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Articles 1 - 28 of 28
Full-Text Articles in Science and Mathematics Education
Adapting Practices Of Science Journalism To Foster Science Literacy, Joseph L. Polman, Alan Newman, E. Wendy Saul, Cathy Farrar
Adapting Practices Of Science Journalism To Foster Science Literacy, Joseph L. Polman, Alan Newman, E. Wendy Saul, Cathy Farrar
Wendy Saul
In this paper, the authors describe how the practices of expert science journalists enable them to act as "competent outsiders" to science. We assert that selected science journalism practices can be used to design reform-based science instruction; these practices not only foster science literacy that is useful in daily life, but also complement practices of scientists that already have been incorporated into science education. We describe and illustrate science journalism practices for educational activities that can be adapted and used. We argue that such experiences enable students to better use science information for personal decision-making and help them contribute meaningfully …
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Professor Kathryn Moyle (consultant)
This literature and policy review outlines the complex context related to STEM learning in Australian schools and focuses on student outcomes, the teacher workforce and the curriculum. This paper also sheds light on possible policy directions by examining lessons from other countries. STEM education is a broad enterprise that starts in early childhood education, continues through the years of schooling and extends into tertiary education supported by contributions from extracurricular and enrichment activities, science centres and museums. However, the focus in this document is on primary and secondary schooling. Australian STEM education seems caught in a whirlpool of problems that …
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Professor Kathryn Moyle (consultant)
Australian STEM education seems caught in a whirlpool of problems that are contributing to one another. Student engagement and performance in STEM are declining, but we do not have the supply of qualified teachers we need to improve learning. The STEM curriculum is unbalanced and fragmented, leading to less interest among students. It is not possible to break out of the downward cycle from within the current system and it requires policy changes that address the issues raised in this report. This means developing well-considered, systemic and joined-up policies that address the following challenges: Improving student outcomes, building the STEM …
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Dr Paul Weldon
Australian STEM education seems caught in a whirlpool of problems that are contributing to one another. Student engagement and performance in STEM are declining, but we do not have the supply of qualified teachers we need to improve learning. The STEM curriculum is unbalanced and fragmented, leading to less interest among students. It is not possible to break out of the downward cycle from within the current system and it requires policy changes that address the issues raised in this report. This means developing well-considered, systemic and joined-up policies that address the following challenges: Improving student outcomes, building the STEM …
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Dr Paul Weldon
This literature and policy review outlines the complex context related to STEM learning in Australian schools and focuses on student outcomes, the teacher workforce and the curriculum. This paper also sheds light on possible policy directions by examining lessons from other countries. STEM education is a broad enterprise that starts in early childhood education, continues through the years of schooling and extends into tertiary education supported by contributions from extracurricular and enrichment activities, science centres and museums. However, the focus in this document is on primary and secondary schooling. Australian STEM education seems caught in a whirlpool of problems that …
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Pru Mitchell
Australian STEM education seems caught in a whirlpool of problems that are contributing to one another. Student engagement and performance in STEM are declining, but we do not have the supply of qualified teachers we need to improve learning. The STEM curriculum is unbalanced and fragmented, leading to less interest among students. It is not possible to break out of the downward cycle from within the current system and it requires policy changes that address the issues raised in this report. This means developing well-considered, systemic and joined-up policies that address the following challenges: Improving student outcomes, building the STEM …
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Pru Mitchell
This literature and policy review outlines the complex context related to STEM learning in Australian schools and focuses on student outcomes, the teacher workforce and the curriculum. This paper also sheds light on possible policy directions by examining lessons from other countries. STEM education is a broad enterprise that starts in early childhood education, continues through the years of schooling and extends into tertiary education supported by contributions from extracurricular and enrichment activities, science centres and museums. However, the focus in this document is on primary and secondary schooling. Australian STEM education seems caught in a whirlpool of problems that …
