bluuebunny/crossref_metadata_2025 huggingface dataset:
Predicting Success in Selected Events of the Science Olympiad
Authors: Baird William E. , Shaw Edward L. , McLarty Phil
Published: March 2010

Two studies were performed using students who competed at regional and national levels in the Science Olympiad. The Olympiad is a day‐long, multi‐event competition in which teams of junior high and senior high science students cooperate in the application of science process skills and reasoning to score points by solving problems or answering questions. High school participants in the first study took the Test of Integrated Process Skills (TIPS) prior to the Olympiad. In the second study, junior high students were given the Group Assessment of Logical Thinking (GALT) test before competing in three selected Olympiad events. Results indicate that both the TIPS and the GALT tests correlate significantly with student success “on the playing field” of science. Knowing students' initial process skills and logical reasoning abilities is useful for planning effective science programs, but is probably not a good way to select the best students for competition in the Science Olympiad.
Science Teacher Supply in the United States
Authors: Hudson Sharon P.
Published: March 2010

The purpose of this study was to describe the supply and potential shortages of science teachers in the United States. Ninety‐six percent of the State Science Consultants of the 50 State Boards of Education responded to a 1992 survey to assess the supply of science teachers. This survey was modeled after Howe and Gerlovich's 1982 study to provide an assessment of changes in science teacher supply over the last 10 years. Although there were improvements in the supply of science teachers, shortages were reported in all science subjects and were particularly critical in physics, chemistry, and earth science. In addition to providing a needed update on science teacher supply, this study analyzed 45 previous studies of science teacher supply and found convincing evidence to support the hypothesis that there is a persistent but fluctuating long term shortage of science teachers. This shortage is attributed to competition with business and industry. To alleviate critical shortages of science teachers, it is recommended that salaries be raised to be more competitive with industry and a national database be established to facilitate monitoring the supply of science teachers.
Mental Computation of Students in a Reform‐Based Mathematics Curriculum
Authors: Carroll William M.
Published: March 2010

Traditional school instruction in mathematics has generally produced students who are poor at mental computation and exhibit a weak sense of number and mathematical operations. In this study, fifth graders who had been in a reform‐based mathematics curriculum since kindergarten were given a whole‐class test on mental computation problems. Baseline data with students in traditional mathematics curricula were used as a comparison. The students in this reform‐based mathematics curriculum performed much higher than the comparison group on all but one problem, and on most problems, this difference was substantial. Additionally, a student preference survey indicated that students in the reform curriculum were more likely to consider the calculator as an option than were the baseline group. They were also more able to recognize problems that did not lend themselves to mental computation. Individual interviews indicated that experiences in the primary grades with “invented” algorithms and discussing alternative solutions led to a better ability to compute mentally and a stronger number sense.
TECHNOLOGY REVIEWS
Authors: McDonald Jacqueline
Published: March 2010

Interactions: Real Math ‐ Real Careers

The Great Solar System Rescue

The Great Ocean Rescue
Exploring Pi Using the Computer in Middle School Mathematics
Authors: Pyzdrowski Laura , Holtan Boyd
Published: March 2010

The National Council of Teachers of Mathematics (NCTM) in its Curriculum and Evaluation Standards for School Mathematics encourages a middle school curriculum that integrates technology. It recommends that students should be able to identify and use functional relationships and make connections among seemingly diverse concepts and topics. In this activity of exploring the derivation of Pi, students take a constructivist role by collecting data and making conjectures. Using the data they construct graphs and tables and discourse about appropriate algebraic representations. The computer is used as an instructional aid enabling the students to view the data in a variety of forms. They are encouraged to communicate about the connections among the various representations.
Mathematics for All: Perspectives and Promising Practices
Authors: Hirsch Christian R. , Coxford Arthur F.
Published: March 2010

The Core‐Plus Mathematics Project (CPMP, 1995) is one of four comprehensive curriculum development projects that, in 1992, were awarded 5‐year grants by the National Science Foundation to design, evaluate, and disseminate innovative high school curricula that interpret and implement the recommendations of the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and Professional Standards for Teaching Mathematics (NCTM, 1991). This article describes CPMP perspectives on a new curriculum organization for high school mathematics, identifies implications of these perspectives for promoting access and equity for all students, and reports some of the supporting oral data from an ongoing formative evaluation of the curriculum.
The Beliefs of Georgia Teachers and Principals Regarding the NCTM Standards: A Representative View Using the Standards’ Belief Instrument (SBI)
Authors: Futch Lynn Deal , Stephens James C.
Published: March 2010

