Science and Mathematics Education Commons^™

Cultural Sensitivity In The Performance-Based Learning Environment, Monique Matleen Hazzard-Robinson

Walden Dissertations and Doctoral Studies

The Georgia Department of Education requires students to earn 4 course credits in the area of mathematics in order to graduate from high school. Academic success for mathematics students in a school district in southern Georgia has been encumbered because teachers lack cultural competency in mathematics instruction, which has hindered minority students from developing reasoning, critical analysis, and problem-solving skills needed to earn these required math credits. The purpose of this project study was to examine teachers' perceptions of using culturally relevant teaching strategies to influence the academic performance of minority students in the mathematics classroom. The conceptual framework was …

Elementary Teachers' Perceptions Of Mathematics Instruction In Montessori And Traditional Classrooms, Linda Kofa

Walden Dissertations and Doctoral Studies

Abstract

Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in traditional schools. However, researchers had not compared Montessori and traditional teachers' perceptions of teaching elementary mathematics. The purpose of this qualitative case study was to explore the perceptions of traditional and Montessori teachers regarding teaching basic problem solving skills in mathematics. Koehler and Grouws' model provided the theoretical framework. …

Students’ Out-Of-School Experiences, Job Priorities, And Perceptions Toward Themselves As A Scientist: A Cross-Cultural Study, Hunkar Korkmaz, Julie Anna Thomas, Nilgun Tatar, Serpil Altunay

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The purpose of this study was to examine middle school students’ out-of-school experiences related to science, priorities related to their future job, and perception toward themselves as a scientist. One intact school was assigned randomly from each country. The study involved 479 students (363 Turkish students; 116 American students), aged between 11 and 13. It used the survey instrument “Relevance of Science Education” developed by an international team. Results show that for this sample there continue to be significant gender and cultural differences in science experiences and perceptions toward scientists and of careers. It is thought that the findings of …

“I Have A Hippopotamus!”: Preparing Effective Early Childhood Environmental Educators, Julia C. Torquati, Jennifer Leeper Miller, Erin Hamel, Soo-Young Hong, Susan Sarver, Michelle Rupiper

Department of Child, Youth, and Family Studies: Faculty Publications

This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for Excellence, the Guidelines for the Preparation and Professional Development of Environmental Educators, and state-level early learning guidelines that focus on connecting young children with nature. Preservice teachers build knowledge, skills, and dispositions for effective environmental education beginning from an awareness level and progressing to application and refinement. The value of nature is communicated explicitly and implicitly throughout the program. Preliminary …

Using Precision In Stem Language: A Qualitative Look, Mary M. Capraro, Ali Bricer, Melva R. Grant, Yvonna S. Lincoln

Teaching & Learning Faculty Publications

Teachers need to develop a variety of pedagogical strategies that can encourage precise and accurate communication - an extremely important 21st century skill. Precision with STEM oral language is essential. Emphasizing oral communication with precise language in combination with increased spatial skills with modeling can improve the chances of success in STEM courses and later in making STEM career choices. The participants were 14 middle and high school teachers who participated in a week of professional development (PD). The Aural/Spatial Interactions and Invariant Components of Vocabulary for STEM Content Area Specialists (AS-STEM) was administered to teacher groups to examine how …

Preparing Today To Empower Future Learners: Pre-Service Teachers’ Experiences Selecting & Evaluating Children’S Literature For Quality And Use In Prek-6th Grade Integrated Literacy/Science Instruction, Carolyn Stone, Deborah Conrad

The Language and Literacy Spectrum

The use of quality texts in elementary classrooms plays a major role in children’s literacy development. Quality children’s literature helps learners develop into skilled readers and writers with increased gains in vocabulary knowledge and comprehension. This paper demonstrates how pre-service teachers gained an understanding of the educational value of evaluating texts for quality. Using a mentor teacher assigned science topic, the pre-service teachers reviewed and evaluated texts and electronic based resources on specific science topics. The data highlights pre-service teachers’ reflections on how quality texts can be a powerful tool in supporting literacy success in their future teaching. It also …