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Dr Michael J Timms
This literature and policy review outlines the complex context related to STEM learning in Australian schools and focuses on student outcomes, the teacher workforce and the curriculum. This paper also sheds light on possible policy directions by examining lessons from other countries. STEM education is a broad enterprise that starts in early childhood education, continues through the years of schooling and extends into tertiary education supported by contributions from extracurricular and enrichment activities, science centres and museums. However, the focus in this document is on primary and secondary schooling. Australian STEM education seems caught in a whirlpool of problems that …
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Dr Michael J Timms
Australian STEM education seems caught in a whirlpool of problems that are contributing to one another. Student engagement and performance in STEM are declining, but we do not have the supply of qualified teachers we need to improve learning. The STEM curriculum is unbalanced and fragmented, leading to less interest among students. It is not possible to break out of the downward cycle from within the current system and it requires policy changes that address the issues raised in this report. This means developing well-considered, systemic and joined-up policies that address the following challenges: Improving student outcomes, building the STEM …
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Ryan Andrew Nivens
Analysis is typically listed in taxonomies of higher order thinking. Academics consider these taxonomies worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K-12 education, Race to the Top and Common Core requirements are placing new demands on K-12 teacher preparation, which include evaluation of the analysis skills of pre-service teachers. But professors do not always view their disciplines as the proper place for …
Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper
Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper
Geeta Verma
Sheltered instruction is not a commercial program but is a set of instructional practices used specifically with English Language Learners (ELL). It embeds existing instructional strategies such as wait time, visual organizers, group work, and allowing students to actively respond for immediate feedback. Sheltered instruction "integrates lesson knowledge and concepts with opportunities to practice using English by reading, writing, listening and speaking" (Colburn and Echevaria 2001). This article describes the four elements of sheltered instruction (Group work, Wait time, Group-response technique, Supplemental materials).
Embracing Learner’S Ideas About Diffusion And Osmosis: A Coupled-Inquiry Approach, Ryan Sweeney, Lisa Martin-Hansen, Geeta Verma, John Dunkhase
Embracing Learner’S Ideas About Diffusion And Osmosis: A Coupled-Inquiry Approach, Ryan Sweeney, Lisa Martin-Hansen, Geeta Verma, John Dunkhase
Geeta Verma
Learning about osmosis and diffusion is often a challenging task for middle school students. Here the authors present a lesson that was converted from a “cookbook” lab (McLaughlin and Thompson 2007) into a more inquiry-oriented lab that uses inquiry teaching strategies and hands-on investigations to teach middle-grade students about osmosis and diffusion.
How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall
How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall
Stephanie Pace Marshall, Ph.D.
An interview with Dr. Stephanie Pace Marshall about educational design and the design of the Illinois Mathematics and Science Academy. "IMSA sought not only to develop decidedly different scientific minds, but also to develop a decidedly different residential learning community -- one that was nurturing and innovative, and one that instilled a sense of stewardship, and an obligation to give back. As a dynamic teaching and learning laboratory, IMSA continues to evolve, yet the roots of our founding ideas and goals remain."
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
The Power to Transform is a call to re-conceive and re-design schooling. Rather than offer “best practices” or “prescriptive solutions,” it invites leaders of all ages and walks of life to think differently about learning and schooling. It illuminates the “why” and “what” of educational transformation and explores its deepest roots. It offers new language, new design principles, a new framework, and a new map for creating vibrant, imaginative and adaptive learning landscapes that integrate the dynamic properties of living systems with the generative principles of learning. It is from this natural integration that the new story of learning and …
Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall
Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
Regrettably, most American students experience STEM learning as an exclusive, individual, theoretical and “formulaic” enterprise. By decoupling STEM education from the human experience, we have distorted the essential nature of the scientific enterprise and advanced instrumentalist and utilitarian rationales for pursuing STEM careers—global economic superiority and technological competition.