The comparative beliefs of Georgia middle school mathematics teachers and administrators regarding the NCTM Standards are examined using the Standards’ Belief Instrument (SBI). Responses from 172 administrators and 1,264 teachers of Grades 6, 7, and 8 were analyzed using descriptive measures of central tendency for within‐group agreement and Manova for between‐group differences. Strong within‐and between‐group agreement among all respondent classes characterizes the findings. Slightly more than two thirds (69%) of the beliefs underlying the SBI statements are validated by all respondent groups, and nearly one third (31%) are rejected at some level by all groups. No significant differences were found between teachers’ and principals’ beliefs for the collection ofitems (F(16, 1381)= 1.53, p= .080) or among the teachers grouped by grade(s) taught (F(32, 2224)= 97, p= .487). Group membership accounts for 2.7 and 3.88%, respectively, of the variance. More philosophical and general standards are validated, but standards representing changes in traditional practice and process are rejected by this group of teachers and administrators. Implications for reform are discussed.
Looking Back in Mathematical Modeling: Classroom Observations and Instructional Strategies
Authors: Hodgson Ted , Harpster David
Published: March 2010

Theorists often characterize modeling as a cyclic problem‐solving process. One builds the model, assesses its validity with regard to the underlying problem situation, and revises accordingly. The process halts when, in the opinion of the modeler, the model generates a valid solution to the underlying problem. Recent research suggests that students, like experts, employ cyclic modeling processes. Extensive observations of university and high school students’ modeling efforts, however, suggest the use of linear rather than cyclic modeling strategies. That is, novice modelers often fail to look back or revise their initial models. This paper offers empirical evidence on behalf of the linear modeling theory and identifies five factors that promote the use of linear modeling strategies: students’ conceptions of models and the modeling process, the perceived objectives of the modeling activity, constraints on time and resources, statistical misconceptions, and an overall lack of interest. The paper concludes with several promising instructional strategies (strategies that address students’ difficulties and promote reflective modeling behavior), as well as suggestions for future research.
Implementing the Science Teaching Standards Through Complex Instruction: A Case Study of Two Teacher‐Researchers
Authors: Albert Lillie R. , Jones Deneese L.
Published: March 2010

In this case study, an “interpretive collaborative” methodology is applied. The experiences of two elementary teacher‐researchers are described, as they explore science teaching and learning in their two nongraded primary classrooms through the process of complex instruction. This study involves three strands: the theoretical base of complex instruction, the on‐going collaboration between two experienced teachers, and the Science Teaching Standards in relation to complex instruction. Findings suggest that, because the teacher's role in conducting complex instruction activities is multifaceted and complex, successful implementation of complex instruction and theNational Science Education Standardsrequired ongoing collaboration and support among teachers. The teacher‐researchers reported that it was their collegial relationship that encouraged them to explore, prepare, and implement inquiry activities or tasks for their students.
Alternatively Assessing an In‐service Program
Authors: Luft Julie A.
Published: March 2010

In‐service evaluation is typically inadequate. Specifically, most in‐service assessments provide a limited amount of information about the in‐service program, and the participant does not take an active role in the evaluation. One possible first step to reforming in‐service evaluation is integrating the assessment process with the in‐service program. This paper describes how the staff in one in‐service program attempted to integrate assessment with an in‐service program through the development and utilization of an implementation rubric. At the conclusion of the in‐service program, the developed rubric provided program staff with information about the effectiveness of the in‐service program. Yet throughout the in‐service program, the rubric provided participants with opportunities to reflect upon their practice, revealed the changes that occurred in participants' classrooms and their instruction, and guided the instructional decisions of program staff.
Two Models for K‐12 Hypermediated Earth System Science Lessons Based on Internet Resources
Authors: Slater Timothy F. , Fixen Robert L.
Published: March 2010

An immense collection of daily and archived earth and space science digital images and database information sources are readily accessible to K‐12 teachers through the Internet and the World Wide Web. However, these abundant electronic resources are designed for scientists and often need to be modified to benefit students. Advances in hypermedia as an instructional tool for earth system science education provide a mechanism for designing user‐friendly and structured classroom units based on this available data. Two models proposed as a foundation for materials development are the Learning Cycle Model and the Investigation/Experimentation Model. A high demand for Internet‐based curricular materials development to take advantage of the current technology suggests an educational research agenda to determine which lesson formats are most effective for learners.
Preservice Teachers' Understanding of Perimeter and Area
Authors: Menon Ramakrishnan
Published: March 2010