Science Education For The Future: Five Recommendations A Policy Brief For Pakistan, Nelofer Halai

Institute for Educational Development, Karachi

High quality education and particularly in the area of what is generally called STEM (Science, Technology, Engineering and Mathematics) is the greatest indicator of quality of life. Sustainable human development, eradication of poverty and removing unequal distribution of resources all depend on high quality education. High quality education in the area of science has been defined as far back as 1962 by Schwab and Brandwein as teaching through inquiry-based methods. Continuing to teach science content through rote memorization produces teachers who know of no better method to teach other than memorization. These teachers themselves lack conceptual understanding of science content …

Self-Efficacy: Understanding African American Male Students Pathways To Confidence In Mathematics, Lisa Ann Williams

Wayne State University Dissertations

This dissertation is about the stories of African American male undergraduate students who have experienced success in mathematics. Bandura’s (1997) social cognitive theory and Tillman’s (2000) culturally sensitive research approach which promotes qualitative methods, recognizes ethnicity, and positions culture as central to the research were applied. Student interviews, parent interviews, teacher interviews, and mathematical autobiographies were used to investigate African American men self-efficacy, the sources of their beliefs, and societal factors that impacted their motivation and academic achievement in mathematics.

The descriptive portraits and the interviews revealed five broad themes: (1) college experiences, (2) K-12 experiences, (3) access and equity, …

High School Students' Views Of Science In A University Science Internship With Cogenerative Dialogues, Gabriel M. Hayes

Open Access Theses & Dissertations

The purpose of this Thesis is to determine how participation in long term university science internships affect nature of science (NOS) conceptual change in high school students. The study was conducted on high school students who volunteered to participate in a seven month university science internship in west Texas. Student views of NOS were measured by pre- and post-internship interviews using five questions about NOS. Internship and no internship student responses were qualitatively analyzed to show change in views of NOS. Findings indicated that participation in long term science internships with cogenerative dialogues improved students conceptualizations of the social dimensions …

Teacher Challenges In Implementing Cognitively Demanding Tasks In The Mathematics And Science Classrooms, Angelica Monarrez Monarrez

Open Access Theses & Dissertations

This mixed methods study examines secondary school mathematics and science teachersâ?? understanding of cognitive demand and the challenges in implementing tasks at different levels of cognitive demand. The conceptual framework for this study is grounded on the conception of cognitive demand proposed by Stein, Smith, Henningsen, and Silver (2000), which includes the following levels: memorization (level 1), procedures without connections (level 2), procedures with connections (level 3), and doing mathematics and science (level 4). The study attempts to address the following research questions: 1) To what extent are secondary mathematics and science teachers able to recognize, solve and construct tasks …

Towards A Unified Theory Of Engineering Education, Oscar Humberto Salcedo

Open Access Theses & Dissertations

STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons and activities as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling STEM literacy (Tsupros, Kohler and Hallinen, 2009). The purpose of the Dissertation is to develop a unified theory of engineering education based on philosophies of mathematics, science, technology & engineering, and engineering education. Using purposive sampling methods, the Thesis constructs "representative" philosophy statements from the STEM fields based on the criteria of Constructivism, Progressivism, and/or Pragmatism. These statements are …

Elementary Teachers' Perceptions Of Practices And Professional Development For Differentiating Mathematics Instruction, Sandra Mujagic Varajic

Walden Dissertations and Doctoral Studies

Teachers and administrators in a Title I elementary school in a southeastern state are concerned that there has been a trend over the past 3 years of declining standardized assessment scores in mathematics for students in Grades 3, 4, and 5. The purpose of this qualitative case study was to explore teachers' perceptions of practices, and professional development (PD) for differentiating mathematics instruction. This study was grounded in the conceptual framework of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction (DI). Purposeful sampling was used to select 8 teachers and 1 mathematics coach, who worked with students in Grades …

Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn

English Faculty Articles and Research

This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of "facts" and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.

