Open Access. Powered by Scholars. Published by Universities.®

Science and Mathematics Education Commons

Open Access. Powered by Scholars. Published by Universities.®

2008

Discipline
Institution
Keyword
Publication
Publication Type
File Type

Articles 1 - 30 of 256

Full-Text Articles in Science and Mathematics Education

College Of Engineering Senior Design Competition Fall 2008, University Of Nevada, Las Vegas Dec 2008

College Of Engineering Senior Design Competition Fall 2008, University Of Nevada, Las Vegas

Senior Projects (COE)

Part of every UNLV engineering student’s academic experience, the senior design project stimulates engineering innovation and entrepreneurship. Each student in their senior year chooses, plans, designs, and prototypes a product in this required element of the curriculum. A capstone to the student’s educational career, the senior design project encourages the student to use everything learned in the engineering program to create a practical, real world solution to an engineering challenge.

The senior design competition helps to focus the senior students in increasing the quality and potential for commercial application for their design projects. Judges from local industry evaluate ...


Math In The Middle Newsletter December 2008 Dec 2008

Math In The Middle Newsletter December 2008

Math in the Middle Program Materials

NebraskaMATH is Now Seeking Applications
Primarily Math
Nebraska Algebra: Extending Success to All Students
Retaining Quality Teachers (RQT)
New Additions


Animated Database Courseware: Using Animations To Extend Conceptual Understanding Of Database Concepts, Meg Murray, Mario Guimaraes Dec 2008

Animated Database Courseware: Using Animations To Extend Conceptual Understanding Of Database Concepts, Meg Murray, Mario Guimaraes

Faculty Publications

Teaching abstract concepts can be best supported with supplemental instructional materials such as software animations. Visualization and animations have been shown to increase student motivation and help students develop deeper understandings. Through an NSF funded CCLI grant, a set of animations to support the teaching of database concepts is being developed and made freely available. Current modules available cover areas such as database design, interactive SQL, stored procedures and triggers, transactions and database security. In this paper, we provide an overview of the Animated Database Courseware (ADbC) as well as provide examples of how this software might be utilized in ...


Computing For The Masses: Extending The Computer Science Curriculum With Information Technology Literacy, Jorge Pérez, Meg C. Murray Dec 2008

Computing For The Masses: Extending The Computer Science Curriculum With Information Technology Literacy, Jorge Pérez, Meg C. Murray

Faculty Publications

Enrollments in computer science programs continue to drop as demand for workers skilled in computing increases. Information technology scholars face the ironic challenge of attracting more students into computing disciplines in the age of ubiquitous computing. This paper chronicles a decision by a department of computer science and information systems to offer an information technology literacy course as a service to its institution. Educational and curricular justifications for the course progressed in parallel with recognition of the course's strategic value to the department in the face of sharp declines in the number of students majoring in CS or IS ...


Are The Math Scores Of Students Who Are Taught Mathematics Utilizing The Methods Endorsed By The Alabama Math, Science, And Technology Initiative Affected?, Brenda Elise Jolly Dec 2008

Are The Math Scores Of Students Who Are Taught Mathematics Utilizing The Methods Endorsed By The Alabama Math, Science, And Technology Initiative Affected?, Brenda Elise Jolly

Dissertations

Eighth-grade mathematics scores from 21 schools were compared pre-inception and post-inception of the Alabama Mathematics, Science, and Technology Initiative (AMSTI). Only the scores from schools which had 80% of their mathematics and science teachers trained at one Summer Institute were used, as these were considered to be true AMSTI schools. Results found the effects of AMSTI to be not statistically significant.

The second part of this research was conducted based upon 256 surveys from teachers attending their second Summer Institute of ASMTI training. Results found many school systems may hamper teachers' ability to plan and execute AMSTI lessons due to ...


