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Articles 301 - 330 of 398

Full-Text Articles in Science and Mathematics Education

Journal Of Mathematics And Science: Collaborative Explorations Jan 2000

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Using Technology To Enhance Pre-Service Teacher Preparation, E. Miele Jan 2000

Using Technology To Enhance Pre-Service Teacher Preparation, E. Miele

Journal of Mathematics and Science: Collaborative Explorations

Use of the internet to deliver a portion of the content in an introductory science, education, and technology methods course for pre-service teachers provides an opportunity for a much needed introduction to basic computer literacy. A web page was developed for use in conjunction with the math, science, and technology educational methods courses at Brooklyn College. Students are introduced to this page as a group in the computer lab, and work in small groups with more experienced students serving as mentors to other students. The Brooklyn College Science Education Webpage is designed as a simple jump page with links to …

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Reports On A Course For Prospective High School Mathematics Teachers, D. A. Stone Jan 2000

Reports On A Course For Prospective High School Mathematics Teachers, D. A. Stone

Journal of Mathematics and Science: Collaborative Explorations

The author describes his design for a course entitled Secondary School Mathematics from an Advanced Viewpoint. He adds subjective comments on how his design has worked in practice.

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Portfolios And Performance Assessment: Tools For Changing Pedagogy With Pre-Service Mathematics Teachers, R. Welchman Jan 2000

Portfolios And Performance Assessment: Tools For Changing Pedagogy With Pre-Service Mathematics Teachers, R. Welchman

Journal of Mathematics and Science: Collaborative Explorations

Portfolios serve many roles in the development of prospective teachers. Faculty at Brooklyn College found that portfolios can play two other important roles — as tools in faculty development and as a conduit in the development and description of college curriculum. Faculty came together to design a portfolio outline which both defined the introductory mathematics methods course and facilitated establishment of standards. The format was adapted for other populations, each time being modified to suit the new context.

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Using Undergraduate Teaching Scholars In A Laboratory Course For Non-Science Majors, T. Jordan Jan 2000

Using Undergraduate Teaching Scholars In A Laboratory Course For Non-Science Majors, T. Jordan

Journal of Mathematics and Science: Collaborative Explorations

Although laboratory instruction for non-science majors is a major goal of higher education, its implementation is often difficult in practice. Non-science students are often uncomfortable with a laboratory environment and require close supervision for the laboratory instruction to be effective. To address this problem, support from the New York Collaborative for Excellence in Teacher Preparation (NYCETP) was used to recruit and train undergraduate Teaching Scholars to assist in the instructional laboratories of NYU’s core science program. The Teaching Scholar was paired with a graduate student laboratory instructor to create a “teaching team.” Responses on student evaluations show that the arrangement …

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Using Evaluation To Foster Nycetp Goals: Case Studies And Intercampsus Collaboration, C K. Tittle, S. J. Pape, B. Flugman Jan 2000

Using Evaluation To Foster Nycetp Goals: Case Studies And Intercampsus Collaboration, C K. Tittle, S. J. Pape, B. Flugman

Journal of Mathematics and Science: Collaborative Explorations

This article describes the use of case studies as part of the formative evaluation conducted for the New York Collaborative for Excellence in Teacher Preparation (NYCETP). While case studies are often conducted for evaluations by outside experts, consultants, or evaluators themselves, we developed a strategy for case studies that used NYCETP faculty to case-study each other. This strategy involved cross-campus collaboration and cross-discipline (Arts & Science and Education) collaboration, and thus actively supported one of the NYCETP goals. The case study strategy also included the development of a faculty (peer) review form for evaluation of documentation of new and revised …

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Patterns In The Sand: Mathematical Exploration Of Chladni Patterns, A. M. Coughlin Jan 2000

Patterns In The Sand: Mathematical Exploration Of Chladni Patterns, A. M. Coughlin

Journal of Mathematics and Science: Collaborative Explorations

Chladni Patterns are formed when sand settles at the nodes of two dimensional standing waves, excited on a metallic plate which is driven at a resonant frequency. By considering a two-dimensional rectangular membrane with fixed boundary and constant density as an idealized model of the metal plate, a formula for predicting the Chladni Patterns that will form at certain frequencies can be found. In addition to mathematically exploring these mysterious patterns, I have created my own “Chladni Patterns” in the lab.