Enhancing The Cs Curriculum With With Aspect-Oriented Software Development (Aosd) And Early Experience, Konstantin Läufer, George K. Thiruvathukal, Tzilla Elrad
Enhancing The Cs Curriculum With With Aspect-Oriented Software Development (Aosd) And Early Experience, Konstantin Läufer, George K. Thiruvathukal, Tzilla Elrad
Konstantin Läufer
Aspect-oriented software development (AOSD) is evolving as an important step beyond existing software development approaches such as object-oriented development. An aspect is a module that captures a crosscutting concern, behavior that cuts across different units of abstraction in a software application; expressed as a module, such behavior can be enabled and disabled transparently and non-invasively, without changing the application code itself. Increasing industry demand for expertise in AOSD gives rise to the pedagogical challenge of covering this methodology and its foundations in the computer science curriculum. We present our curricular initiative to incorporate a novel course in AOSD in the …
Enhancing The Cs Curriculum With With Aspect-Oriented Software Development (Aosd) And Early Experience, Konstantin Läufer, George K. Thiruvathukal, Tzilla Elrad
Enhancing The Cs Curriculum With With Aspect-Oriented Software Development (Aosd) And Early Experience, Konstantin Läufer, George K. Thiruvathukal, Tzilla Elrad
George K. Thiruvathukal
Aspect-oriented software development (AOSD) is evolving as an important step beyond existing software development approaches such as object-oriented development. An aspect is a module that captures a crosscutting concern, behavior that cuts across different units of abstraction in a software application; expressed as a module, such behavior can be enabled and disabled transparently and non-invasively, without changing the application code itself. Increasing industry demand for expertise in AOSD gives rise to the pedagogical challenge of covering this methodology and its foundations in the computer science curriculum. We present our curricular initiative to incorporate a novel course in AOSD in the …
O Debate Ciências Versus Humanidades No Século Xix: Reflexões Sobre O Ensino De Ciências No Collegio De Pedro Ii [The Science Vs. Humanities Debate In The Xix Century: Reflections On The Teaching Of The Sciences In The College Pedro Ii], Karl M. Lorenz, Ariclê Vechia
O Debate Ciências Versus Humanidades No Século Xix: Reflexões Sobre O Ensino De Ciências No Collegio De Pedro Ii [The Science Vs. Humanities Debate In The Xix Century: Reflections On The Teaching Of The Sciences In The College Pedro Ii], Karl M. Lorenz, Ariclê Vechia
Karl M Lorenz
O trabalho analisa a organização e a composição dos estudos do Colégio Pedro II no âmbito dos debates travado na Europa e nas Américas sobre a importância dos estudos humanísticos e científicos, durante o século XIX, em decorrência do desenvolvimento cientifico e tecnológico. Apresenta algumas reflexões sobre o ensino de Ciências no referido colégio e aponta que essa instituição seguiu a tendência verificada no ensino de países europeus, notadamente na França.
The chapter analyzes the changes in the organization and composition of the program of studies of the College Pedro II during the XIX century. The discussion of the changes …
Dr. Skateboard’S Action Science, William Robertson
Dr. Skateboard’S Action Science, William Robertson
William H. Robertson
Dr. Skateboard’s Action Science is designed to incorporate both a four part Video Series and an accompanying activity booklet that focuses on concepts in physical science that integrates both skateboarding and BMX. Dr. Skateboard’s Action Science explores concepts suitable for middle grade (4-8) students in a curriculum that is designed to address both the objectives and enduring knowledge of physical science in content and process skills for both the National Science Standards and Texas Essential Knowledge and Skills (TEKS). The video instruction provides the teacher with a series of instructional hooks and content information that can be used to explore …
Undergraduate Research: Communicating Ecological Field Studies To Local School Children Through Outreach And Curriculum, Lee Kats, Shannon Rollert, Trevor Thurling, Richard Johnson, Daniel Cho, Sean Landis, Randall Van Dragt, Gloria Van Dragt
Undergraduate Research: Communicating Ecological Field Studies To Local School Children Through Outreach And Curriculum, Lee Kats, Shannon Rollert, Trevor Thurling, Richard Johnson, Daniel Cho, Sean Landis, Randall Van Dragt, Gloria Van Dragt
Lee Kats
The writers describe a program to communicate undergraduate research results to local K–12 students in California. They describe the development of a curriculum and an outreach effort to convey findings of ecological field work undertaken by Pepperdine University students. They then describe program implementation and program benefits.
