eric.ed.gov har udgivet: In this case study, we describe an inquiry-based approach to enhancing tuition in chemistry by taking student teachers out of the lab and into nature. We used video observation and interviews to gain insight into student teachers’ expectations and experiences of such fieldwork. Through thematic analysis, we found that the participants perceived the approach as individually relevant and worthy of integrating as a teaching method in future practice. Further, we discussed challenges presented by outdoor chemistry and ways to overcome these. Overall, we show that fieldwork in chemistry contributed to a better understanding of chemistry as an integral part of nature. Link til kilde
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eric.ed.gov har udgivet: This article examines what key aspects primary teachers highlight when they describe their use of out of school learning in the science subjects. The empirical study is made in the form of a semi-structured interview with primary teachers (N=15). Compared to earlier research in the area the results highlight the importance of clear learning aims for the outdoor sequence. The results show that teachers view outdoor education as an opportunity to study nature “for real”, which, according to teachers, increases the interest of the children. As aspects that obstruct outdoor teaching, teachers mainly describe different organizational-economic aspects. In their description of the learning content in the outdoor education, teachers mainly talk about the students’ interest (affective motivations) and the concrete activity or act (process-oriented motivations). The scientific… Continue Reading →
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eric.ed.gov har udgivet: Teacher collaboration has been recognized as a vital component to student success. This project represents an evaluation of the researchers’ initial efforts toward providing in-service education for teachers focused on collaboration between math and CTE teachers. The purpose of this study was to (1) describe selected characteristics of secondary teachers of math and CTE, (2) describe their perceptions concerning the “value of” and their “willingness to implement” the instructional practices and activities presented during a professional development seminar, and (3) assess their views about the use of emerging technology for teacher collaboration. Survey responses indicated that using the Math-in-CTE Model was valued. Overall, respondents valued technology but seemed a bit reserved about the likelihood of implementing and using technology. Results imply that teachers with positive attitudes and… 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: Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs) in mainstream mathematics and science (subsequently referred to as STEM) classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL), but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms… Continue Reading →
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eric.ed.gov har udgivet: Science Olympiad (SO) is a national non-profit organization which holds science competitions for students in grades 7-12 within 50 states with each event aligned to Next Generation Science Standards (NGSS, 2010). The purpose of this article is not only to align the Common Core State Standards in Mathematics (CCSSM) with Science Olympiad events, but also to determine Webb’s Depth of Knowledge Levels (DOK) within the mathematics content. This alignment was achieved by utilizing a content analysis and the Depth of Knowledge alignment processes (Webb, 1999). The findings in this study indicate there are a significant number of SO events that are aligned to the CCSSM with high levels of Depth of Knowledge within the Division B (grades 6-8) and C (grades 9-12) events. Link til kilde
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eric.ed.gov har udgivet: This study focuses on understanding the implementation of three interactive digital products in the first-year foundational courses (General Chemistry, Physics I & II, Calculus I & II) at the Faculty of Engineering, and the perceptions of teaching and learning experiences with those products. The data were gathered from the instructors, students and Distance Education Unit Coordinator through in-depth interview of purposeful sample of the academics, student online survey and product platform usage data. The study reveals the nuances of the institutional change prompted by the initiatives for advancing teaching and learning through the integration of technology. The study findings are discussed through themes that address the benefits of integrating digital products as well as challenges experienced by the instructors, students, and by the institution during this period… Continue Reading →
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eric.ed.gov har udgivet: This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community service-learning program involving science and math. Knowing and affirming nondominant youth’s strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their tutees, 30 youth in first through tenth grades. The study took place in a Texas border colonia, or unincorporated settlement lacking basic services. Data sources were participant observations, youth’s interviews and TCs’ pre- and final reflections, rapport-building analyses, a focus group, and lesson plans. We found TCs incorporated the youth’s funds to develop and implement authentic math and science lessons with them. Implications relate to how community service-learning projects can help TCs’ future math and science teaching and can create… Continue Reading →
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