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Science and Mathematics Education Commons

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Full-Text Articles in Science and Mathematics Education

Teachers’ Attitudes Toward Teaching Science In A New Zealand Intermediate School, Yvonne Ualesi, Gillian Ward Jan 2018

Teachers’ Attitudes Toward Teaching Science In A New Zealand Intermediate School, Yvonne Ualesi, Gillian Ward

Australian Journal of Teacher Education

Concern has been raised globally that a lack of interest by teachers towards teaching science has a negative impact on the children they teach. While attention has been paid to the teacher as a contributing factor to students’ attitudes, less has been written about the attitudes of teachers. To bridge this gap, the current study examines six Year 8 teachers’ attitudes towards teaching science in a New Zealand intermediate school. Biographical data was gathered and individual semi-structured interviews were conducted that explored the teachers’ attitudes. van Aalderen-Smeets et al.’s (2012) framework, which takes a multidimensional view of attitudes, is ...


The Effects Of The School-Work Environment On Mathematics Teachers’ Motivation For Teaching: A Self-Determination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr Jan 2018

The Effects Of The School-Work Environment On Mathematics Teachers’ Motivation For Teaching: A Self-Determination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr

Australian Journal of Teacher Education

Guided by self-determination theory, this study investigated the extent to which factors of teachers’ school-work environments predict their self-efficacy and intrinsic value for teaching. Participants were 217 mathematics teachers working in Texas public schools. Results indicated that principals’ autonomy support positively predicted teachers’ self-efficacy and intrinsic value for teaching beyond years of teaching experience, mathematics background, and grade level taught. Moreover, the negative effects of school-work environments dominated by high-stakes testing on teachers’ motivation for teaching were moderated by the level of autonomy support provided by the school principal.



Effects Of The Instruction With Mathematical Modeling On Pre-Service Mathematics Teachers’ Mathematical Modeling Performance, Gulzade Karaci Yasa, Ilhan Karatas Jan 2018

Effects Of The Instruction With Mathematical Modeling On Pre-Service Mathematics Teachers’ Mathematical Modeling Performance, Gulzade Karaci Yasa, Ilhan Karatas

Australian Journal of Teacher Education

The purpose of the study was to investigate the effects of the instruction with mathematical modeling on pre-service mathematics teachers’ mathematical modeling performance. The participants were 24 pre-service elementary mathematics teachers. A mixed method approach was used to conduct the research. Each week, the participants were given two mathematical modeling problems and solved them as a group. After that, each group shared their solutions with the class so that there was an opportunity to focus on different solution methods. The data was collected via a pre and a post mathematical modeling test. SPSS package program was utilized in order to ...


Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan Jan 2018

Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan

Australian Journal of Teacher Education

As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach all the sciences in a spiral progression approach. Hence, this study analysed the experiences of science teachers in teaching chemistry in the K-12 curriculum in order to identify their challenges and how they are overcoming them. Findings suggest that the teacher’s content, pedagogy, and assessment in chemistry are ...


Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam Jan 2018

Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam

Australian Journal of Teacher Education

The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers’ knowledge of students’ thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this paper, we discuss the mathematical challenges faced by a primary school teacher as she attempts to unpack the structure of the division algorithm, while teaching in a Grade 4 classroom. Through this case study, we exemplify how a focus on mathematical knowledge for teaching ‘in situ’ helped in triggering a ...


Developing Pre-Service Teachers: The Impact Of An Embedded Framework In Literacy And Numeracy., Peter Sellings, Karen Felstead, Anitra Goriss-Hunter Jan 2018

Developing Pre-Service Teachers: The Impact Of An Embedded Framework In Literacy And Numeracy., Peter Sellings, Karen Felstead, Anitra Goriss-Hunter

Australian Journal of Teacher Education

This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and ...


Preservice Teachers’ Self-Efficacy To Teach Primary Science Based On ‘Science Learner’ Typology, Christina M. Norris, Julia E. Morris, Geoffrey W. Lummis Jan 2018

Preservice Teachers’ Self-Efficacy To Teach Primary Science Based On ‘Science Learner’ Typology, Christina M. Norris, Julia E. Morris, Geoffrey W. Lummis

ECU Publications Post 2013

According to international benchmarks [Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how ...


Some Philosophical Musings On The Rtsre Conference, David H. Mckinnon Jan 2018

Some Philosophical Musings On The Rtsre Conference, David H. Mckinnon

ECU Publications Post 2013

This paper is written in response to an invitation after having had some discussions with the organizer, Dr Michael Fitzgerald. We had been discussing our reactions to all of the papers presented. I had been somewhat dismayed by the “lack of educational knowledge” displayed. Reflection revealed that this was not surprising given that so few had undertaken any advanced training in education. Many were scientists and experts in their fields of astronomy, technology or robotics. Consequently, I cover some key topics that I consider to be important in this domain. These include: the message systems of curriculum, pedagogy and evaluation ...