Block Scheduling In High School Mathematics: Effect On Algebra Ii End-Of-Course Grades And Act Assessment Mathematics Scores, Gayle Hawkins Hughes Dec 2008

Block Scheduling In High School Mathematics: Effect On Algebra Ii End-Of-Course Grades And Act Assessment Mathematics Scores, Gayle Hawkins Hughes

Doctoral Dissertations and Projects

The purpose of this study was to determine if there was a statistical difference between end-of-course grades in Algebra II at three high schools in northeast Tennessee and mathematics content scores on the ACT Assessment at the same three high schools, by comparing a one-semester accelerated (4x4) block schedule, a two-semester accelerated (4x4) block schedule, and a traditional year-long schedule. The purpose was also to determine if a relationship exists between Algebra II grades and ACT Assessment mathematics content scores for all students and for each school, and to determine if a statistically significant difference occurred in the number of ...


Transforming Teachers’ Knowledge And Skills: Lesson Study In Mathematics Instruction Sensitive For Diverse Learners At Middle Level, Vessela Ilieva Dec 2008

Transforming Teachers’ Knowledge And Skills: Lesson Study In Mathematics Instruction Sensitive For Diverse Learners At Middle Level, Vessela Ilieva

All Graduate Theses and Dissertations

This study investigated the learning of middle school mathematics teachers as they worked in a student-sensitive lesson study group. Three mathematics teachers collaborated to develop and teach student-sensitive math lessons. The original Japanese lesson study model was extended to involve a diversity consultant with experience and expertise in providing student-sensitive instruction. Collaboratively, the members of the lesson study group tailored their mathematics lessons to provide enhanced mathematics instruction to the diverse groups of students in their classrooms. The lesson study team held weekly meetings to develop three student-sensitive lessons over a six-month period. A case study design was used to ...


South Mississippi Public Elementary School Teachers' Implementation Of And Attitudes Toward Inquiry-Based Science, Thomas Franklin Sumrall Dec 2008

South Mississippi Public Elementary School Teachers' Implementation Of And Attitudes Toward Inquiry-Based Science, Thomas Franklin Sumrall

Dissertations

The present study was designed to examine the relationship between the dependent variables of K-5 elementary teachers' attitudes toward inquiry-based science, implementation of National Science Education Standards concerning inquiry-based science, and the number of inquiry-based lessons taught with the predictor variables of gender, school district teaching, ethnic group, educational level, experience, grade level teaching, and number of science courses taken. Four hundred thirty teachers of grades K through 5 from seven school districts in south Mississippi were surveyed using the Revised Science Attitude Scale (Bitner, 1994), Inquiry Beliefs and Practices survey (Jeanpierre, 2006), and a demographic questionnaire. A total of ...


The Effects Of Teacher Education Level, Teaching Experience, And Teaching Behaviors On Student Science Achievement, Danhui Zhang Dec 2008

The Effects Of Teacher Education Level, Teaching Experience, And Teaching Behaviors On Student Science Achievement, Danhui Zhang

All Graduate Theses and Dissertations

Previous literature leaves us unanswered questions about whether teaching behaviors mediate the relationship between teacher education level and experience with student science achievement. This study examined this question with 655 students from sixth to eighth grade and their 12 science teachers. Student science achievements were measured at the beginning and end of 2006-2007 school year. Given the cluster sampling of students nested in classrooms, which are nested in teachers, a two-level multilevel model was employed to disentangle the effects from teacher-level and student-level factors. Several findings were discovered in this study. Science teachers possessing of advanced degrees in science or ...


Education In The Environment: A Strategy For Continued Interagency Outdoor Education Programming: Quarterly Progress Report: Period Ending November 30, 2008, Environmental Education Strategy For Nevada Nov 2008

Education In The Environment: A Strategy For Continued Interagency Outdoor Education Programming: Quarterly Progress Report: Period Ending November 30, 2008, Environmental Education Strategy For Nevada

Reports (PLI Education)

Highlights of the university’s focused efforts during the past three months include the following:

  • Fourteen people are near completion of the Fall Cohort workshop sessions toward partial achievement of the Nevada State Certification in Environmental and Interpretation Certification Program.
  • Participation in the Michoacán Cultural Festival (500 people in attendance).
  • Participation in the Day of the Dead: Life in Death Festival (over 11,000 in attendance).
  • Development planning is near completion for the mobile exhibit program to support and deliver SNAP messages.
  • Forever Earth was scheduled for 32 days and benefited 1077 individuals.
  • Sixteen Discover Mojave Outdoor World events were ...


