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Articles 12751 - 12780 of 19296

Full-Text Articles in Science and Mathematics Education

Liberal Studies At Longwood College: Preparing Teachers For Virginia's Future, J. D. Smith Jan 1999

Liberal Studies At Longwood College: Preparing Teachers For Virginia's Future, J. D. Smith

Journal of Mathematics and Science: Collaborative Explorations

The Liberal Studies Major provides future teachers studying at Longwood College with an excellent opportunity to prepare for all aspects of teaching in elementary school classrooms. In the area of mathematics and science, the Liberal Studies Major contains a total of 24 hours of mathematics and science, and prepares future K-6 classroom teachers to teach all components of the Virginia Standards of Learning (SOL) in these disciplines. Longwood College is currently studying how requirements can be modified within the Liberal Studies Program to make it possible for students to complete the discipline specific course work that will be necessary for …

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A Preliminary Analysis Of The Supply And Demand For Middle School Mathematics And Science Teachers In Virginia, J. A. Sigler Jan 1999

A Preliminary Analysis Of The Supply And Demand For Middle School Mathematics And Science Teachers In Virginia, J. A. Sigler

Journal of Mathematics and Science: Collaborative Explorations

Virginia Colleges and Universities have a major challenge to produce educated elementary and middle school students. The magnitude of this challenge can be measured by studying the number of current teachers in each grade in Virginia and the anticipated retirements and departures from the profession for other reasons. The new licensure requirements have their biggest impact for the preparation of middle school teachers since middle school teachers will no longer be able to receive general middle school certification.

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Creating The Need To Know, A. L. Buikema Jr. Jan 1999

Creating The Need To Know, A. L. Buikema Jr.

Journal of Mathematics and Science: Collaborative Explorations

Context-based teaching provides a strategy that gives the responsibility of learning back to the student. This approach is being used at Virginia Tech in a number of settings, including an introductory Biology class with 325 students.

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Hands-On Physical Science Course At Radford University, T. Tanaka Jan 1999

Hands-On Physical Science Course At Radford University, T. Tanaka

Journal of Mathematics and Science: Collaborative Explorations

Most students in our introductory physical science course are elementary education majors. We are faced with several obstacles in teaching basic science to these students. For example, they lack interest in science, logical thinking, and necessary data gathering and analysis skills, among others. Many of those obstacles could be traced back to the science courses they had taken in the past. Those courses put more emphasis on memorizing scientific facts than understanding natural phenomena or experiencing scientific methods. As a result, the students tend to have a negative attitude toward science in general. In order to reverse this attitude, We …

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Preparing Preservice Teachers For The Experimental Design And Data Analysis Sol's, J. E. Wright Jr. Jan 1999

Preparing Preservice Teachers For The Experimental Design And Data Analysis Sol's, J. E. Wright Jr.

Journal of Mathematics and Science: Collaborative Explorations

Many elementary teachers find teaching the science Standards of Learning (SOL) difficult [1, 2]. Some are even threatened by them. Of particular concern are the SOLs related to experimental design, handling data, and the scientific method. A possible reason for this discomfort is because many of these elementary teachers have had limited-to-no exposure to experimentation. As one of the activities included under a recent National Science Foundation Science Teachers Enhancement Project (STEP) grant awarded to Hampton University in conjunction with Virginia Union University and St. Paul's College, we included a teacher science fair competition. A special workbook/text was developed for …

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Informal Geometry In The Preparation Of Teachers: A New Mathematics Course At The University Of Virginia, L. D. Pitt Jan 1999

Informal Geometry In The Preparation Of Teachers: A New Mathematics Course At The University Of Virginia, L. D. Pitt

Journal of Mathematics and Science: Collaborative Explorations

Students require a rich variety of hands-on geometric experiences before they progress to more formal traditional geometric instruction. This fact has often been ignored in the mathematics preparation of today’s teachers. At the University of Virginia a new general education geometry course, The Shape of Space, is being developed that focuses on obtaining deep understandings of elementary geometry through physical and visual activities.