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What Does Research Suggest About Successful Programs For Women And Minorities?, D. R. Sterling Jan 2000

What Does Research Suggest About Successful Programs For Women And Minorities?, D. R. Sterling

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Bridges—Mathematics Support For Third-Grade Girls, J. M. Jarrell Jan 2000

Bridges—Mathematics Support For Third-Grade Girls, J. M. Jarrell

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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A Simple Anharmonic Oscillator, K. Durlacher, J. Boyd, T. Didascalou Waterman Jan 2000

A Simple Anharmonic Oscillator, K. Durlacher, J. Boyd, T. Didascalou Waterman

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Aims & Scope Jan 2000

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Title Page Jan 2000

Title Page

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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It's Fun, But Is It Science? Goals And Strategies In A Problem-Based Learning Course, M. S. Bruno, C. D. Jarvis Jan 2000

It's Fun, But Is It Science? Goals And Strategies In A Problem-Based Learning Course, M. S. Bruno, C. D. Jarvis

Journal of Mathematics and Science: Collaborative Explorations

All students at Hampshire College must complete a science requirement in which they demonstrate their understanding of how science is done, examine the work of science in larger contexts, and communicate their ideas effectively. Human Biology: Selected Topics in Medicine is one of 18-20 freshman seminars designed to move students toward completing this requirement. Students work in cooperative groups of 4-6 people to solve actual medical cases about which they receive information progressively. Students assign themselves homework tasks to bring information back for group deliberation. The goal is for case teams to work cooperatively to develop a differential diagnosis and …

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The Impact Of A National Science Foundation Collaborative For Excellence In Teacher Preparation On An Undergraduate Chemistry Course For Non-Chemistry Science Majors, J. Tyson Jan 2000

The Impact Of A National Science Foundation Collaborative For Excellence In Teacher Preparation On An Undergraduate Chemistry Course For Non-Chemistry Science Majors, J. Tyson

Journal of Mathematics and Science: Collaborative Explorations

In 1999 and 2000 Chemistry 312: Analytical Chemistry for non-chemistry science majors (taken in the junior or senior year), was revised as a result of the instructor’s involvements in the Center for Excellence in Teacher Preparation project and an NSF equipment grant. Changes included the introduction of a K-12 teaching requirement, more emphasis on co-operative learning and on inquiry-based exercises. These latter two pedagogical practices had more impact on the laboratory activities than on the classroom activities. Students in the laboratory were assigned defined roles in the groups and all groups undertook a three-week research project. Students’ responses to the …

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Integration Of Multimedia Interactive Web Tools With In-Class Active Learning, A. Ganz, K. Wongthavarawat, A. Phonphoem Jan 2000

Integration Of Multimedia Interactive Web Tools With In-Class Active Learning, A. Ganz, K. Wongthavarawat, A. Phonphoem

Journal of Mathematics and Science: Collaborative Explorations

In this paper, we present our experience with an introduction to engineering course in which we used a combination of active and collaborative teaching methods, multimedia web-based material, and web-based interactive tools. The students were engaged in active learning in class with methods such as demonstrations, hands-on work, and group work. After class, the students used the web-based material that we developed, such as multiple choice quizzes, interactive applets, and animations. We have also developed a number of web-based course management tools that were used by the course instructors. We conclude that both the students and instructors had a very …

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The Thayer Method: Student Active Learning With Positive Results, E. Connors Jan 2000

The Thayer Method: Student Active Learning With Positive Results, E. Connors

Journal of Mathematics and Science: Collaborative Explorations

Graduation from West Point requires successful completion of four courses in the mathematical sciences. These core mathematics courses include topics in discrete dynamical systems, differential and integral calculus (single variable and multivariable), differential equations, linear algebra, probability, and statistics. The instructional system employed throughout the core is the "Thayer Method," named for Colonel Sylvanus Thayer, "the Father of the Military Academy." In the Thayer Method, traces of cooperative education and "discovery learning" are evident. It is quintessential active learning. The West Point catalyst is the fundamental principle that cadets are responsible for their own education.

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Teaching Innovations In An Introductory Physics Course For Non-Science Majors, W. J. Mullin Jan 2000

Teaching Innovations In An Introductory Physics Course For Non-Science Majors, W. J. Mullin

Journal of Mathematics and Science: Collaborative Explorations

I have made several innovations to Physics 114: Physics of Sound, a course for Communication Disorders and General Education students at the University of Massachusetts. These changes include the use of a network of wireless communication devices called a Personal Response System, on-line tutorials and classnotes, a collaborative discussion section, exam corrections, microthemes, extra-credit papers, group extra-credit projects, and the use of student teaching assistants.

