Science and Mathematics Education Commons^™

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 …

Professional Development Of Elementary And Science Teachers In A Summer Science Camp: Changing Nature Of Science Conceptions, Ayhan Karaman

Australian Journal of Teacher Education

Many countries all over the world have recently integrated nature of science (NOS) concepts into their science education standards. Providing professional support to teachers about NOS concepts is crucially important for successful implementation of the standards. For this purpose, a summer science camp was offered to elementary and science teachers. The main objective of this research study was to investigate the progress in specific NOS concepts made by the participant teachers. The responses of the teachers regarding the NOS concepts were obtained through VNOS-C questionnaire and scored using a rubric developed by McDonald (2008). The scored teacher responses were analyzed …

Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou

Australian Journal of Teacher Education

This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers’ self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their …

University-School Partnerships: Pre-Service And In-Service Teachers Working Together To Teach Primary Science., John Daniel Kenny

Australian Journal of Teacher Education

This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and delivered a sequence of at least six science lessons over six weeks.

An earlier paper reported on how the program affected the confidence of the pre-service teachers. Over three iterations, 61 in-service teachers from 23 local schools participated.

In this paper the data from the colleague teachers and principals who participated is explored. The …

Primary Connections: Reforming Science Teaching In Australian Primary Schools, Mark Hackling, Shelley Peers, Vaughan Prain

Research outputs pre 2011

Concerns about the status and quality of science teaching in Australian primary schools led the Australian Academy of Science to develop Primary Connections over 2004-8 with funding from DEST and the support of states and territories. Primary Connections is a teacher professional learning program supported with curriculum resources that aims to enhance learning outcomes in science and the literacies of science by supporting both inservice and preservice primary teachers to teach science effectively. Primary Connections is a systematic, widespread and innovative reform that complements programs within states and territories. The program is based on an innovative teaching and learning approach …