eric.ed.gov har udgivet: These hearings focused on topics and issues related to the status, quality, and improvement of K-12 science and mathematics in the Pittsburgh area. Science and mathematics teachers, school administrators, school board members, industry leaders, and college officials provided a firsthand description of the nature and direction of science and mathematics curricula as well as their perceptions of what improvements could be made in these areas. These individuals are Delores Augustine, Don McBride, William Merryman, Wayne Mikach, Albert Caretto, Jane Konrad, John DeBlasio, George Murphy, Allen Blacka, Paul LeMahieu, Shirley Joyner, and Hugh Lang. David Bergholz, James Colker, Milton Gottleib, Dan Swickline, Julius Brown, and John Sabol provided input from the perspectives of local industry and the Allegheny County Community college on what technical skills are presently needed… Continue Reading →
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eric.ed.gov har udgivet: “Children’s Choices,” a project of a joint committee supported by the International Reading Association (IRA) and the Children’s Book Council, is published annually in “The Reading Teacher.” Books recommended by children are grouped by levels: Beginning Reader (ages 5-7); Young Readers (ages 8-10); and Advanced Readers (ages 11-13). Books listed at the Beginning Reader level and Young Reader level of “Children’s Choices” from 1996 through 2006 were analyzed for support of specific curriculum areas. Books related to language arts, math, social studies, and science were categorized and listed according to Louisiana content standards for prekindergarten, kindergarten, first, second, and third grade. The resulting categorized, annotated book list reflects content areas and standards, and each annotation reflects age range as indicated in “Children’s Choices.” Early childhood teachers will… Continue Reading →
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eric.ed.gov har udgivet: No one is satisfied with science education in the U.S. today. One need only look at Trends in International Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP) data to see what a mediocre job is being done of imparting a solid science education to the average American student. There are multiple reasons for this failure, not least the poor preparation of too many teachers whose job it is to teach this critical subject. One key explanation is the poor quality of academic expectations and standards themselves. In science–perhaps even more than other subjects–states must honor their responsibility to set forth, explicitly and rigorously, the skills and content that schools are expected to impart and students are expected… Continue Reading →
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eric.ed.gov har udgivet: Biotechnology constitutes one of the most challenging, cutting-edge, and rapidly growing fields in science today. Both the practical implications and the hands-on nature of this “modern science” make the topic of biotechnology an attractive addition to the high school science curriculum. The current study is the first of its kind to explore how student characteristics and biotechnology course outcomes relate to one another. Results indicated that students’ general attitudes about science and their overall math skills predicted success across a number of measures, including both self-reported skill ratings as well as the more traditional measures of course grade and exam score. The results also demonstrated the association between skill, as measured through self-reported proficiency ratings, and achievement on an articulation exam. It documented the relation between skills… Continue Reading →
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eric.ed.gov har udgivet: This report presents the findings from Project Tomorrow’s 2007 Speak Up Survey, informing international discussions about how to improve science learning in the 21st century through an exploration of student, teacher, parent, and school leader attitudes about science education. Project Tomorrow administered its survey in all 50 United States, the District of Columbia, American Department of Defense Schools, Canada, Mexico, and Australia. The top participating states included: Texas, California, Arizona, Illinois, Alabama, Maryland, North Carolina, Pennsylvania, Florida, and Michigan. Project Tomorrow surveyed 319,223 K-12 students, 25,544 teachers, 19,726 parents, and 3,263 school leaders. Respondents were from 3,729 schools and 867 districts. Ninety-seven percent were from public schools; three percent were from private schools. School locations were 32 percent urban, 40 percent suburban, and 29 percent rural. Forty-three… Continue Reading →
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eric.ed.gov har udgivet: This guide is linked to a science curriculum and was designed for use by those involved with early childhood education. The goal of this document is to enable caregivers and teachers to use the curriculum in a more varied, stimulating, and developmentally appropriate way. Topics discussed include student attitudes toward mathematics, parent education, learning through play, the language of mathematics, mathematical concepts, and mathematics and science. (DDR) Link til kilde
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eric.ed.gov har udgivet: This guide was developed for two purposes: to enrich science and mathematics programs in schools and to encourage the professional growth of teachers of science and mathematics. A basic premise behind the development of this guide is that all students should have a variety of learning experiences, especially students in categorical programs such as Chapter 1, bilingual, migrant, and other compensatory education programs. These students should see that the study of science is not confined to the classroom but offers a way to investigate and understand the curious phenomena to be found in the every-day world. Similarly, mathematics is not only the scientist’s primary tool but also a world of its own full of curious phenomena. This publication lists contests and fairs for individuals and teams; extracurricular… Continue Reading →
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eric.ed.gov har udgivet: The Learning by Making (LbyM) project is funded by the U.S. Department of Education’s Investing in Innovation Fund (i3). As a five-year development project (2014-2018), Sonoma State University (SSU), in partnership with high-need schools and districts, has been developing an innovative, integrated high school Science, Technology, Engineering, and Mathematics (STEM) curriculum. The curriculum consists of Disciplinary Core Ideas (DCIs) in earth science and biology as described in the Next Generation Science Standards (NGSS, 2013) and utilizes an easy-to-use Logo programming language that conducts data transfer and network communications in support of student-designed investigations. The purpose of this study is to understand how LbyM is implemented in high school classrooms in rural environments, to observe the influences of this curriculum on student learning and engagement, and to explore… Continue Reading →
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eric.ed.gov har udgivet: This report on the SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the University of Wisconsin-Madison (UW-Madison). This study focuses on the structural and behavioral dynamics influencing the implementation of the four core SCALE strategies for effecting change in IHEs: (1) reform undergraduate science, technology, engineering and mathematics (STEM) courses; (2) promote collaboration between STEM and education departments regarding pre-service teacher education; (3) promote collaboration between IHEs and K-12 districts regarding in-service professional development; and (4) improve institutional policies and practices at the IHE level that support faculty engaged in pre- and in-service activities. Preliminary findings indicate that SCALE is making progress in each of these areas. Through the Math Masters and Immersion Unit professional development programs… Continue Reading →
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eric.ed.gov har udgivet: Some successful innovations and their underlying rationales that were implemented 50, 60, and 70 years ago could be useful in solving many educational problems. Of major concern are the gap between the actual science and mathematics curricula in most schools and the demands placed on everyday living in the modern world dominated by technology and the gap between the actual science and mathematics program in most schools and the needs, interests and abilities of the particular students in those schools. Current reforms such as Project 2061, Project Synthesis, and the National Science Teachers’ Association’s project on scope, sequence, and coordination are discussed. Integrating science with other subjects, progressive education, and other historical projects are also examined. Included are examples of innovative programs found in the United States.… Continue Reading →
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