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Full-Text Articles in Education
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page, In Memory Of Donna Sterling, Ph.D.
Title Page, In Memory Of Donna Sterling, Ph.D.
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Science Education In Virginia, E. Rhoades
Science Education In Virginia, E. Rhoades
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Experiences With Problem-Based Learning: Virginia Initiative For Science Teaching And Achievement, C. Phillips, R. Zimmerman, A. Martin
Experiences With Problem-Based Learning: Virginia Initiative For Science Teaching And Achievement, C. Phillips, R. Zimmerman, A. Martin
Journal of Mathematics and Science: Collaborative Explorations
The Virginia Initiative for Science Teaching and Achievement (VISTA) provides high-quality professional development for teachers and administrators to enhance the quality of their science instructional programs. One emphasis of this program is helping teachers learn to implement Problem-Based Learning in the elementary science classroom. Problem-Based Learning (PBL) has the potential to produce significant positive outcomes for students, such as increased student engagement, and opportunities for in-depth critical thinking [1]. Teachers find PBL challenging because it does take additional time for planning and material acquisition, but experience has shown that the benefits outweigh these challenges. Setting clear goals, identifying specific learning …
New Vistas In Science Education, K. Waite, B. Healy
New Vistas In Science Education, K. Waite, B. Healy
Journal of Mathematics and Science: Collaborative Explorations
In the summer of 2012, a colleague and I attended the four-week Virginia Initiative for Science Teaching and Achievement (VISTA) Elementary Summer Science Institute where we were trained to conduct inquiry-based science teaching in a problem-based learning setting. We then implemented our training in our own academic classrooms by developing a Problem-Based Learning unit meeting the objectives of our Virginia standards-based science curriculum and selecting a topic with tics to our local community. Toward demonstrating that students, teachers, and educational systems stand to benefit from the implementation of this methodology, this article clarifies the following aspects: 1) outlines the problem, …
Science Leadership: Impact Of The New Science Coordinators Academy, E. W. Edmondson, A. Mannarino, V. Reid, D. R. Sterling
Science Leadership: Impact Of The New Science Coordinators Academy, E. W. Edmondson, A. Mannarino, V. Reid, D. R. Sterling
Journal of Mathematics and Science: Collaborative Explorations
This article discusses the impact of the New Science Coordinators Academy (NSCA) on two cohorts of participants. The NSCA is one of four components of the Virginia Initiative for Science Teaching and Achievement (VISTA), a United States Department of Education (USED) science education reform grant. The NSCA is designed to support new school district science coordinators (with less than five years of experience) and to continue building the state science education infrastructure. Research in education leadership traditionally focuses on teacher leaders, principals, and district office personnel. Interestingly, research on district office personnel rarely distinguishes between the different roles of district …
The Stability Of Boats: A Science, Technology, Engineering, And Mathematics (Stem) Exercise, G. Rublein
The Stability Of Boats: A Science, Technology, Engineering, And Mathematics (Stem) Exercise, G. Rublein
Journal of Mathematics and Science: Collaborative Explorations
In what might be called genuine Science, Technology, Engineering, and Mathematics (STEM), an engineering construct subject to well-understood physical principles is analyzed mathematically to yield predicted behavior. In this article, we provide just such an example. The mathematics is at the high school level. Among other things, one actually sees an application of the quadratic formula. Experimental verification of the results may be realized with simple materials.