Fifty‐four postgraduate (elementary school) preservice teachers were given four tasks, two to assess their understanding of perimeter and two to assess their understanding of area. The teachers were asked to prepare a question that would assess student understanding of perimeter. Then they were given three problems and asked to decide whether the problems had sufficient information for a solution. The type of question prepared for the first task and the number of preservice teachers who stated that the other three tasks had insufficient information indicate a procedural understanding of perimeter and area, rather than a conceptual and relational understanding
Single‐sex Classes: Female Physics Students State Their Case
Authors: Streitmatter Janice
Published: March 2010

Since the passage of Title IX in 1972, gender equity has been addressed through means that reflect inclusion and integration by gender. Recent Supreme Court decisions such as the one deeming the Virginia Military Institute's admission policies to be unlawfully discriminatory against women suggest a reinforced and perhaps narrowed interpretation of appropriate means for attaining gender equity in public schools. This case and others also suggest that publicly funded single‐sex programs may be in jeopardy. This study examines data collected from a girls‐only physics class in a public coeducational high school. Interview and observation data from this class, as well as from a coeducational physics class taught by the same teacher, illustrate that the girls in the single‐sex class made substantial gains in both academic achievement and in perceptions of themselves as competent learners of science.
The Authority of the Calculator in the Minds of College Students
Authors: Glasgow Bob , Reys Barbara J.
Published: March 2010

A group of 25 undergraduate students was given seven estimation tasks that involved computation of whole or decimal numbers. The subjects (10 elementary education majors, 7 mathematics majors, and 8 undecided or premajors) were selected because of high achievement in their current college mathematics class. They were asked to estimate an answer to a computational task and then use a calculator provided by the researchers to determine the exact answer. The calculator had been programmed to give incorrect answers that were increasingly higher than the actual answer (beginning with a 10% error and ending with a 50% error). While the majority of subjects produced reasonable estimates, only 7 of the 25 students questioned the accuracy of the answers produced on the calculator. The study points out the subjects’ lack of confidence in estimation skills, as well as a reluctance to question calculator produced results.
Promoting Participation in the Health Science Professions: Summer Programs for Talented, Underrepresented Students in Science
Authors: Cavallo Ann M. L. , Sullivan Carole A. , Hall Nancy , Bennett Marcia
Published: March 2010

Across the nation, there remains a critical shortage of health professionals and of students choosing to pursue health‐related careers. This problem is particularly pervasive in the state of Oklahoma. In response to this need, faculty, administrators, and health professionals on two campuses of the University of Oklahoma have, collaborated over the past 9 years to develop and deliver summer academy programs in the health sciences professions for talented students and primarily for students who are underrepresented in science. These summer academy programs feature classroom and hands‐on clinical practicum experiences to introduce students to the rigors of academic preparation required for the health profession careers and the opportunity to be involved in direct patient care and laboratory research experiences. The academies have the goal of ensuring that bright, talented young students are aware of career options in health care delivery, health care education, and health care research arenas. A secondary objective is to spark student interest in pursuing higher education in the health sciences and in pursuing health‐related careers. The academy goals complement the state and national ongoing efforts to attract top scholars and meet health work force needs.
High‐Stakes Testing: Barrier to Gifted Girls in Mathematics and Science?
Authors: Rebhorn Leslie S. , Miles Dorothy D.
Published: March 2010

The gender gap in scores on the mathematics section of the Scholastic Assessment Test (SAT‐M) is currently approximately 30 points for academically gifted middle school students who take the SAT as part of Talent Search participation. This paper explores possible reasons for the gap, including test bias, variability in scores, the timed nature of the test, and environmental factors. When the SAT‐M is used as the sole criterion for admission, gender differences in scores mean that disparate numbers of boys and girls are identified for high‐level mathematics and science programs. Solutions to the problem are proposed, taking the perspective that the goal of the special programs is to identify and serve students who are likely to benefit from and be successful in such programs.
A Review of the Integration of Science and Mathematics: Implications for Further Research
Authors: Pang JeongSuk , Good Ron
Published: March 2010

Building on the earlier analysis by Berlin (1991), this paper reviews various studies on integrating mathematics and science in the 1990s and provides some implications for further research. The areas identified for further exploration include comparison of the nature of mathematics and science, epistemological debates in mathematics and in science education, the bases used to emphasize science over mathematics or vice versa, empirical evidence of effectiveness of integration, connections between teacher education programs for integration and teachers' subsequent classroom teaching practices, perceptions of integration on the part of teacher educators, contextual difficulties in implementing integrated approaches and possible solutions, and rationales of integrating mathematics and science through technology. In order to help all students become scientifically literate, which most reform documents call for, more focused attention on integration of curriculum and instruction is necessary.
An Analysis of Writing and Postwriting Group Collaboration In Middle School Pre‐Algebra
Authors: Johanning Debra L.
Published: March 2010