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Impact Of A New Introductory Mathematical Modeling Course On Student Confidence In Mathematical Ability And Skills, P. Dean, D. Hydorn, S. Sumner Jan 1999

Impact Of A New Introductory Mathematical Modeling Course On Student Confidence In Mathematical Ability And Skills, P. Dean, D. Hydorn, S. Sumner

Journal of Mathematics and Science: Collaborative Explorations

Interdisciplinary mathematics and science courses are increasing in popularity. Faculty teaching these courses are given the opportunity to show how mathematics plays an important role in science and how it can be used to improve our understanding of mathematics and science. This paper discusses a new course in mathematical modeling that focuses on environmental issues. Course content and format are presented, as well as the results of a study on the changes in students’ perceptions of their mathematical abilities as a result of taking this new course.

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Experiencing Science, An Introduction To "Real" Methods Of Science For The Preservice Teacher, D. L. Neely-Fisher, D. B. Hagan Jan 1999

Experiencing Science, An Introduction To "Real" Methods Of Science For The Preservice Teacher, D. L. Neely-Fisher, D. B. Hagan

Journal of Mathematics and Science: Collaborative Explorations

The "scientific method" presented in the middle school classroom introduces the experimental approach of science in a way that may actually bear little resemblance to the processes actually used by working scientists. Teachers equipped with an insight into the motivations, philosophy, tools, and culture of science will better convey an accurate and positive picture of science as a critically important human endeavor. The Experiencing Science course was designed to answer the challenge of giving the pre-service teacher and decision-maker better insight into actual processes used by scientists, in the context of each of the major disciplines.

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Rapporteur's Report, W. E. Haver Jan 1999

Rapporteur's Report, W. E. Haver

Journal of Mathematics and Science: Collaborative Explorations

The agenda for the Statewide Conference places a number of important challenges for Virginia’s colleges and universities on the table. The new licensure requirements in the areas of mathematics and science for prospective K-8 teachers represent a major, and very much needed, change in current practice. It will be extremely difficult for those of us in the science, mathematics, and education departments to make the necessary changes to respond to this challenge. This report will attempt to measure the magnitude of the changes needed to produce the requisite numbers of adequately prepared teachers, the extent to which individual colleges and …

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Aims & Scope Jan 1999

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Virginia Commonwealth University's Program For K-6 And 6-8 Teachers: The Interdisciplinary B.S. In Science, R. W. Farley Jan 1999

Virginia Commonwealth University's Program For K-6 And 6-8 Teachers: The Interdisciplinary B.S. In Science, R. W. Farley

Journal of Mathematics and Science: Collaborative Explorations

Virginia Commonwealth University (VCU) has very recently revised its requirements for the K-6 Certification to include a total of 21 hours in mathematics and science as well as a three credit hour methods course in mathematics and science. This requirement includes a physical science and a biological science course, each with a laboratory component, a contemporary mathematics course with extensive student projects, collaborative work and applications, a statistics course and interdisciplinary science and mathematics course. We believe that as students complete these requirements they will meet the new State K-6 licensure requirements in all areas, with the exception of geometry. …

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A Model For Faculty Collaboration In Preparing Virginia's K-8 Teachers, B. F. Risacher Jan 1999

A Model For Faculty Collaboration In Preparing Virginia's K-8 Teachers, B. F. Risacher

Journal of Mathematics and Science: Collaborative Explorations

The overall goals of the Virginia Standards of Learning (SOL) [1] are for students to become good problem solvers and communicators about mathematics, to reason logically and to make connections within mathematics and to other disciplines such as in solving science problems. Unfortunately, the beliefs about teaching of many preservice teachers are not consistent with these goals. Furthermore, the college mathematics courses experienced by preservice teachers are generally in contrast to these goals. This study outlines a collaborative effort of three colleges to encourage faculty to adopt a more student-investigative style of instruction A planning team offered a semester of …

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Using Technology As A Vehicle To Appropriately Integrate Mathematics And Science Instruction For The Middle School, M. M. Mason, R. N. Giese Jan 1999

Using Technology As A Vehicle To Appropriately Integrate Mathematics And Science Instruction For The Middle School, M. M. Mason, R. N. Giese

Journal of Mathematics and Science: Collaborative Explorations

At the College of William and Mary, pre-service middle school science and mathematics teachers enroll in their respective methods courses taught in the same time period. Both instructors emphasize the importance of the content pedagogy unique to their disciplines in their individual courses such as strategies for teaching problem solving, computation, proportional reasoning, algebraic and geometric thinking in mathematics, and strategies for teaching students how to "investigate" or design and conduct experiments in science. However, the two classes come together for sessions in which they examine the relationship of the two disciplines and the proper role of technology, both graphing …