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Experiences And Thoughts On Stemtec-Inspired Changes In Teaching Physics For Life Science Majors, M. S. Z. Rabin Jan 2000

Experiences And Thoughts On Stemtec-Inspired Changes In Teaching Physics For Life Science Majors, M. S. Z. Rabin

Journal of Mathematics and Science: Collaborative Explorations

I have taught an introductory course for life science majors three times, each time introducing one or more teaching techniques discussed during the Science, Technology, Engineering, and Mathematics Teaching Education Collaborative (STEMTEC) meetings. Typical class size was 275 students. I cannot make quantitative statements about comparisons between the results of STEMTEC-type teaching methods and traditional teaching methods because I have never taught this course in a completely traditional lecture style. During the first year, I introduced conceptual questions into my lectures. The lecture would be interrupted several times with questions posed to the class. The students then had several minutes …

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Shaping Pre-Service Teachers' Attitudes: An Inquiry Approach To Course Reform, M. F. Neathery, B. Campbell, J. Chandler Jan 2000

Shaping Pre-Service Teachers' Attitudes: An Inquiry Approach To Course Reform, M. F. Neathery, B. Campbell, J. Chandler

Journal of Mathematics and Science: Collaborative Explorations

The purpose of the study was to investigate the development of pre-service teachers’ attitudes toward teaching science with inquiry methods as the result of their participation in the two-hour elementary science methods class. Southwestern Oklahoma State University is a partner in the Oklahoma Teacher Education Collaborative (OTEC) which is funded by the National Science Foundation’s reform effort, Collaboratives for Excellence in Teacher Preparation (CETP). The reform effort focuses on the revision of the teacher preparation courses with emphasis on a systemic change in the method in which math, science, and education methods courses are taught across Oklahoma. Nine Oklahoma universities, …

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The Impact Of A Summer Workshop: Staff Orientation At Mesa Community College, D. Sawada, J. Turley Jan 2000

The Impact Of A Summer Workshop: Staff Orientation At Mesa Community College, D. Sawada, J. Turley

Journal of Mathematics and Science: Collaborative Explorations

The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) is a National Science Foundation (NSF) funded project to reform teacher preparation in Arizona. One of the major modes for initiating both collaboration and reform between and among university and community college staff has been the Summer Faculty Enhancement Workshops developed and offered by ACEPT co-principal investigators each summer since 1996. The summer of 1999 featured five workshops, one of which was the Geology Summer Workshop which brought participants into close contact with eighteen reformed practices appropriate for large lecture style classes. One of the nineteen participants was Ray …

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Aims & Scope Jan 2000

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Community College Perspectives On Teacher Preparation In Virginia, D. L. Neely-Fisher Jan 1999

Community College Perspectives On Teacher Preparation In Virginia, D. L. Neely-Fisher

Journal of Mathematics and Science: Collaborative Explorations

The need for future teachers who are well versed in mathematics and science will not be provided by Virginia’s four-year institutions alone. A large portion of those students who complete their K-8 teacher preparation programs at Virginia’s four-year institutions have studied a significant portion, if not all, of their mathematics and science at community colleges. Therefore, if future teachers are to have completed appropriate mathematics and science courses these must be provided by the community colleges. In addition, community colleges can play a critical role in attracting people with a high potential for becoming excellent teachers. Two-year colleges are located …

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Experimental Design At The Intersection Of Mathematics, Science, And Technology In Grades K-6, R N. Giese, M. M. Mason Jan 1999

Experimental Design At The Intersection Of Mathematics, Science, And Technology In Grades K-6, R N. Giese, M. M. Mason

Journal of Mathematics and Science: Collaborative Explorations

Interdisciplinary courses, highlighting as they do the area(s) the disciplines have in common, often give the misperception of a single body of knowledge and/or way of knowing. However, discipline based courses often leave the equally mistaken notion that the disciplines have nothing in common. The task of the methods courses described in this paper is to reach an appropriate balance so that our pre-service elementary (K-6) teachers have a realistic perception of the independence and interdependence of mathematics and science. At the College of William and Mary each cohort of pre-service elementary teachers enrolls in mathematics and science methods courses …

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Curriculum Restructuring At Lynchburg College: Effects Of Realignment To State-Mandated Competencies And Implications For K-6 Math And Science Teacher Preparation, W. Mckenzie, C. Messerschmidt Jan 1999

Curriculum Restructuring At Lynchburg College: Effects Of Realignment To State-Mandated Competencies And Implications For K-6 Math And Science Teacher Preparation, W. Mckenzie, C. Messerschmidt