Promoting Student Engagement In Science: Interaction Rituals And The Pursuit Of A Community Of Practice, Stacy Olitsky
Promoting Student Engagement In Science: Interaction Rituals And The Pursuit Of A Community Of Practice, Stacy Olitsky
Stacy Olitsky
This study explores the relationship between interaction rituals, student engagement with science, and learning environments modeled on communities of practice based on an ethnographic study of an eighth grade urban magnet school classroom. It compares three interactional events in order to examine the classroom conditions and teacher practices that can foster successful interaction rituals (IRs), which are characterized by high levels of emotional energy, feelings of group membership, and sustained interest in the subject. Classroom conditions surrounding the emergence of successful IRs included mutual focus, familiar symbols and activity structures, the permissibility of some side-talk, and opportunities for physical and …
First Experiences With Object Lessons In Nineteenth-Century Brazil: Origins Of A Progressive Pedagogy For The Brazilian Primary School [Primeiras Experiências Com O Ensino Por Objetos No Brasil Oitocentista: Origens De Uma Pedagogia Progressiva Para A Escola Primaria Brasileira], Karl M. Lorenz, Ariclê Vechia
First Experiences With Object Lessons In Nineteenth-Century Brazil: Origins Of A Progressive Pedagogy For The Brazilian Primary School [Primeiras Experiências Com O Ensino Por Objetos No Brasil Oitocentista: Origens De Uma Pedagogia Progressiva Para A Escola Primaria Brasileira], Karl M. Lorenz, Ariclê Vechia
Karl M Lorenz
This paper describes the methodology of Object Teaching and relates how its appearance in Brazil was a transnational phenomenon that achieved its maximum articulation in 1886 with Rui Barbosa’s translation of Norman Calkins’ Primary Object Lessons. It begins with an overview of primary school teaching in Brazil in the second half of the 19th century, followed by discussion of Barbosa’s ideas on promoting change in the schools. Central to the exposition are the ideas contained in a report that Barbosa submitted to the National Assembly in 1882, in which he proposed a new organization of primary school education, suggestions for …
Science Education And The Imperial College Pedro Ii: 1838-1889, Karl M. Lorenz
Science Education And The Imperial College Pedro Ii: 1838-1889, Karl M. Lorenz
Karl M Lorenz
The chapter discusses science teaching in the secondary school in Brazil, with a focus on the College Pedro II. The imperial College was founded in 1837 as a model institution to be emulated by public and private secondary schools in the provinces. The paper presents observations and data on science education at the national level and a description of science teaching in the College during the XIX century. Attention is given to the curriculum, the textbooks adopted in the science courses, and the relationship between secondary science education and the entrance examinations to the medical, law and engineering faculties. Este …
Programa De Ensino Da Escola Secundária Brasileira: 1850-1951 [Teaching Programs Of The Brazilian Secondary School: 1850-1951], Karl M. Lorenz, Ariclê Vechia
Programa De Ensino Da Escola Secundária Brasileira: 1850-1951 [Teaching Programs Of The Brazilian Secondary School: 1850-1951], Karl M. Lorenz, Ariclê Vechia
Karl M Lorenz
O livro é uma coletânea de dezoito documentos que delineiam os conteúdos programáticos ensinados na escola secundaria brasileira de 1850 a 1951. Os documentos correspondem a reformas educacionais efetuadas neste período. Dentre os programas da coletânea, quinze foram elaborados especificamente para o Colégio Pedro II, o no Rio de Janeiro. Os outros três foram expedidos pelo Ministério da Educação para serem implementados em nível nacional. Os programas de estudo contem informações sobre os itens de conteúdos das matérias e sua organização nas series, o numero de lições atribuídas a cada tópico, e referencias a autores e livros textos utilizados. Todos …
Transforming Science And Technology: Has The Elephant Yet Flicked Its Trunk?, Donna M. Hughes Dr.