The current reform effort in mathematics education emphasizes the importance of students' being active in their own development and understanding of mathematical ideas. The reform recommends that students read, write, and discuss mathematics as a way of developing mathematical thinking. This study emphasizes writing as a way to help students learn to think mathematically. Typically, writing has been used as a dialogue between the teacher and the student or as a product for the teacher to examine. However, this study is significant because students wrote as a preparation for discourse with the teacher and other students. Qualitative analysis was used to understand how middle school students think about and approach problems while they wrote descriptions of why and how they solve problems. For this study, students wrote detailed descriptions of their approaches to nonroutine problems and then met in groups to discuss and evaluate their approaches. In order to understand their mathematical thinking, the researcher examined students' writing, participated in and audiotaped group discussions, and interviewed students. The results of the analysis showed that rich learning experiences are possible when writing is used as a way to prepare for small group discussion in mathematics.
Analysis of Concatenations and Order of Operations in Written Mathematics
Authors: Lee Mary A. , Messner Shelley J.
Published: March 2010

Concatenations in written mathematics are the positioning of symbols next to each other to imply an operation without a symbol for the operation. Concatenations have been identified in previous research as an obstacle to understanding, or a cognitive difficulty, in the learning of algebra. The additive inverse symbol with concatenations poses questions not addressed by the usual conventions for order of operations. In this study, texts of grades 6 through 9 were surveyed, and quantitative and qualitative analyses were made of the instructional emphasis on selected concatenations. Results indicated much curricular emphasis on unsigned (without negative signs) numeral forms and integer, as compared to minimal curricular emphasis on signed (with negative signs) fraction, mixed number, decimal, and exponent numeral forms. A recommendation is to increase curricular emphasis on signed numeral forms and to include the additive inverse unary operation in the conventional order of operations.
Alignment of Elementary Geometry Curriculum With Current Standards
Authors: Pickreign Jamar , Capps Lelon R.
Published: March 2010

The subject of geometry in the curriculum continues to be an area of concern among mathematics educators. The gap between standards expectations and actual textbook content continues to reflect the need for substantial change. In this study, the geometry language introduced in K‐6 textbooks was carefully examined and compared to the language used in the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989), Principles and Standards for School Mathematics (NCTM, 1999), and New Standards Elementary School Mathematics Performance Standards (National Center for Education and the Economy, 1997). The. logic followed was that the language in textbooks reflects the content presented in the textbook, and the language in the standards reflects what should be presented. The results of the study clearly indicate that there is a substantial misalignment between the geometry presented in the textbooks, the. geometry expected to be taught by groups such as NCTM, and the geometry being assessed in student performance measures as suggested by NCEE. Specific areas of misalignment are identified, along with implications, and some areas in which the curriculum should be revised are identified.
The Beliefs of Preservice Elementary Teachers Toward Science and Science Teaching
Authors: Tosun Tarik
Published: March 2010

The purpose of this study was to examine the beliefs of preservice elementary teachers toward science and science teaching. By examining prior experiences in science courses, as well as achievement in such courses, the impact of requiring preservice teachers to continue pursuing science course work could be better defined. An analysis of such beliefs may contribute important information and direction for preservice teacher education reform. An analysis of the interview responses yielded both interesting and, at times, predictable patterns. Descriptors used by study participants were overwhelmingly negative, suggesting that negative feelings overshadow achievement in science as an influence on science teaching self‐efficacy.
Using Sociocultural Theory to Teach Mathematics: A Vygotskian Perspective
Authors: Steele Diana F.
Published: March 2010

This study describes an elementary teacher's implementation of sociocultural theory in practice. Communication is central to teaching with a sociocultural approach and to the understanding of students; teachers who use this theory involve students in explaining and justifying their thinking. In this study ethnographic research methods were used to collect data for 4 1/2 months in order to understand the mathematical culture of this fourth‐grade class and to portray how the teacher used a sociocultural approach to teach mathematics. To portray this teaching approach, teaching episodes from the teacher's mathematics lessons are described, and these episodes are analyzed to demonstrate how students created taken‐as‐shared meanings of mathematics. Excerpts from interviews with the teacher are also used to describe this teacher's thinking about her teaching.
A Survey of Calculator Usage in High Schools
Authors: Dion Gloria , Harvey Anne , Jackson Carol , Klag Patricia , Liu Jinghua , Wright Craig
Published: March 2010