Views Of Coaching Practice Expressed By School-Based Coaches, D. A. Yopp, E. A. Burroughs, A. Barlow, J. T. Sutton
Views Of Coaching Practice Expressed By School-Based Coaches, D. A. Yopp, E. A. Burroughs, A. Barlow, J. T. Sutton
Journal of Mathematics and Science: Collaborative Explorations
This study reports on the views of coaching expressed by school-based coaches and coaching experts in response to observing the practice of a novice coach featured in a video. Researchers hypothesized that a coach participant's observations about another coach's practice would be a useful tool for examining participants' beliefs about coaching. Researchers compared responses from school-based coaches to the responses of coaching experts and views expressed in leading coaching literature in order to examine the variation in school-based coaches' views. Analysis of responses from both practicing coaches and coaching experts revealed eight themes that describe components of the videotaped coaching …
A Note On Knights, Knaves, And Truth Tables, H. Reinhart, J. Boyd
A Note On Knights, Knaves, And Truth Tables, H. Reinhart, J. Boyd
Journal of Mathematics and Science: Collaborative Explorations
Student and teacher (in the order above) have taken on a project of trying to understand something about Boolean algebra, logic circuits, and applications with the aid of Mathematica. We quickly recognized that the logical puzzles popularized by Raymond Smullyan that involve Knights (truth tellers) and Knaves (liars) are ideally suited for analysis by Boolean methods and truth tables. with a big boost from Mathematica. Not only is there a lot of mathematics to be learned, there is a great deal of fun to be had. The topic seems to us to be an ideal vehicle for exposing young high …
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Impact Of A Science Methods Course On Pre-Service Elementary Teachers' Knowledge And Confidence Of Teaching With Scientific Inquiry And Problem-Based Learning, L. Y. Whiteman, T. M. Walker, T. L. Spencer
Impact Of A Science Methods Course On Pre-Service Elementary Teachers' Knowledge And Confidence Of Teaching With Scientific Inquiry And Problem-Based Learning, L. Y. Whiteman, T. M. Walker, T. L. Spencer
Journal of Mathematics and Science: Collaborative Explorations
The purpose of this study was to measure the impact of an elementary science methods course on pre-service teachers' knowledge and confidence of teaching with inquiry and problem-based instructional strategies. Changes in pre-service teachers' knowledge and confidence were measured before and after completing the course activities using a pilot survey entitled "Science Pedagogical Content Knowledge & Confidence (PCKC) Survey." An integrated lecture/laboratory elementary science methods course engaged participants with hands-on activities designed to increase their pedagogical content knowledge: including theory, planning and implementation of inquiry, and problem-based learning. The results indicated that pre-service teachers' knowledge and confidence improved as a …
Women Of Faith In Science: The Double Glass Ceiling, K. Y. Michael
Women Of Faith In Science: The Double Glass Ceiling, K. Y. Michael
Journal of Mathematics and Science: Collaborative Explorations
The majority of female pre-service elementary school teachers pursuing licensure is choosing English as their cognate rather than mathematics or science. The reason females are not choosing science as their cognate may be due to the fact that science has long been considered a masculine pursuit. To complicate the issue, pre-service female teachers of deep religious faith are further challenged to navigate the dichotomy of science and religion. As a result, women, and especially women of deep religious faith, are at risk of not participating in science studies. The author suggests that there is room in the science classroom for …
Stemteach: Preparing The Next Generation Of Mathematics And Science Teachers, G. Bunn, D. Dailey, A. Cotabish
Stemteach: Preparing The Next Generation Of Mathematics And Science Teachers, G. Bunn, D. Dailey, A. Cotabish
Journal of Mathematics and Science: Collaborative Explorations
With an increasing demand for individuals prepared in Science, Technology, Engineering, and Mathematics (STEM), one university responded to this call by changing its teacher preparation program. Better-prepared mathematics and science teachers have the opportunity to engage and excite students, thereby preparing and promoting more of them to enter the STEM professions. The described program is a replication of the national UTeach model that recruits content majors in mathematics and science to explore the teaching profession during a first-semester course that includes an early field experience in the elementary grades. This field experience is designed to be engaging for both the …
Analyzing The Gender Gap On An Entrance Exam For Mathematically Talented Students, J. Butterfield, H. Keynes, J. Rogness, J. Sukiennik
Analyzing The Gender Gap On An Entrance Exam For Mathematically Talented Students, J. Butterfield, H. Keynes, J. Rogness, J. Sukiennik
Journal of Mathematics and Science: Collaborative Explorations
We investigate the qualifying entrance exam for the University of Minnesota Talented Youth Mathematics Program (UMTYMP), a five-year accelerated program covering high school- and undergraduate-level mathematics. The exam is used to assess the computational, numerical reasoning, and geometric skills of hundreds of fifth-, sixth-, and seventh-grade students annually. It has accurately identified qualified students in past years, but female participants consistently have had lower overall scores. Based on our belief that they are equally well qualified, in 2011 we began an extensive investigation into the structure and content of the exam to determine the possible sources for these differences. After …