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Title Page, Editor's Note Jan 1999

Title Page, Editor's Note

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Addressing Prospective Elementary Teachers' Beliefs About The Nature Of Mathematics: A Case For Exploring Students' Conceptions Of Mathematics In A Math Education Course, K. Dorgan Jan 1999

Addressing Prospective Elementary Teachers' Beliefs About The Nature Of Mathematics: A Case For Exploring Students' Conceptions Of Mathematics In A Math Education Course, K. Dorgan

Journal of Mathematics and Science: Collaborative Explorations

Our challenge in preparing Virginia’s K-8 teachers in mathematics is a complex one. Additional requirements, including more challenging math content courses or more innovative pedagogical courses, may provide part of the solution. It is the premise of this paper, however, that additional knowledge and skills are not enough. In order to prepare teachers who will engage in current best practice pedagogy, we must also address teachers’ attitudes and dispositions, their beliefs and conceptions of mathematics itself. This paper will attempt to justify this position. It will also describe strategies used in the Inquiry in Mathematics course in Mary Baldwin’s MAT …

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Scientists And The Science Educators: Collaborating To Develop Conceptual Change Teaching Strategies, G. E. Glasson Jan 1999

Scientists And The Science Educators: Collaborating To Develop Conceptual Change Teaching Strategies, G. E. Glasson

Journal of Mathematics and Science: Collaborative Explorations

Research in science education has identified conceptual change teaching strategies that may enhance pre-service teachers’ understanding of scientific concepts and processes. These strategies, supported by constructivist learning theory in the social and cognitive sciences, include the use of discrepant events to engage students’ prior knowledge, the learning cycle, and collaborative learning. Science educators have used these strategies to challenge alternative conceptions of pre-service K-8 teachers in methods courses in an effort to facilitate learning scientific concepts. Pre-service K-8 teachers, motivated to explore scientific phenomena and clarify their own understandings, gain confidence in their ability to learn science and are better …

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Edis 788 Mathematics/Science/Education Field Project As A Capstone Experience In Five Year Ba/Mt Teacher Education Program, S. P. Plaskon Jan 1999

Edis 788 Mathematics/Science/Education Field Project As A Capstone Experience In Five Year Ba/Mt Teacher Education Program, S. P. Plaskon

Journal of Mathematics and Science: Collaborative Explorations

As a culminating experience, students in the Elementary Education Program Area at the University of Virginia are expected to engage in a field project/thesis experience in the final semester of their program of study. This session will provide an overview of the Field Project/Thesis Experience as it currently exists and will discuss possible variations to encourage more math and science collaborations.

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Data Visualization Tools For Science And Math, B. Kolvoord Jan 1999

Data Visualization Tools For Science And Math, B. Kolvoord

Journal of Mathematics and Science: Collaborative Explorations

As the computers available in schools become more powerful, more and more exciting tools are available to science and math students and teachers. Visualization tools, such as image processing, geographic information systems, modeling, and simulation software, are a class of tools with particular promise. These tools are being used in schools across the country to integrate computer use with the curriculum and to bring more hands-on inquiry to the students. A primary goal of using these computer-based tools is to aid students in developing a deeper understanding of the science and math (not the computers) and to help make difficult …

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Elefantastic Bingo: A Bingo Game For Teaching Science Concepts And Vocabulary Associated With Elephants, Audrey C. Rule Jan 1999

Elefantastic Bingo: A Bingo Game For Teaching Science Concepts And Vocabulary Associated With Elephants, Audrey C. Rule

Open Educational Resources

This game allows students to learn new science vocabulary and relevant facts about elephants. This bingo game is a valuable curriculum resource for any teacher who is teaching about elephants or other endangered animals. Directions for play, calling cards (six to a page), and play cards (four to a page), are included.

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Wolf Bingo: A Bingo Game For Teaching Concepts And Vocabulary Associated With Wolves, Audrey C. Rule Jan 1999

Wolf Bingo: A Bingo Game For Teaching Concepts And Vocabulary Associated With Wolves, Audrey C. Rule

Open Educational Resources

This document describes a game that provides students with practice in learning vocabulary and concepts associated with wolves. Directions for play and play cards (four to a page) are included.