This survey investigated the current status of calculator use in classrooms and schools. The results indicated that the prevailing policy in the sample of high schools is to allow the use of calculators during classroom learning activities and tests. Scientific calculators are more frequently used than graphing calculators in algebra I and geometry; whereas, graphing calculators are more frequently used in algebra II and precalculus/trigonometry. At the time of this survey, school policies regarding the use of graphing calculators with symbolic algebra capabilities were still not determined.
Changing Children's Conceptions of Burning
Authors: Gabel Dorothy L. , Stockton Jamie D. , Monaghan Diane L. , MaKinster James G.
Published: March 2010

Relatively few studies have examined the effects of instruction on children's understanding of burning. This study focused on three questions: (a) What are children's views of burning prior to and after instruction? (b) Do children's views become more scientific, that is, more in accord with scientists' views, with instruction, and if so, how? (c) Are the changes in children's understanding of burning correlated to their ages? Data were collected before and after five hours of instruction in a Saturday Science Program, using both a short multiple choice test based on common misconceptions from the literature and "interviews about events." Children were divided into two classes according to their grade in school. A significant difference was found in children's understanding before and after instruction on the multiple‐choice test that was corroborated with interview data. Younger children (ages 8 to 11) made more significant gains than did the older children (ages 11 to 13), with both groups reaching similar levels of understanding after instruction. Although notable gains were made in recognizing the need for oxygen in burning and in distinguishing between decomposition and burning, interviews revealed that few children at any age could explain specifically what was happening on the phenomena level.
Curriculum Materials Supporting Problem‐Based Teaching
Authors: Harris Kimberly , Marcus Robin , McLaren Karen , Fey James
Published: March 2010

The vision for school mathematics described by the National Council of Teachers of Mathematics (NCTM) suggests a need for new approaches to the teaching and learning of mathematics, as well as new curriculum materials to support such change. This article discusses implications of the NCTM standards for mathematics curriculum and instruction and provides three examples of lessons from problem‐based curricula for various grade levels. These examples illustrate how the teaching of important mathematics through student exploration of interesting problems might unfold, and they highlight the differences between a problem‐based approach and more traditional approaches. Considerations for teaching through a problem‐based approach are raised, as well as reflections on the potential impact on student learning.
The Measurement of Volume: Why Do Young Children Measure Inaccurately?
Authors: Reece Charlotte Strange , Kamii Constance
Published: March 2010

A total of 257 children in grades 2–5 were individually interviewed to find the grade level at which they demonstrated transitive reasoning and unit iteration in the measurement of volume. In the transitivity task, the children were asked if a larger, empty container could be used to compare the quantity of popcorn kernels (about 350 cc) in two containers that looked very different. The unit‐iteration task was similar except that children were asked if a small cup could be used to compare similar quantities of rice in two containers. It was found that a majority of children (51%) demonstrated transitive reasoning by third grade and that a majority (56%) demonstrated unit iteration by fourth grade. A conclusion reached is that the standard of the National Council of Teachers of Mathematics (2000) expecting children to understand units of measurement by grade 2 is unrealistic. Better principles of teaching are also suggested to encourage children to think logically.
The Tabular Mode: Not Just Another Way to Represent a Function
Authors: Hines Ellen , Klanderman David B. , Khoury Helen
Published: March 2010

Understanding mathematical functions as systematic processes involving the covariation of related variables is foundational in learning mathematics. In this article, findings are reported from two investigations examining students' thinking processes with functions. The first study focused on seven middle school students' explorations with a dynamic physical model. Students were videotaped during the 20‐ to 45‐minute sessions occurring two or three times per week over a period of 2 months, and students' written work was collected. The second investigation included 19 preservice elementary and middle school teachers enrolled in a course focusing on a combination of mathematical content and pedagogy. Participants' written problem‐solving work and reflective writing were collected, and participants were individually interviewed in 50‐minute videotaped sessions. Results from both investigations indicated that students often relied on a table, or some variation of a table, as a cognitive link advancing the development of their reasoning about underlying function relationships.
Using a Practical Context to Encourage Conceptual Change: An Instructional Sequence in Bicycle Science
Authors: Taylor Joseph A.
Published: March 2010

