Curriculum and Instruction Commons^™

Solving Linear First-Order Differential Equations Bernoulli's (Almost) Variation Of Parameters Method, Adam E. Parker

Differential Equations

No abstract provided.

Playfair's Introduction Of Time Series To Represent Data, Diana White, Joshua Eastes, Negar Janani, River Bond

Statistics and Probability

No abstract provided.

Playfair's Novel Visual Displays Of Data, Diana White, River Bond, Joshua Eastes, Negar Janani

Statistics and Probability

No abstract provided.

Solving First-Order Linear Differential Equations: Gottfried Leibniz' "Intuition And Check" Method, Adam E. Parker

Differential Equations

No abstract provided.

Wronskians And Linear Independence: A Theorem Misunderstood By Many, Adam E. Parker

Differential Equations

No abstract provided.

Solving Linear First-Order Differential Equations Leonard Euler's Integrating Factor Method, Adam E. Parker

Differential Equations

No abstract provided.

Cross-Cultural Comparisons: The Art Of Computing The Greatest Common Divisor, Mary K. Flagg

Number Theory

No abstract provided.

Truth, Success, And Faith: Novice Teachers’ Perceptions Of What's At Risk In Responsive Teaching In Science, Amy D. Robertson, Leslie J. Atkins Elliott

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Responsive teaching—or teaching that builds from the “seeds of science” in student thinking—is depicted in STEM education literature as both important and challenging. U.S. science education reform has been calling for teachers to enact instruction that attends to and takes up the substance of students’ STEM ideas; however, responsive teaching represents a substantial shift from the current state of affairs in most U.S. classrooms, where content is often presented authoritatively as facts, definitions, and algorithms, with little consideration of student thinking. Drawing on language from literature about sense‐making, this paper identifies some of the “vexation points” that novice science teachers …

Pemahaman Pelajar Lepasan Menengah Tentang Pengamiran Tentu, Romeo Nurhayani

Student Works (2020-2029)

Kajian ini menggunakan teori konstruktivisme radikal sebagai landasan teori dan bertujuan mengenal pasti pemahaman pelajar lepasan menengah tentang pengamiran tentu. Reka bentuk kajian ini adalah kajian kes. Kaedah pemilihan peserta kajian adalah mengikut cara persampelan bertujuan dengan memilih enam peserta kajian yang terdiri dalam kalangan pelajar diploma semester kedua di institusi pengajian tinggi teknikal, terutamanya mereka yang mengikuti bidang kejuruteraan teknikal. Tiga rancangan temu duga dibahagikan kepada beberapa komponen yang dikemukakan kepada pelajar, berhubung dengan gambaran mental, perwakilan, makna, penaakulan, cara berkomunikasi, dan penyelesaian masalah tentang pengamiran tentu. Hasil kajian menunjukkan bahawa pelajar memberi gambaran mental tentang pengamiran tentu dan …

Kesan Kaedah Inkuiri Terhadap Perolehan Kemahiran Proses Sains, Boon Kiau Teoh

Student Works (2020-2029)

Hasrat Kurikulum Sains Sekolah Rendah (KSSR) adalah untuk melahirkan murid yang berpengetahuan, analitis, kreatif, inovatif dan berfikiran kritis. Bagi mencapai objektif ini, satu pendekatan kaedah pengajaran yang berkesan dan sesuai dengan pendidikan masa kini dan masa depan perlu dilaksanakan. Murid perlu dilengkapkan dengan ilmu pengetahuan sains untuk membuat keputusan dan menyelesaikan masalah kehidupan mereka. Dalam merealisasikan aspirasi kurikulum, perolehan murid dalam kemahiran proses sains (KPS) boleh diperolehi melalui pelbagai pendekatan yang sesuai dan perlu dirancang dengan teliti. Modul Pendekatan Inkuiri Melalui Penguasaan Kemahiran Proses Sains (BPK, 2014) telah dihasilkan oleh Kementerian Pendidikan Malaysia sebagai panduan kepada guru dalam merangka dan …

Patterns, An Approach To Learning Algebra And Developing Mathematical Thinking In Primary School In Honduras, Johana Elizabeth Thomas Zapata, Alejandra Cáceres

International Programs

No abstract provided.

The Effects Of Schema-Based Instruction On Solving Mathematics Word Problems, Scarlet Hughes, Joshua Cuevas Dr.

Georgia Educational Researcher

The purpose of this study was to investigate the frequency with which students use math word problem strategies during and after schema-based instruction. It examines the extent to which students increase their ability to correctly solve word problems. It compares students’ attitudes toward mathematics problem solving before and after schema-based instruction. The study was conducted in a resource class with seven second-grade students on individualized education programs (IEPs). A single-subject research design was used. The schema-based instruction was implemented by the special education teacher in a small group setting. Students showed an increase in attempted and correct strategy use during …

Science In The Early Years. Paper 3: Monitoring Children's Learning, Christine Rosicka, Gayl O'Connor

Early Childhood Education

This third paper in the Science in the Early Years series continues to review current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about monitoring early years science learning; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia …

Science In The Early Years: Light And Shadows. Educator Resource, Australian Council For Educational Research

Early Childhood Education

This educational resource for early years teachers describes an activity best suited to children in Foundation to Year 2 (F–2) as it addresses the Year 1 Science Understandings outcome as well as addressing Science Inquiry Skills outcomes for F–2. It is also suitable for preschoolers to help overcome common misconceptions about shadow formation. F–2 students should be encouraged to explain why shadows are formed as well as describe them. Preschoolers should be given the opportunity to describe and explain shadows too. This resource provides an explanation of how shadows are formed and guidelines about how to teach these scientific concepts.

