. Lucas

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

The literature on physics education research (PER) promotes the use of multiple representations (such as pictures, diagrams, written explanations, and mathematical expressions) to enhance the problem-solving ability of students through instruction. The purpose of this study was to explore the use of a scaffolding strategy that involved the use of multiple representation tasks in problem-solving in a modeling physics class in high school. Another class with similar background was selected as a comparison group. In 12 in-depth problem-solving interviews of students drawn from the two classes, I investigated in detail how the students responded to the multiple representations tasks and ...


Reducing Mathematics Anxiety, Catherine Pearn Jul 2014

Reducing Mathematics Anxiety, Catherine Pearn

Teacher articles

Catherine Pearn discusses how to approach maths anxiety in the classroom. The symptoms of mathematics anxiety vary from expressing a dislike of mathematics to an adult who had to exit a lecture theatre in a hurry when numbers are displayed on a screen.


Don't Subtract Numeracy, David Tout Jul 2014

Don't Subtract Numeracy, David Tout

David (Dave) Tout

The development of adults’ core skills for work and life requires attention to language and literacy, but numeracy counts as well, says Dave Tout.


Implementing Whole Class Discussions In A Seventh Grade Unit On Ratios, Lauren Cannon Jul 2014

Implementing Whole Class Discussions In A Seventh Grade Unit On Ratios, Lauren Cannon

Education and Human Development Master's Theses

Abstract

The National Council of Teachers of Mathematics (NCTM) (2004) stated that in order to demonstrate knowledge and understanding of mathematics, students must be able to communicate about it. As a teacher-researcher, I have identified several of the reasons that there has been increased emphasis placed on communication in the mathematics classroom. Additionally, I explored the theoretical background of and research based effects of implementation of discussion into the secondary mathematics classroom in order to support my claim that discussion is an effective way to meet NCTM’s requirements while also aiding in implementation of the Common Core State Standards ...


The Effect Of Inquiry-Based, Hands-On Labs On Achievement In Middle School Science, Donna Miller Jul 2014

The Effect Of Inquiry-Based, Hands-On Labs On Achievement In Middle School Science, Donna Miller

Doctoral Dissertations and Projects

The purpose of this quasi-experimental study was to measure the difference in science achievement between students who had been taught with an inquiry-based, hands-on pedagogical approach and those who had not. Improving student academic achievement and standardized test scores is the major objective of teachers, parents, school administrators, government entities, and students themselves. One major barrier to this academic success in Georgia, and the entire United States, has been the paucity of success in middle level science classes. Many studies have been conducted to determine the learning approaches that will best enable students to not only acquire a deeper understanding ...