The grounding of science instruction in practical applications has been strongly emphasized in the science education literature. The notion of concept status change allows one to view the importance of practical applications from a learning theory perspective. This article describes an instructional sequence in which a bicycle context was used to increase the status of appropriate concepts of work and simple machines. The instructional sequence was pilot tested in an applied physics course for elementary education majors. Implications are made for conceptual change pedagogy and for curriculum design.
Using Analogies to Improve Elementary School Students' Inferential Reasoning About Scientific Concepts
Authors: Yanowitz Karen L.
Published: March 2010

Various scientific concepts were taught to students in the third through sixth grades. Some children were taught the concepts using instructional analogies. Each analogy explicitly compared the science concept to a more familiar topic. Other children received expository texts not containing analogies. Students were asked to recall the texts and to answer inference questions about the science concepts. Fourth‐ and sixth‐grade students read the texts on their own in Experiment 1. Students who read the analogical text showed higher levels of performance on inference questions than students who received the non‐analogical texts. In Experiment 2, texts were read aloud to third‐ and fifth‐grade students. The analogical texts were read once, and the nonanalogical texts were read twice to equate the number of times students were exposed to the general principles governing the domains. As in Experiment 1, students who received the analogical texts demonstrated better inferential reasoning than students who received the non‐analogical texts.
Science Fairs: What Are the Sources of Help for Students and How Prevalent Is Cheating?
Authors: Syer Cassidy A. , Shore Bruce M.
Published: March 2010

This study examined the sources and kinds of help that students who were required to participate in science fairs considered fair and reasonable and the kinds of help they actually received for their project. In addition, the possibility of cheating was explicitly probed. A previously reported gap between potential and actual sources and kinds of help was confirmed, and 5 of the 24 students whose participation was required in a science fair admitted to making up their data or results. Pressure of time was the most highly reported obstacle faced by all students. Although 5 students cheated, one demonstrated a strong sense of right and wrong, but all the students who cheated lacked or did not make use of adaptive strategies.
Reviewing Integrated Science and Mathematics: The Search for Evidence and Definitions From New Perspectives
Authors: Hurley Marlene M.
Published: March 2010

Based upon current research needs indicated from recent literature reviews, this integrative review concentrates on two of the perceived major impediments to integrating science and mathematics: The lack of evidence to support integration and the lack of a definition for integration. Using mixed methodology, this review found quantitative evidence favoring integration from a meta‐analysis of 31 studies of student achievement, qualitative evidence revealing the existence of multiple forms of integration, and historical evidence of publishing patterns from across the 20th century. The forms of integration were identified and defined; differential effects were identified both between forms and between science and mathematics when the forms were analyzed by effect size. Additional research implications and suggestions for future research were also identified.
A Study Comparing the Efficacy of a Mole Ratio Flow Chart to Dimensional Analysis for Teaching Reaction Stoichiometry
Authors: Wagner Eugene P.
Published: March 2010

Reaction stoichiometry calculations have always been difficult for students. This is due to the many different facets the student must master, such as the mole concept, balancing chemical equations, algebraic procedures, and interpretation of a word problem into mathematical equations. Dimensional analysis is one of the main ways students are taught to solve these problems. However, this methodology does not provide all students with a complete understanding of how to solve these problems. Introduction of alternative problem solving techniques, such as proportional reasoning, can help to improve student understanding. The mole ratio flow chart (MRFC) is a logistical sequence of steps that incorporates molar proportions. Students are able to begin analysis of a problem from many different starting points using this MRFC method. Analyses of data collected indicate that MRFC users performed as well on exam problems covering reaction stoichiometry calculations as students using dimensional analysis. Further, class sections exposed to both dimensional analysis and MRFC methods scored as well on exam problems as class sections exposed only to dimensional analysis. These results indicate that the MRFC is a viable alternative method for teaching reaction stoichiometry calculations and for helping to create a more complete understanding of the subject.
Understandings of Solutions to Differential Equations Through Contexts, Web‐Based Simulations, and Student Discussion
Authors: Slavit David , LoFaro Tom , Cooper Kevin
Published: March 2010

As in the case of elementary mathematics, the instruction of high‐level mathematical concepts can often be sacrificed at the expense of a focus on algorithmic procedures. Computer‐based simulations can expand an undergraduate mathematics instructor's opportunity to explore high‐level mathematical concepts in an applied environment. This study describes one instructor's approach to incorporating simulations and classroom discussions in a differential equations course and the subsequent effects on student learning attitudes and outcomes. Students made modest gains in the area of conceptualizing and applying ideas regarding solutions to differential equations in this learning environment. Implications of the study include the identification of specific gains relative to computer‐mediated learning environments and recommendations for using simulations to support conceptual development.
A Collaborative Effort to Improve University Engineering Instruction
Authors: Akerson Valarie L. , Medina Victor F. , Wang Nina
Published: March 2010