Ists E-Newsletter, November 15, 2008, Iowa Academy Of Science Nov 2008

Ists E-Newsletter, November 15, 2008, Iowa Academy Of Science

ISTS Newsletter

In this issue:

--Message from the ISTS Chair, Morgan Masters

--Message from the Fall Conference Chair, Traci Maxted

--Message from the Vice Chair, De Anna Tibben

--Announcements

--Opportunities

--News

--Your ISTS Leadership Team


Mathematics Student Teaching In Japan: A Multi-Case Study, Allison Turley Shwalb Nov 2008

Mathematics Student Teaching In Japan: A Multi-Case Study, Allison Turley Shwalb

All Theses and Dissertations

Nearly all research that seeks to assist in reforming mathematics student teaching in the United States has been limited in that it (1) does not consider student teaching models in non-Western cultures, and (2) has not sufficiently studied the unique context of mathematics in student teacher-cooperating teacher interactions. This multi-case study addresses these issues by analyzing the interactions between three cooperating teachers and two student teachers in the mathematics student teaching setting in Japan. Four conclusions are presented to generate a coherent picture of the principles of teaching and learning to teach that are emphasized during this Japanese student teaching ...


Math In The Middle Newsletter November 2008 Nov 2008

Math In The Middle Newsletter November 2008

Math in the Middle Program Materials

NebraskaMATH Update
M2 Newsletter to Evolve January 2009
NTV Teacher of the Month: Cohort 4’s Michael Ford
A Must-Read for Habits of Mind Problem Seekers
Math Challenge Corner: What do soccer balls and equilateral triangles have in common?


Improving Automaticity With Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?, James Cressey, Kristin Ezbicki Oct 2008

Improving Automaticity With Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?, James Cressey, Kristin Ezbicki

NERA Conference Proceedings 2008

This small pilot study compared the effectiveness of two interventions to improve automaticity with basic addition facts: Taped Problems (TP) and Cover, Copy, Compare (CCC), in students aged 6-10. Automaticity was measured using Mathematics Curriculum-Based Measurement (M-CBM) at pretest, after 10 days, and after 20 days of intervention. Our hypothesis was that the TP group will gain higher levels of automaticity more quickly than the CCC and control groups. However, when gain scores were compared, no significant differences were found between groups. Limitations to the study include low treatment integrity and a short duration of intervention.


A Case Study Of Teachers' Mathematics Content Knowledge And Attitudes Toward Mathematics And Teaching, Brian R. Evans Oct 2008

A Case Study Of Teachers' Mathematics Content Knowledge And Attitudes Toward Mathematics And Teaching, Brian R. Evans

NERA Conference Proceedings 2008

This study intended to measure teacher mathematical content knowledge both before and after the first year of teaching and taking graduate teacher education courses in the Teach for America (TFA) program, as well as measure attitudes toward mathematics and teaching both before and after TFA teachers’ first year. There was a significant increase in both mathematical content knowledge and attitudes toward mathematics over the TFA teachers’ first year teaching. Additionally, several significant correlations were found between attitudes toward mathematics and content knowledge. Finally, after a year of teaching, TFA teachers had significantly better attitudes toward mathematics and teaching than neutral.


Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant Oct 2008

Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant

NERA Conference Proceedings 2008

Understanding heat, energy and temperature can be difficult. Misconceptions about heat transfer have been found to persist, even after instruction. New instructional methods are needed to address them. This pilot study examined whether researcher-developed, inquiry-based activities could increase conceptual understanding of heat transfer. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities. Participants had significantly higher scores on the post-test. An examination of assessment questions revealed substantial improvement on questions closely related to activities. However, participants had difficulty applying concepts in new and related contexts. Educational implications and suggestions for future research will be discussed.