Instructional Strategies Used By Effective Mathematics Teachers In Adventist Elementary Schools In Florida: An Mqi Analysis, Anna Adkins

Dissertations

The Problem

Teaching mathematics can be a difficult task. United States students on comparative international mathematics assessments consistently rank near the test averages. On a national assessment, commonly called the Nation’s Report Card, more than half of American students rank as ‘not proficient’ in mathematics. The purpose of this study was to describe the strategies used by teachers with at least average mathematical knowledge for teaching. This was evidenced by their scores on the Mathematical Knowledge Test for Teaching (MKT). In addition to teacher knowledge, the study sample was selected from among schools where the five-year average was above the …

The Changing Roles Of Science Specialists During A Capacity Building Program For Primary School Science, Sandra Herbert, Lihua Xu, Leissa Kelly

Australian Journal of Teacher Education

Science education starts at primary school. Yet, recent research shows primary school teachers lack confidence and competence in teaching science (Prinsley & Johnston, 2015). A Victorian state government science specialist initiative responded to this concern by providing professional learning programs to schools across Victoria. Drawing on cultural historical activity theory (CHAT), this paper reports the analysis of transcripts of interviews with 17 science specialists from eleven schools. It presents the various perceived and enacted science specialist roles, and how they changed over time. The CHAT analysis of the transcripts revealed seven different stages describing trajectories of the science specialism. The …

The Effects Of Integrating Lego Robotics Into A Mathematics Curriculum To Promote The Development Of Proportional Reasoning, Shelli L. Casler-Failing

Legacy Theses & Dissertations (2009 - 2024)

This mixed methods, action research case study sought to investigate the effects of incorporating LEGO robotics into a seventh grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. Quantitative data was collected via pre- and post-tests from the mathematics class of six students. Qualitative data was collected from each of the students as they worked in groups of two to complete purposefully designed investigations, activities, from whole class discussions, and student artifacts. In addition, four students were purposefully chosen to participate as embedded case studies. The quantitative analysis showed development of proportional …

“I’M Not Good At Math”: Mathematical Illiteracy And Innummeracy In The United States, G. Wesley Rogers

Electronic Theses and Dissertations

Why do we view mathematics the way we do in the United States and how have these views created an environment where we consider mathematical illiteracy and innumeracy socially and culturally acceptable when a lack of this knowledge and ability can function to enslave, exploit, restrict, and oppress. Throughout this investigation, I have explored some of the possible reasons for why we view education, mathematics, and the learning of mathematics the way we do and the impact of these views on our motivation and desire to learn mathematics. Using my over 20 years of teaching experience and the review of …

Exploring The Impact Of Postgraduate Preservice Primary Science Education On Students’ Self-Efficacy, Christina Maria Norris

Theses: Doctorates and Masters

The effectiveness of science teaching in primary school is dependent upon teachers’ self-efficacy to teach science. Low self-efficacy has been linked to avoidance of teaching primary science; therefore, preservice teacher self-efficacy requires fostering to have graduates keen to teach primary science. Through an embedded mixed method intrinsic-case study, this research explored the impact of postgraduate preservice primary science education on students’ self-efficacy. This research examined the postgraduate students’ self-efficacy as the lens to determine the effectiveness of the design and pedagogical instruction of the unit and its tutors. Data sources included the use of pre/post surveys encompassing the Science Teaching …

Connections Between Science Teachers' Professional Development Preferences And Their Teaching Practices And Beliefs, Jessica Marie Wayson

Honors Program Theses

The effect of professional development preference, in relation to its effect on teacher practices and beliefs, has not been well studied. In order to better understand this dynamic, a nationwide online survey was developed and sent to secondary science teachers. The findings of this survey indicate a relationship does exist, but only within specific practices. During analysis, teachers were grouped by preference of professional development type including collaboration, reflection, conducting research, and professional development (such as conferences and workshops). Significant differences emerged from each group and implications for effective professional development practices will be addressed.

Planning For The Elicitation Of Students’ Ideas: A Lesson Study Approach With Preservice Science Teachers, Douglas B. Larkin

Douglas B. Larkin