This study focused on the instructional development of an assistant professor of environmental engineering in collaboration with science education and higher education faculty members. One semester of data was collected in the assistant professor's environmental engineering laboratory class as he endeavored to address his teaching goals. Data collection included pre and post interviews with the assistant professor, students, and program coordinator, and collection of course documents, such as the course syllabus and assignments. In addition, all of the classroom sessions were observed and videotaped, and a midsemester video stimulated‐recall interview was conducted. Results show the assistant professor made growth in the areas of questioning strategies, “think time” for students, increased class participation, and the implementation of a student‐designed field research project. Implications include that new professors can benefit from peer faculty support, and they and their students can benefit when the new professors recognize the complementary nature of research and teaching.
Construction of Teacher Knowledge in Context: Preparing Elementary Teachers to Teach Mathematics and Science
Authors: Vail Lowery Norene
Published: March 2010

The purpose of this study was to further the understanding of how preservice teachers construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science in a school‐based setting and the extent of knowledge construction. Evidence of knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. The methods course was content‐specific with instruction in elementary mathematics and science. Learning experiences were based on national standards with a constructivist instructional approach and immediate access to field experiences. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge. Learning venues were discovered to be the conduits of learning in a situated learning context. As in this study, content‐specific, school‐based experiences may afford preservice teachers greater opportunities to focus on content and instructional strategies at deeper levels; to address anxieties typically associated with the teaching of elementary mathematics and science; and to become more confident and competent teachers. Gains in positive attitudes and confidence in teaching mathematics and science were identified as direct results of this experience.
Building a Network to Empower Teachers for School Reform
Authors: Weidemann Wanda , Barr Humphrey Mary
Published: March 2010

Reform efforts in college mathematics teaching are often hindered by the fact that many instructors have never experienced instructional delivery methods other than lecture. Building a network of college mathematics faculty interested in reform has provided the impetus for faculty members to incorporate problem solving, cooperative learning, technology, manipulatives, writing, and alternative means of assessment into courses for preservice elementary teachers. Suggestions for setting up a network are intended to provide guidance for other departments wishing to stimulate reform movements.
Teaching and Learning Number Sense: One Successful Process‐Oriented Activity With Sixth Grade Students in Taiwan
Authors: Yang Der‐Ching
Published: March 2010

The aim of this article was to (a) describe how a teacher helped his students develop fractional number sense through a process‐oriented activity, and (b) illustrate how a teacher included a worthwhile, interesting, and challenging mathematics question in his class to create a good learning environment for children. The results indicate that students' fractional number sense can be promoted through a process‐oriented activity, effective teaching, and good learning environment. It also illustrates how teachers can help children promote their understanding of number sense from a pictorial representation to a symbolic representation.
Improper Use of Physics‐Related Context in High School Mathematics Problems: Implications for Learning and Teaching
Authors: Korsunsky Boris
Published: March 2010

This article discusses potential pedagogical difficulties arising from using physics‐related contexts in high‐school mathematics problems. It is suggested that such problems should not require any external knowledge of physics by the students; meanwhile, the problems should not contradict the physics knowledge that the students may already have. Several examples of recently published textbook problems are presented along with the discussion of the context pitfalls. A simple technique (SCAN list) is proposed for evaluating the physics‐related mathematics problems.
Implementing the Standards: Keys to Establishing Positive Professional Inertia in Preservice Mathematics Teachers
Authors: Mark Taylor P.
Published: March 2010

This paper summarizes and integrates the lessons learned from the last decade of professional development efforts based on the standards of the National Council of Teachers of Mathematics (1989, 1991, 1995). The fundamental challenges to such reform are identified, then the rest of the paper is dedicated to strategies that have been helpful in overcoming these obstacles. The challenges include both the teachers' views of mathematics and their image of teaching. The Immerse and Instill approach describes strategies that encourage teachers to implement standards‐based teaching upon entering the teaching field (Immerse) as well as instilling some of the professional habits necessary to keep teachers and their students actively engaged (Instill).
Children's Ideas About Weather: A Review of the Literature
Authors: Henriques Laura
Published: March 2010