The Effect Of Direct Instruction Versus Discovery Learning On The Understanding Of Science Lessons By Second Grade Students, Marisa T. Cohen Oct 2008

The Effect Of Direct Instruction Versus Discovery Learning On The Understanding Of Science Lessons By Second Grade Students, Marisa T. Cohen

NERA Conference Proceedings 2008

This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.


Facilitating Integration Across The Geology Program: Applying "Weaving The Curriculum" To Petrology And Structural Geology Courses, Charles W. Carrigan, Priscilla Field Skalac Oct 2008

Facilitating Integration Across The Geology Program: Applying "Weaving The Curriculum" To Petrology And Structural Geology Courses, Charles W. Carrigan, Priscilla Field Skalac

Faculty Scholarship – Geology

Students often encounter difficulty with advanced material in upper-level geology courses. We identified several trends that arise at the beginning of upper-level courses including difficulty in connecting introductory course material to deeper content, integrating skills and knowledge from supporting courses, and integrating material between upper-level courses. Redesigning upper-level courses, we intentionally incorporate relevant material from introductory geoscience courses into upper-level courses, such that students are re-exposed to fundamental concepts they need to master as more advanced concepts are taught.


Weaving The Curriculum Tapestry: Modifying Upper Level Courses To Facilitate Integration Across The Geology Program, Charles W. Carrigan, Priscilla Field Skalac Oct 2008

Weaving The Curriculum Tapestry: Modifying Upper Level Courses To Facilitate Integration Across The Geology Program, Charles W. Carrigan, Priscilla Field Skalac

Faculty Scholarship – Geology

Having observed students' frequent struggles to acquire mastery of content and skills in upper-level geology courses, we noted students fail to weave together the diverse strands that produce a well-educated geoscientist. After observing students’ struggles to keep up with new content and skills, we determined a course of action that includes application of best pedagogy based on educational research. We incorporate a technique of spiraling basic content and skills across the geology curriculum: content and skills introduced in the entry-level geology course are intentionally reviewed and referenced in each upper-level course.


Iowa Academy Of Science: The New Bulletin, V4n3, Autumn 2008, Iowa Academy Of Science Oct 2008

Iowa Academy Of Science: The New Bulletin, V4n3, Autumn 2008, Iowa Academy Of Science

The New Bulletin

Inside This Issue:

--Message from the Executive Director

--A Message from your President

--Comments from the IAS Leadership

--2008-2009 IAS Section Chairs

--One Donation To Help Two Great Causes

--Iowa Junior Academy of Science Celebrating 75 Years of Service

--You are invited to Wiki with IJAS

--Dr. Jay Labov to Speak at IAS Annual Meeting

--Recognizing Great Science

--2008 Iowa Academy of Science Speakers Series Visitor Center, Saylorville Reservoir

--Recognizing Great Science Teaching


Rethinking Mathematics Assessment: Some Reflections On Solution Dynamics As A Way To Enhance Quality Indicators, Elliott Ostler, Neal Grandgenett, Carol Mitchell Oct 2008

Rethinking Mathematics Assessment: Some Reflections On Solution Dynamics As A Way To Enhance Quality Indicators, Elliott Ostler, Neal Grandgenett, Carol Mitchell

Teacher Education Faculty Publications

This paper is intended to offer some reflections on the difficulties associated with the appropriate use of rubric assessment in mathematics at the secondary level, and to provide an overview of an assessment technique, hereafter referred to as solution dynamics, as a way to enhance popular rubric assessment techniques. Two primary aspects of solution dynamics are presented in this manuscript. The first aspect considers how the tasks assigned in mathematics classrooms might be better organized and developed to demonstrate an evolving student understanding of the subject. The second aspect illustrates how revised scoring parameters reduce the potential for scoring inconsistencies ...


Math In The Middle Newsletter October 2008 Oct 2008

Math In The Middle Newsletter October 2008

Math in the Middle Program Materials

NEBRASKA MATH by Jim Lewis

Host a NU-Teach Course at your ESU!

