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Science and Mathematics Education Commons™
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Articles 1 - 10 of 10
Full-Text Articles in Science and Mathematics Education
How Does Training From A Stem Elementary Education Program Influence An Elementary Teacher’S Instruction And Experiences?, Courtney G. Mayakis, Jessica R. Robinson, John Williams Iii
How Does Training From A Stem Elementary Education Program Influence An Elementary Teacher’S Instruction And Experiences?, Courtney G. Mayakis, Jessica R. Robinson, John Williams Iii
Journal of STEM Teacher Education
In the United States, innovation and our economy seem to be lacking in comparison to other countries. Many cite the shortage of individuals interested in STEM careers as part of the problem. The following research article addresses how STEM programs may influence the efficacy and practice of curriculum integration as well as the mathematics and science instruction of teachers in elementary education. Data were collected using interviews and taped instruction from an elementary educator who graduated from a STEM-focused elementary program. This exploratory case study will aid in understanding how preservice programs focusing on STEM-integrated curriculum in elementary education can …
Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine
Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine
Interdisciplinary Journal of Problem-Based Learning
With an increased push to integrate coding and computational literacy in K–12 learning environments, teacher educators will need to consider ways they might support preservice teachers (PSTs). This paper details a tinkering approach used to engage PSTs in thinking computationally as they worked with geometric concepts they will be expected to teach in K–5. Experiences programming in Logo to construct authentic artifacts in the form of two-dimensional geometric graphics not only supported PSTs’ understanding of core geometric and spatial concepts, but also helped them to make connections between mathematics and computational literacy. Artifacts and discourse are discussed as they relate …
Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt
Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt
Journal of STEM Teacher Education
This article reports on a 2-year evaluation of a STEM integration professional development (PD) program for 40 math, science, and special education teachers in Grades 5–9 from a large Midwestern public school district. The National Research Council’s framework for integrated STEM education (Honey, Pearson, & Schweingruber, 2014) was used to explain the goals, outcomes, nature and scope, and implementation of the program. Teachers were measured on their growth in STEM content knowledge, technology integration, teaching confidence, pedagogical beliefs, and impact of PD. Increases resulted in all these areas with statistically significant improvements in most of them, particularly in Year 2. …
Impacts Of Cohort Membership On Teacher Candidates In An Alternative Certification Program, Katherine Eaton
Impacts Of Cohort Membership On Teacher Candidates In An Alternative Certification Program, Katherine Eaton
Dissertations
Post baccalaureate teacher education programs are an effective way to increase the teaching pool with candidates who are content experts (Beijaard et al. 2004; Brantlinger, A., & Smith, B., 2013; Zeichner, K. M., & Schulte, A. K., 2001; Schultz, K., & Ravitch, S. M. 2013; Humphrey et al., 2008). Many of these programs utilize a cohort model design where students progress through the program together as a group (Maher, M. A. 2005; Jorissen, K. T., 2002; Ross et al., 2006; Mandzuk, D. et al., 2005). In his book, Deep Knowledge (2013), Larkin describes the complex nature of preparing candidates for …
The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco
The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco
Interdisciplinary Journal of Problem-Based Learning
Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics. The URL …
From Worldviews To Classrooms: Framing Evolution Acceptance In Pre-Service Science Teachers In The Southeastern United States, Amanda Glaze
From Worldviews To Classrooms: Framing Evolution Acceptance In Pre-Service Science Teachers In The Southeastern United States, Amanda Glaze
Georgia Educational Researcher
Research demonstrates that teachers' acceptance or rejection of evolution impacts whether they teach evolution in their classrooms. Furthermore, factors such as religiosity and nature of science understanding impact acceptance or rejection. What is absent from the literature is an exploration of experiences that inform choices made regarding acceptance or rejection, experiences that illuminate the counter-intuitive relationships demonstrated in quantitative studies. For this reason, we explore the lived experiences that inform the worldviews of Pre-Service Secondary Science Teachers (PSSTs) and how those worldviews might inform their acceptance or rejection of evolution. Coding and pattern analysis informed themes within the data explaining …
Encouraging Teacher Candidates To Cultivate Habits Of Reflection, Amanda Wall
Encouraging Teacher Candidates To Cultivate Habits Of Reflection, Amanda Wall
Becoming: Journal of the Georgia Association for Middle Level Education
The conceptual framework for the College of Education at Georgia Southern University is: Reflective Practitioners for a Diverse World. Three of the five Middle Level Teacher Preparation Standards from the Association of Middle Level Education (AMLE, 2012) also specify reflection as a habit. Standard 5 on Middle Level Professional Roles, for example, states: “Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals.” In order for teacher candidates to become reflective, they need multiple opportunities to engage in reflection.
Seeing Mathematics Through Different Eyes: An Equitable Approach To Use With Prospective Teachers, Christa Jackson, Cynthia E. Taylor, Kelley Buchheister
Seeing Mathematics Through Different Eyes: An Equitable Approach To Use With Prospective Teachers, Christa Jackson, Cynthia E. Taylor, Kelley Buchheister
Department of Child, Youth, and Family Studies: Faculty Publications
Teacher educators need to prepare prospective teachers by encouraging them to critically examine their current beliefs about the teaching and learning of mathematics while also providing opportunities for prospective teachers to develop an equity-centered orientation. Attending to these practices in teacher preparation programs may help prospective teachers observe actions that occur in classrooms and determine effective strategies that provide the opportunity to enhance all students’ access to high-quality mathematics instruction. As mathematics teacher educators, we must recognize what prospective teachers attend to as they direct their attention to various classroom events and how they relate the events to broader principles …
Focused Video Reflections In Concert With Practice-Based Structures To Support Elementary Teacher Candidates In Learning To Teach Science, Julianne A. Wenner, Julie Kittleson
Focused Video Reflections In Concert With Practice-Based Structures To Support Elementary Teacher Candidates In Learning To Teach Science, Julianne A. Wenner, Julie Kittleson
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Recommendations for science education, including elementary education, highlight instructional practices such as using discussion to promote deep understandings of science. A task facing science teacher educators is to craft instruction to support teacher candidates (TCs) to develop skills that will encourage such practices in classrooms. In 2011, we developed and implemented a class activity —the Supported, Collaborative Teaching Model (SCTM)—to focus TCs’ attention on key aspects of science teaching. The SCTM, which is designed around the idea that practical experience is critically important to teacher education, involves having TCs teach science to elementary students in three different grade levels three …
Using School Choice To Connect To Mathematics Learning In A Statistics And Probability Course For K-8 Pre-Service Teachers, Ha Nguyen, Heidi Eisenreich
Using School Choice To Connect To Mathematics Learning In A Statistics And Probability Course For K-8 Pre-Service Teachers, Ha Nguyen, Heidi Eisenreich
Georgia Educational Researcher
This pilot qualitative study explored K-8 pre-service teachers (PSTs)’ learning experience in a Statistics and Probability course and their ability to make connections between mathematics and their everyday lives when given opportunities to investigate mathematics through a social issue. Data from student surveys, assessments, and written reflections will be reported, analyzed, and discussed. The researchers also describe approaches and reflect upon experiences for PSTs while studying school choice voucher programs.