Journal of Mathematics and Science: Collaborative Explorations

Because Lynchburg College offers a four-year program to attain teacher licensure, current restructuring efforts have been aimed at targeting the professional studies requirements across a program of courses that are efficiently integrated. Math and science methods courses will be combined into a workshop course. A new general studies program has been approved which requires eight hours of lab sciences and three hours of math. A General Science course has been approved which will be geared towards pre-service teachers. The professional core requires an additional eight hours of lab sciences, totaling 16 hours in science, and six hours of math, geared …

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Wonders Of Technology-Teaching Physics To Non-Scientists, V. A. Niculescu, P. Martin Jan 1999

Wonders Of Technology-Teaching Physics To Non-Scientists, V. A. Niculescu, P. Martin

Journal of Mathematics and Science: Collaborative Explorations

Wonders of Technology is a conceptual physics course developed for non—science majors. The approach taken here in the introduction of the physical concepts is to depict their role in today’s technology, specifically the technology familiar to the students, and also to emphasize the connection between technology, art, and culture from the historical perspective. Why this approach? The traditional method of teaching physics is perceived by many students as "user-unfriendly" — they think physics is difficult, abstract, and, in fact, of little or no relevance to everyday life. The course Wonders of Technology alleviates this perception by placing the students on …

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Innovative Opportunities For Elementary And Middle School Teachers To Maintain Currency In Mathematics And Science: A Community College-School System Partnership, B. Ellis, M. Giacofci, D. Riley, P. Scott Jan 1999

Innovative Opportunities For Elementary And Middle School Teachers To Maintain Currency In Mathematics And Science: A Community College-School System Partnership, B. Ellis, M. Giacofci, D. Riley, P. Scott

Journal of Mathematics and Science: Collaborative Explorations

Since 1992 the Manassas Campus of Northern Virginia Community College – in response to requests from local school systems – has developed four innovative methods of assisting elementary, secondary and middle school teachers to enhance their content knowledge in science and mathematics, as well as integrate curriculum units for classroom presentation. These methods are based on the assumptions that: - While teachers at this level have fundamental understanding of math and science, if they wish to incorporate new concepts or technologies from these fields, graduate level content courses are generally beyond their background level. - Community College faculty can often …

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Education School Challenges: The Increasing Demands On K-8 Teachers, A. J. Benson Jan 1999

Education School Challenges: The Increasing Demands On K-8 Teachers, A. J. Benson

Journal of Mathematics and Science: Collaborative Explorations

The educational needs of future K-8 teachers in the areas of mathematics and science are greater as a result of the increased (and, I would add, appropriate) student expectations in the area of mathematics and science as enunciated in the SOL and the specific content areas as described in the new licensure requirements. The sophistication and understanding of science and mathematics that is needed at both the elementary school and middle school levels is indeed substantial. However, proficiency in science and mathematics is only one portion of the total needs of new teachers. How are we all, from the Colleges …

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Teaching And Learning Seminar For Science And Mathematics Faculty, D. R. Sterling Jan 1999

Teaching And Learning Seminar For Science And Mathematics Faculty, D. R. Sterling

Journal of Mathematics and Science: Collaborative Explorations

A yearlong seminar for science and mathematics faculty to investigate teaching and learning is in its second year at George Mason University in Fairfax, Virginia. This article describes the seminar and preliminary findings from the first year.

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Teaching Physical Science Through Technology: Middle School Vcu Phy 591, V. A, Niculescu, D. B. Hagan Jan 1999

Teaching Physical Science Through Technology: Middle School Vcu Phy 591, V. A, Niculescu, D. B. Hagan

Journal of Mathematics and Science: Collaborative Explorations

Teaching Physical Science through Technology is a new 3-credit laboratory-and-lecture based course designed to serve as an introduction to the teaching of physical science concepts at the middle school level. Physical science phenomena are presented through investigations of commonly known applications of technology and focus on the Virginia Science Standards of Learning for 6th Grade Science and the Physical Science courses. Topics include matter, gravity, mechanics, heat, optics, electricity and magnetism, and computers as seen in their roles in common devices. The development of the course includes assessment from six semesters, collaboration with other institutions including the Science Museum of …

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On The Job Mathematics, G. Rublein Jan 1999

On The Job Mathematics, G. Rublein

Journal of Mathematics and Science: Collaborative Explorations

What kind of course work is appropriate for a general education mathematics requirement? In most instances, students see a presentation of one or more mathematical topics followed by some applications. Sometimes these applications are characterized as ‘real world’ even though no person would ever be paid to work the problems that students are given. We will describe an approach to this issue that requires students to replicate mathematical work that is done by people who want to keep their jobs. Only a small minority can make money doing mathematics for entertainment. Hence, we omit for this category everyone employed in …

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