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Articles 2221 - 2250 of 2671

Full-Text Articles in Physical Sciences and Mathematics

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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Contents Jan 1999

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Journal Of Mathematics And Science: Collaborative Explorations Jan 1999

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Title Page Jan 1999

Title Page

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Contents Jan 1999

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Journal Of Mathematics And Science: Collaborative Explorations Jan 1999

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Challenges For Science And Mathematics Faculty, S. T. Thornton Jan 1999

Challenges For Science And Mathematics Faculty, S. T. Thornton

Journal of Mathematics and Science: Collaborative Explorations

The increased science and mathematics teacher licensure requirements for K-8 teachers are clearly necessary to prepare teachers to appropriately teach the new Virginia SOLs [1]; The expectations of a program equivalent to 12 hours of science and 12 hours of mathematics for the PreK-6 endorsement and the 21 hours each of math and science to teach middle school math and science must be chosen very carefully indeed if future teachers are to be prepared to teach the specific SOL content, as well as "practical applications and the use of appropriate technology“. Most Virginia colleges and universities are not currently offering …

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A New Interdisciplinary Mathematics And Science Course, P. E. Mcneil Jan 1999

A New Interdisciplinary Mathematics And Science Course, P. E. Mcneil

Journal of Mathematics and Science: Collaborative Explorations

As Norfolk State University has been considering how to adequately prepare students to teach the challenging new mathematics and science called for the Virginia Standards of Learning [1], we have reached the conclusion that the student programs need to provide interdisciplinary experiences linking mathematics and science. We reached the conclusion for two reasons. First, even with the larger number of courses called for in the new licensure regulations, there are not enough course hours available to teach all of the different mathematics and science topics that future teachers need to have studied. Second, elementary and middle school students do not …

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Higher Education's Greatest Current Opportunity And Responsibility, R. F. Watson Jan 1999

Higher Education's Greatest Current Opportunity And Responsibility, R. F. Watson

Journal of Mathematics and Science: Collaborative Explorations

Preparing the next generation of teachers at all levels from kindergarten through college is higher education’s greatest current opportunity. Getting it right may be our greatest challenge. The face of science and technology is by definition changing constantly. Today, many feel that the most important work in science is going on increasingly at and across the interfaces of the traditional discipline. To serve our society well, education in the sciences, mathematics, engineering, and technology must change accordingly. In my view, curricula at all levels (K-16) too often continue to reflect only the narrow traditional disciplinary approaches that science has taken …

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Third International Mathematics And Science Study (Timss) And The Nature Of College Courses, D. R. Sterling Jan 1999

Third International Mathematics And Science Study (Timss) And The Nature Of College Courses, D. R. Sterling

Journal of Mathematics and Science: Collaborative Explorations

The TIMSS report leads to some strong conclusions concerning the effectiveness of various approaches for teaching mathematics and science in grades K-8. This presentation will focus on a description of the findings of TlMSS concerning effective teaching. Although the TIMSS study and its findings relate directly to teaching prior to college, the findings do have a lot to say about effective teaching at the college level. At the very least, they describe the type of teaching and learning that future teachers must experience if they are to bring about this type of learning in their own courses.

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A Field Based Approach To Introductory Geology Instruction, G. R. Woodwell, J. L. Hayob Jan 1999

A Field Based Approach To Introductory Geology Instruction, G. R. Woodwell, J. L. Hayob

Journal of Mathematics and Science: Collaborative Explorations

As part of the NSF-funded VCEPT project, geology faculty at Mary Washington College have developed and pilot tested a two-semester sequence of geology courses which are taught in a non-traditional, discovery oriented style. The guiding philosophy of the course development is to ensure that students learn about geological principles through collaborative learning in a variety of field settings that were carefully chosen to provide good examples of a range of geologic processes and environments. The design goals of these courses include improvement in student retention of concepts, increased student interest in earth science, improved critical thinking skills and the promotion …

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An Investigative Approach To Teaching Mathematics: Excitement And Concerns Of K-8 Preservice Teachers, J. L. M. Wilkins Jan 1999

An Investigative Approach To Teaching Mathematics: Excitement And Concerns Of K-8 Preservice Teachers, J. L. M. Wilkins

Journal of Mathematics and Science: Collaborative Explorations

Following from the recommendations of the National Council of Teachers of Mathematics, an Investigative Approach (IA) to teaching mathematics encourages students to explore real-world problems through hands-on activities instead of focusing on rote memorization of facts, formulas, and procedures. This paper discusses thirty-two K-8 preservice teachers‘ responses to questions regarding excitements and concerns about using this method of teaching. Although most preservice teachers are excited about the prospects of using this approach in their future classrooms, some exhibit hesitations related to concerns about time constraints and their own math abilities. A mathematics methods course presently being taught that is centered …

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Demonstrations For Children Of All Age- The Cork Canon, S. Thornton Jan 1999

Demonstrations For Children Of All Age- The Cork Canon, S. Thornton

Journal of Mathematics and Science: Collaborative Explorations

Demonstrations are one of the most useful techniques for teaching science to anyone, regardless of age. Demonstrations attract attention and normally make the observer want to learn more about what is happening. This paper reports on The Cork Cannon, one of the favorite demonstrations done in the demonstration road show, Phun Physics, that travels to schools within about 60 miles of Charlottesville. The Department of Physics and the Center for Science, Mathematics, and Engineering Education sponsor this demonstration show, which was seen by about 8000 persons during the last school year. Although quite simple, the Cork Cannon demonstration is rich …

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Shaping The Future Of Teacher Preparation In Science And Mathematics, M. George Jan 1999

Shaping The Future Of Teacher Preparation In Science And Mathematics, M. George

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Aims & Scope Jan 1999

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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An Undergraduate Intern Model For Mathematics Teacher Preparation, R. Ford, W. Fisher Jan 1999

An Undergraduate Intern Model For Mathematics Teacher Preparation, R. Ford, W. Fisher

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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