eric.ed.gov har udgivet: This exploratory research project investigated graduate students’ satisfaction levels with online learning associated with human (professor/instructor and instructional associate) and design factors (course structure and technical aspects) using a survey study. A total of 81 graduate students (master’s students who majored in math and science education) enrolled in an online math methods course (Conceptual Geometry) participated in this study. According to the results of this study, student satisfaction level is closely associated with clear guidelines on assignment, rubrics, and constructive feedback. In addition, student satisfaction level is related to professor’s (or course instructor’s) knowledge of materials. Link til kilde
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eric.ed.gov har udgivet: The need exists for methods courses to address the pedagogy issues of using graphing calculators. There needs to be a teacher candidate forum to examine their pedagogical perspectives on using graphing calculators in teaching, to explore when and how to use graphing calculators in the classroom, and to provide opportunities to practice teaching with graphing calculators. A recent study by Lyublinskaya, Donoghue and Zhou (2006) tracked the effects of such training on elementary and secondary pre-service teachers in methods classes for math and science. All students were divided into two groups. The first group consisted of undergraduate and graduate students preparing to teach secondary science and math, and who were enrolled in math and science methods courses. The second group consisted of undergraduate students preparing to teach… Continue Reading →
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eric.ed.gov har udgivet: As the recession that began in 2008 continues to impact schools at every level, collaboration among educational entities is a matter of survival because public schools and universities are strapped for resources. Therefore, they must reach out and combine their efforts to provide needed services at a minimum cost. A natural partnership exists between public schools and institutions of higher learning that provide the lifeline to schools via their teacher preparation programs. When properly coordinated, collaboration between a college of education and public schools can benefit everyone involved. This article outlines the collaborative efforts between a university and a school district focusing on a math program, the eX-Games Project, a community-based project that brings together pre-service and in-service teachers, graduate students, and K-8th grade students to develop… Continue Reading →
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eric.ed.gov har udgivet: Much of the science education community has advocated for a new vision of instruction emphasizing inquiry-based teaching (National Research Council, 1996). Unfortunately, as Anderson (2002) notes, many science teachers are not adopting inquiry-based teaching practices for a variety of reasons such as that teachers commonly favor text-book approaches to instruction. To facilitate the adoption of reformed teaching, Luehmann (2007) argues that teacher education must address the development of one’s professional identity as a teacher. Unfortunately, little is known about the beliefs, values, experiences, and ways of acting and interacting that teachers in science and related fields use to form their professional teaching identity. Through repeated interviews with 18 graduate students who taught science and related disciplines, this study outlined generalizations defining the developmental trajectory of science educators’… Continue Reading →
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eric.ed.gov har udgivet: One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions. The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants’ main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions… Continue Reading →
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