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Crystal Shape Bingo: A Bingo Game For Teaching Recognition Of Three-Dimensional Crystal Shapes And Planar Geometric Shapes Of Crystal Faces, Audrey C. Rule Jan 1999

Crystal Shape Bingo: A Bingo Game For Teaching Recognition Of Three-Dimensional Crystal Shapes And Planar Geometric Shapes Of Crystal Faces, Audrey C. Rule

Open Educational Resources

This document describes a game that provides students with practice in recognizing three dimensional crystal shapes and planar geometric shapes of crystal faces. It contains information on the objective of the game, game preparation, and rules for playing. Play cards are included (four to a page).

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1998-99 Annual Report, Illinois Mathematics And Science Academy Jan 1999

1998-99 Annual Report, Illinois Mathematics And Science Academy

Annual Reports

For far too long, too many educational environments have been schooling environments focused on teacher- delivered and student-received information rather than learning environments focused on teacher- facilitated and student-generated knowledge. This must change. Young people are capable of extraordinary achievements and significant contributions, and it is the responsibility of educators, parents, taxpayers, policymakers and the business community to provide learning environments that make this possible. With your continuing support, IMSA will work continuously, diligently and resolutely to model and help others become such a learning environment.

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Nebraska Earth Systems Education Network Newsletter – Winter 1999 Jan 1999

Nebraska Earth Systems Education Network Newsletter – Winter 1999

Nebraska Earth Systems Education Network

Content:

Everything is Connected to Everything Else - Dave Gosselin, NESEN Director

Encouraging Girls in the Sciences

1999 Summer Workshops - Join us in July!

"Why Did the Chicken Change the Climate ... ?" July 7-8th

"Virtual Nebraska-A New View" July 12-13th

"The 'Dirt' on Soil" July 14-15th

Students and Teachers Exchanging Data, Information and Ideas (STEDII)

NESEN Lending Library

The POSSE's on the Trail

EarthComm Reunion - March 19th & 20th

Earth Science on the Internet

Journey to Planet Earth to Premier on PBS

Now Available from the Earth Science Information Center

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Tests 1860 & 1861: Challenger Mt 535 Diesel, Nebraska Tractor Test Lab Jan 1999

Tests 1860 & 1861: Challenger Mt 535 Diesel, Nebraska Tractor Test Lab

Nebraska Tractor Tests

No abstract provided.

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Tests 1847 & 1848: Challenger Mt 565 Diesel, Nebraska Tractor Test Lab Jan 1999

Tests 1847 & 1848: Challenger Mt 565 Diesel, Nebraska Tractor Test Lab

Nebraska Tractor Tests

No abstract provided.

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Test 1762: Agco Allis 8765 Diesel (Cummins Engine), Nebraska Tractor Test Lab Jan 1999

Test 1762: Agco Allis 8765 Diesel (Cummins Engine), Nebraska Tractor Test Lab

Nebraska Tractor Tests

No abstract provided.

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Test 1893: Case Ih Cx 50/C 50 Diesel, Nebraska Tractor Test Lab Jan 1999

Test 1893: Case Ih Cx 50/C 50 Diesel, Nebraska Tractor Test Lab

Nebraska Tractor Tests

No abstract provided.

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Test 1894: Case Ih Cx 60/ C 60 Diesel, Nebraska Tractor Test Lab Jan 1999

Test 1894: Case Ih Cx 60/ C 60 Diesel, Nebraska Tractor Test Lab

Nebraska Tractor Tests

No abstract provided.

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Test 1895: Case Ih Cx 70/C 70 Diesel, Nebraska Tractor Test Lab Jan 1999

Test 1895: Case Ih Cx 70/C 70 Diesel, Nebraska Tractor Test Lab

Nebraska Tractor Tests

No abstract provided.

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Test 1764: Case Ih Mx 180 Diesel, Nebraska Tractor Test Lab Jan 1999

Test 1764: Case Ih Mx 180 Diesel, Nebraska Tractor Test Lab

Nebraska Tractor Tests

No abstract provided.

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