Omaha Public Schools to Partner with Math in the Middle


An Exploratory Overview Of Teaching Computer Game Development, Mario Guimaraes, Meg C. Murray Oct 2008

An Exploratory Overview Of Teaching Computer Game Development, Mario Guimaraes, Meg C. Murray

Faculty Publications

The computer game industry has exploded reaching sales of several billion dollars a year and, consequently, a majority of college students are familiar with the gaming environment. In fact, videogame development has been cited as one way to motivate students to explore the world of Computer Science. However, most videogames are extremely complex computer programs created by a team of developers including programmers and graphic artists and represent thousands of hours of work. Fortunately there are software tools available that provide a way for simple computer games to be created fairly easily using a building block approach. This paper discusses ...


Turkish Pre-Service Mathematics Teachers’ Beliefs About Mathematics Teaching., Nihat Boz Oct 2008

Turkish Pre-Service Mathematics Teachers’ Beliefs About Mathematics Teaching., Nihat Boz

Australian Journal of Teacher Education

The purpose of this study was to ascertain the beliefs of mathematics teacher trainees about their chosen profession before they began their service. Specific topics included instructional approaches, the role of the teacher, interaction among students, and interaction between teacher and students during class. Data were collected by use of an open-ended questionnaire administered to 46 pre-service mathematics teachers. Most of the participants in the study held non-traditional beliefs about mathematics teaching. This finding has several implications for teacher education.


Using Spreadsheets To Discover Meaning For Parameters In Nonlinear Models, Kris H. Green Oct 2008

Using Spreadsheets To Discover Meaning For Parameters In Nonlinear Models, Kris H. Green

Mathematical and Computing Sciences Faculty/Staff Publications

Using spreadsheets one can develop an exploratory environment where mathematics students can develop their own understanding of the relationship between the parameters of commonly encountered families of functions (linear, logarithmic, exponential and power) and a natural interpretation of “rate of change” for those functions. The key to this understanding involves expanding the concept of rate of change to include percent changes. Through the use of the spreadsheet model, students can explore and easily determine which type of change is most natural for a given family of functions. This, in turn, provides a mechanism for interpreting the parameters of the function ...


Address To The Annual General Meeting, ‘Science And Maths Postgraduates In Australia – Project Outcomes And Update', Daniel Edwards Sep 2008

Address To The Annual General Meeting, ‘Science And Maths Postgraduates In Australia – Project Outcomes And Update', Daniel Edwards

Dr Daniel Edwards

No abstract provided.


Ists E-Newsletter, September 15, 2008, Iowa Academy Of Science Sep 2008

Ists E-Newsletter, September 15, 2008, Iowa Academy Of Science

ISTS Newsletter

In this issue:

--Message from the ISTS Chair, Morgan Masters

--Message from the Fall Conference Chair, Traci Maxted

--Message from the Vice Chair, De Anna Tibben

--Announcements

--Opportunities

--News

--Your ISTS Leadership Team


Gsi: Geo Scene Investigation! On-Site Programming (Grade 7), Discover Mojave: Forever Earth Sep 2008

Gsi: Geo Scene Investigation! On-Site Programming (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

GSI: Geo Scene Investigation! introduces students to the differences between observations and interpretations and to some of the fundamental principles of geology. Students identify specific geologic processes and landforms in the landscape surrounding them at Lake Mead National Recreation Area (NRA) by solving mysteries with a set of geology-related clues.


Dr. Skateboard’S Action Science, William Robertson Aug 2008

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 ...


Comparing Science Instruction Methods In The High School Classroom Setting: A Case Study In Inquiry-Based Methods., Sarah Sawyers Aug 2008

Comparing Science Instruction Methods In The High School Classroom Setting: A Case Study In Inquiry-Based Methods., Sarah Sawyers

Electronic Theses and Dissertations

The science education system currently in place in the United States does not adequately prepare students to compete well with international students. The development of new teaching methods is essential to ensure improvement of the system and provide its students with better scholastic achievements and employment opportunities. Various methods have been studied, with one implemented in a high school classroom to compare the results of the new method with the traditional method of instruction. Rather than the traditional lecture-based approach, Honors Chemistry students learned the theory of the gas laws using inquiry-based methods and hands-on activities. The students were then ...