Science In The Early Years. Paper 1: Early Years Science And Integration, Christine Rosicka, Gayl O'Connor

Early Childhood Education

This is the first paper in the Science in the early years series that reviews current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science monitoring; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia …

Science In The Early Years. Paper 4: Educator Facilitation, Gayl O'Connor, Christine Rosicka

Early Childhood Education

This fourth paper in the Science in the Early Years series concludes the review of current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia generally …

Science In The Early Years: Monitoring Science Understandings: Checklists For Ac Foundation – Year 2, Australian Council For Educational Research

Early Childhood Education

This resource consists of templates of checklists for teachers of Years F to 2. They are tailored to the Australian Curriculum (AC) F–2 learning outcomes and they are to help record evidence of children’s science learning and to monitor this across time. The checklists have been populated with the AC strands (Science Understanding, Science Inquiry Skills, and Science as a Human Endeavour) and outcomes identified for the four teacher resources accompanying Paper 1: Early years science and integration: Plant treasure hunt, Floating and sinking; Paper 2: Science inquiry skills: Light and shadows, Exploring mixtures.

Science In The Early Years: Plant Treasure Hunt. Educator Resource, Australian Council For Educational Research

Early Childhood Education

This educator resource describes an activity which encourages children to explore ideas about plants in an outdoor environment. They build on their understanding of what a plant is by drawing one and then go outdoors to find examples of plants (a ‘treasure hunt’). This activity allows children to learn about different examples of plants other than flowers, or plants that are grown in a pot. Children often discount other examples of plants such as trees, grass and vegetables. The activity is linked to the Australian Curriculum (Foundation to Year 2) and provides teacher notes about the scientific classification of plants.

Science In The Early Years: Floating And Sinking. Educator Resource, Australian Council For Educational Research

Early Childhood Education

This teaching resource for early years educators explores the scientific concepts behind floating and sinking. It describes an activity for small groups of children and explains how it links to the Early Years Learning Framework (EYLF) and the Australian Curriculum (Foundation to Year 2).

Science In The Early Years: Exploring Mixtures. Educator Resource, Australian Council For Educational Research

Early Childhood Education

This activity is suitable for preschoolers to investigate the behaviour of two common household products (oil and water). The emphasis is on supporting children to develop their inquiry skills to describe what they observe when trying to mix these liquids. Preschoolers should be given the opportunity to communicate (describe and explain) their observations. The activity can be extended to Foundation, Year 1 and Year 2 students who should be encouraged to predict what will happen, communicate (explain) why some of the liquids used do not mix, as well as to describe the changes they observe when mixing materials. All children …

Science In The Early Years: Concept Cartoons As Monitoring Tools. Educator Resource, Australian Council For Educational Research

Early Childhood Education

Cartoons can be used as a way of monitoring children’s developing understanding of concepts (‘concept cartoons’). Cartoons provide a simple narrative in which two or more characters provide commentary or opinions about a phenomenon. The cartoon format is likely to be familiar to children, so is a non-threatening format to present and elicit their thoughts on the opinions provided by the characters. There are four concept cartoons in this resource. Each concept cartoon provides a monitoring tool for finding out how children’s understanding about science concepts is developing. Each cartoon is customised to one of the activities in the educator …

Lilavathi's Cup, Patrick Young

ISBE Transitional Math Curriculum: STEM Pathway

No abstract provided.

Defibrillators And Your Heart / Student Pages, Patrick Young

ISBE Transitional Math Curriculum: STEM Pathway

No abstract provided.

Unit Introduction And Mars Journal / Teacher Notes, Peg Steffen

ISBE Transitional Math Curriculum: STEM Pathway

Students start their journal to record the information that they will need to issue a travel advisory for potential travelers to Mars. Begin their journey with spectacular Images from Mars.

(1 hour)

Unit Introduction And Mars Journal / Mars Images, Peg Steffen

ISBE Transitional Math Curriculum: STEM Pathway

No abstract provided.

Defibrillators And Your Heart / Teacher Notes, Patrick Young

ISBE Transitional Math Curriculum: STEM Pathway

No abstract provided.

Graduate Internship Report - Frontier High School, Bakersfield, Mallory P. Harrison

Agricultural Education: Graduate Internship Reports

This internship and project report includes documentation required in meeting the quality criteria for secondary-level programs of instruction in agriculture. The documents are concurrently used for the Agriculture Incentive Grant review process at Frontier High School conducted by representatives of the California Department of Education. The supporting material includes information to receive state and local funding, outline the goals and objectives of the program, along with an overview of Frontier High School, the agriculture program and the community.

Covid-19 Growth Rate, Patrick Young

ISBE Transitional Math Curriculum: STEM Pathway

No abstract provided.

Covid-19 Growth Rate / Teacher Notes, Patrick Young

ISBE Transitional Math Curriculum: STEM Pathway

No abstract provided.

Choose Your Mars Habitat / Teacher Guide, Peg Steffen

ISBE Transitional Math Curriculum: STEM Pathway

Students evaluate habitat designs for Mars and calculate cargo space requirements for the trip.

(1-2 hours)