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Science and Mathematics Education Commons™
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Articles 1 - 5 of 5
Full-Text Articles in Science and Mathematics Education
Middle School Science Teachers' Vulnerability In The Written Discourse Of A Professional Learning Community, Eliza Jacobs
Middle School Science Teachers' Vulnerability In The Written Discourse Of A Professional Learning Community, Eliza Jacobs
Electronic Theses and Dissertations
Vulnerability is omnipresent in personal and professional human experiences (Gilson, 2011; Lasky, 2005) and an unavoidable condition of work as a teacher (Bullough, 2005; Kelchtermans, 1996). It plays a role in teachers’ interaction with themselves, their students, and their professional communities, as they engage in making sense of their role in these social environments (Uitto, Kaunisto, Kelchtermans, & Estola, 2016). This study examined the written reflection journals by 12 middle school science teachers in a professional learning community (PLC) in New England. Teachers engaged with each other to co-construct knowledge and emotional understanding of their practice within this professional community. …
A Story Of Bodying In Science Education, Christie C. Byers, Maria F.G. Wallace
A Story Of Bodying In Science Education, Christie C. Byers, Maria F.G. Wallace
Faculty Publications
In poetic dialogue with BecomingAlivewithinScienceEducation(Research):ThinkingwithLifeHistory(ies),BodiesandStickiness, stories of bodying and body(ies) of work are playfully explored.
Emotional Literacy And Pedagogical Confidence In Pre-Service Science And Mathematics Teachers, Tony Yeigh, Geoff Woolcott, Jim Donnelly, Rob Whannell, Matthew Snow, Amanda Scott
Emotional Literacy And Pedagogical Confidence In Pre-Service Science And Mathematics Teachers, Tony Yeigh, Geoff Woolcott, Jim Donnelly, Rob Whannell, Matthew Snow, Amanda Scott
Australian Journal of Teacher Education
This report details the findings from initial research seeking to improve the pedagogical confidence of pre-service STEM teachers by encouraging emotional literacy in the form of affect awareness. The report discusses how affect was measured for the study, what the affect outcomes were and how these measures are conceptually related to improving confidence for the pre-service teachers (PSTs). Findings indicate enhanced emotional feedback enabled the PSTs to analyse, understand and make use of affect information to reflect on their teaching confidence overall. Ongoing research will need to address the issue of negative affect awareness in teacher training, and strategies for …
Attitudes And Experiences In Liberal Arts Mathematics, Jennifer Clinkenbeard
Attitudes And Experiences In Liberal Arts Mathematics, Jennifer Clinkenbeard
Journal of Humanistic Mathematics
For many university students, the last formal experience in a mathematics classroom is a single semester “general education” mathematics class. Traditionally, students in this type of class often hold negative attitudes towards mathematics. Here I study a sample of students from this population (49 students at a large, urban, comprehensive public university enrolled in a “math for liberal arts majors” course) to research whether a positive experience in a freshman-level general education mathematics course correlates with a positive change in the students’ attitude towards mathematics in general. I also explore which specific aspects of such a course contribute most to …
Secondary Mathematics Teachers’ Attitudes And Beliefs Toward Statistics: Developing An Initial Profile, Christina M. Zumbrun
Secondary Mathematics Teachers’ Attitudes And Beliefs Toward Statistics: Developing An Initial Profile, Christina M. Zumbrun
Dissertations
Over the last several decades, mathematics education researchers have given increased attention to students’ and teachers’ attitudes and beliefs toward mathematics and statistics, but no work has been done that examines practicing secondary mathematics teachers’ (SMTs’) attitudes and beliefs towards statistics in light of the GAISE framework and the Common Core State Standards for Mathematics (CCSSM). This study begins to address this gap in the research by creating the Teacher Attitude and Beliefs toward Statistics Survey (TABSS), a synthesis of items taken from the Survey of Attitudes Toward Statistics (Schau, 2003), the Statistics Course Attitude Scale and newly developed items …