Transforming Science And Technology: Has The Elephant Yet Flicked Its Trunk?, Donna M. Hughes Dr.
Donna M. Hughes
No abstract provided.
Perfil Quali-Quantitativo Dos Currículos Do Ensino Secundário Brasileiro No Século Xix [A Quali-Quantitative Profile Of The Curricula Of The Brazilian Secondary School Of The Xix Century], Karl M. Lorenz, Ariclê Vechia
Perfil Quali-Quantitativo Dos Currículos Do Ensino Secundário Brasileiro No Século Xix [A Quali-Quantitative Profile Of The Curricula Of The Brazilian Secondary School Of The Xix Century], Karl M. Lorenz, Ariclê Vechia
Karl M Lorenz
O trabalho caracteriza a organização e os conteúdos dos currículos adotados na escola secundária brasileira de 1838 a 1900, tomando como referência o Colégio Pedro II. O estudo classifica as disciplinas em quatro conjuntos curriculares: Humanidades, Ciências, Matemáticas e Estudos Sociais. Analise, quantitativamente, as disciplinas dos conjuntos curriculares, sua frequência e distribuição nas series, e a carga horaria atribuída elas.
The paper describes the organization and contents of the curricula adopted in the Brazilian secondary school for the years 1838 to 1900, using as its reference the College Pedro II. The study classifies the curricular disciplines in four groups: Humanities, …
Inovação Curricular E A Reforma De 1855 De Luiz Pedreira Do Couto Ferraz [Curricular Innovation And The 1855 Reform Of Luiz Pedreira Do Couto Ferraz], Karl M. Lorenz, Ariclê Vechia
Inovação Curricular E A Reforma De 1855 De Luiz Pedreira Do Couto Ferraz [Curricular Innovation And The 1855 Reform Of Luiz Pedreira Do Couto Ferraz], Karl M. Lorenz, Ariclê Vechia
Karl M Lorenz
A reforma educacional de 1855 proposto pelo Ministro Couto Ferraz marcadamente alterou o programam de ensino do Colégio de Pedro II, a instituição modelo do Império, por dividir-nos em dois ciclos: os Estudos de Primeira Classe e os estudos de Segundo Classe. O primeiro ciclo, de quatro anos, foi dirigido aos alunos que queriam terminar seus estudos e receber um certificado de conclusão que lhes daria o direito de ingressar em um dos institutos de formação técnica, sem prestar novos exames. Os alunos que continuassem o segundo ciclo, com duração de três anos, receberiam ao final do sétimo ano o …
Produção De Materiais Didáticos De Ciências No Brasil, Período 1950 A 1980 [The Development Of Science Education Materials In Brazil From 1950 To 1980], Karl M. Lorenz, Vilma Marcassa Barra
Produção De Materiais Didáticos De Ciências No Brasil, Período 1950 A 1980 [The Development Of Science Education Materials In Brazil From 1950 To 1980], Karl M. Lorenz, Vilma Marcassa Barra
Karl M Lorenz
O trabalho descreve o desenvolvimento de um movimento curricular surgido no Brasil, cujo objetivo era a elaboração de textos e materiais didáticos para o ensino de Ciências nas escolas de 1º e 2º graus. O estudo abrange o período de 1950 a 1980 e refere-se ás atividades desenvolvidos por três organizações: a Fundação Brasileira para o Desenvolvimento do Ensino de Ciências (FUNBEC), o Instituto Brasileiro de Educação, Ciências e Cultura (IBECC), e o Projeto Nacional para a Melhoria de Ensino de Ciências (PREMEN).
This article describes the curricular movement to develop primary and secondary school science texts and materials in …