eric.ed.gov har udgivet: This document presents the proceedings of the 17th Annual Research Forum held June 29, 2012, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) “Reading and Writing”: A Study Comparing the Strengths of Peer Review and Visible Author Writing Strategies (Elizabeth Behar); (2) Project Based Learning: Is this New Method an Effective Educational Approach to Learning? (Camille Collier); (3) Building a Sense of Community in a High School Physics Class (Nick Corak); (4) Seeing Double: Visual Media and Expanding Definitions of Literacy in the English Classroom (John Randall Davis); (5) Improving Student Attitudes towards Science through Scientific Module Instruction (Carson V. Dobrin); (6) Web 2.0 in High School Social Studies: What Happens? (Kate Douglass); (7) Creative Expression in… 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: The purpose of the study was to examine and describe the attitudes of Turkish early childhood children in science. This study explored the causal factors that influence children’s attitudes toward science such as teachers’ years of teaching experiences, frequency of teaching science in a week, and teachers’ teaching style. Turkish children (N=44) who live in the United States and engage in early childhood classroom involved into the study. Preschool teachers who had Turkish children in their classroom completed a survey for giving information about their Turkish children experiences in their science teaching activities. The Child’s Attitude Toward Science (CATS) survey which was developed by researchers was used while collecting data. The results showed that Turkish children have positive attitudes towards science especially in Life Science Topics. The… Continue Reading →
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eric.ed.gov har udgivet: Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students’ knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The identification of new learning outcomes, curriculum programs, and teaching practices needs to be clarified by the STEM education community. Media design processes are a potential teaching method in STEM education that requires learners to design digital media artifacts using a variety of technological tools. Purpose of the Study: This study investigates the impact of science, technology, engineering, and mathematics (STEM) integrated media design processes on 8th grade students’ attitudes toward science and technology classes, as well as… Continue Reading →
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eric.ed.gov har udgivet: STEAM (Science, Technology, Engineering, Art, and Math) education has received growing attention over the past decade, primarily within the middle and high school levels. This article focuses on the need for STEAM education at the early childhood level. Preschool children have a natural disposition toward science with their sense of curiosity and creativity. This ethnographic research involved professional development for 50 in-service preschool teachers in an urban high-needs area of the northeastern United States. The researcher explored how providing hands-on professional development, consistent support, and rich resources for STEAM lesson implementation into the early childhood curriculum would impact the dispositions, self-efficacy, and rate of implementation for teachers. The study also involved observation of the reception of STEAM instruction by preschool children. Data was collected through pre and… Continue Reading →
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eric.ed.gov har udgivet: This study investigated common features of students’ attitudes towards studying science and mathematics in comprehensive and secondary schools in three countries. Data were obtained by conducting a survey (N = 581) in Norway, Finland and Russia. A Confirmatory factor analysis (CFA) provided a model with a three-factor solution consisting of factors: the perception of the teacher, anxiety towards science and mathematics, and motivation. The results suggest that most students are motivated to study sciences and mathematics. Data analysis indicate gender differences in attitudes to students’ future studies and career plans. Most girls recognized the importance of these subjects for their future studies and careers, while boys showed more interest than girls in local career opportunities in industry. Teachers have a significant role in directing students’ attitudes toward… Continue Reading →
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eric.ed.gov har udgivet: This study was carried out to determine whether there is a relationship between the preschool teachers’ attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent preschool classrooms in Erzurum City. Teachers’ attitudes towards mathematics education were measured using the “Preschool Teachers’ Attitudes towards Early Mathematics Education Determination Tool” and the levels of mathematical development in children were measured using the “Progress in Math 6 Test.” Collected data were analyzed using both descriptive and predictive statistical methods. Results presented that there was a positive and significant relationship between the preschool teachers’ attitudes towards mathematics and the mathematics development in 6-year-old preschool children.… Continue Reading →
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eric.ed.gov har udgivet: Preservice elementary teachers hold a variety of beliefs about mathematics and mathematics learning, which influence their teaching. Previous research has shown that preservice elementary teachers believe that mathematics is doing arithmetic. However, it is unclear if preservice elementary teachers truly believe that mathematics is only arithmetic, or if they simply have a difficult time describing their views on mathematics. In this study, preservice elementary teachers were asked to provide metaphors for mathematics and mathematics learning in order to illuminate the preservice teachers’ beliefs about mathematics. The metaphors were analyzed to reveal twelve different categories of belief. Approximately one-fourth of the metaphors suggested negative views about mathematics and mathematics learning. Approximately 44% of the metaphors described mathematics and mathematics learning as something that one must engage in as… Continue Reading →
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