It is generally accepted that children have their own understanding of how the world works prior to receiving formal science instruction. A great deal of research has been done to determine students' misconceptions related to the physical sciences; less has been done to understand children's ideas in the Earth sciences. This paper reports a synthesis of the existing research about children's misconceptions relating to weather, climate and the atmosphere. The scientifically accepted interpretations are presented in tandem with the children's naïve ideas. When possible, a source of the misconception is also presented. In many cases, students' misconceptions are not addressed in the curriculum, allowing them to exist unchallenged.
Barriers and Pathways: A Reflection on the Implementation of an Induction Program for Secondary Science Teachers
Authors: Luft Julie A. , Roehrig Gillian H. , Patterson Nancy C.
Published: March 2010

Induction programs play a critical role in the development of professional educators. While induction programs are a necessity for all beginning teachers, science teachers need carefully crafted programs that meet their unique needs. This paper reports the barriers and pathways that were experienced during a 3‐year period when an induction program was developed and implemented for secondary science teachers. This information is provided to assist future university, college, or school district induction program developers.
Scoring Concept Maps: An Expert Map‐Based Scheme Weighted for Relationships
Authors: Rye James A. , Rubba Peter A.
Published: March 2010

The use of student‐constructed concept maps in assessment is congruent with the changing emphases set forth by the National Science Education Standards. Authorities have expressed concern about concept map scoring systems and their associated validity and reliability. They favor methods that employ expert/criterion maps as referents and emphasize the use of accurate concept relationships in deriving scores, which have been found to correlate with performance on standardized tests. In this study, student constructed concept maps (n= 17) that emerged from post‐instructional interviews about chlorofluorocarbons were scored against a teacher‐expert map using a scheme weighted for relationships. Interrater reliability for the scoring scheme was high (r= .959). Students' map scores correlated highly with their scores on the California Achievement Test component total (r= .729) and moderately with their Pathfinder index (r= .474), the latter believed to be an excellent measure of structural knowledge. A revised map score, derived only from relationships containing one or more of the concepts employed in Pathfinder analysis, was a statistically significant (p= .031) predictor of the Pathfinder index. The findings of this study support the recommendations of others to use expert referents and emphasize concept relationships in assessing concept maps.
Aligning General Chemistry Laboratory With Lecture at a Large University
Authors: DiBiase Warren J. , Wagner Eugene P.
Published: March 2010

The laboratory and lecture components of general chemistry are commonly offered as two separate courses, with lecture typically meeting two or three times per week and laboratory scheduled to meet only once per week. The concepts, content, and relationships presented in lecture may be disjointed and asynchronous with respect to those encountered in laboratory experiments. In addition, traditional laboratory experiments tend to be confirmation labs, in which students are aware of the “right” answer before beginning the lab. Students enrolled in a specific lecture section do not necessarily meet for the same laboratory section. As such, learning experiences in laboratory do little to help the students construct an understanding of chemical concepts, content, or relationships. The goal of this project was to develop an inquiry‐based approach to curriculum and instruction in first‐semester general chemistry at the University of North Carolina at Charlotte. A major objective of the project was to develop a laboratory curriculum that meshes intimately with lecture. This objective was accomplished by (a) creating a laboratory course that met for 80‐minutes twice a week immediately following the lecture, (b) involving students in laboratory experiments that related to the material presented during lecture, and (c) using laboratory observations and data in lecture to help students construct an understanding of chemical phenomena.
Preservice Elementary Teachers' Use of Mathematics in a Project‐Based Science Approach
Authors: Lewis Scott P. , Alacaci Cengiz , O'Brien George E. , Jiang Zhonghong
Published: March 2010

The use of a project‐based science (PBS) approach to teaching encourages students to integrate mathematics and science in meaningful ways as they create projects. As a beginning study of how students use mathematics in such an approach, an analysis of 23 projects developed by preservice elementary teachers enrolled in an elementary science course was conducted. Findings showed that students made a number of different types of mathematical errors and underutilized data representation and summary forms. Implications included the importance of developing methods for supporting the use of mathematical tools in utilizing a project‐based approach and considering ways that such tools mediate scientific thinking.
Students' Understanding of the Particulate Nature of Matter
Authors: Singer Jonathan E. , Tal Revital (Tali) , Wu Hsin‐Kai
Published: March 2010

The particulate nature of matter is identified in science education standards as one of the fundamental concepts that students should understand at the middle school level. However, science education research in indicates that secondary school students have difficulties understanding the structure of matter. The purpose of the study is to describe how engaging in an extended project‐based unit developed urban middle school students' understanding of the particulate nature of matter. Multiple sources of data were collected, including pre‐ and posttests, interviews, students' drawings, and video recordings of classroom activities. One teacher and her five classes were chosen for an indepth study. Analyses of data show that after experiencing a series of learning activities the majority of students acquired substantial content knowledge. Additionally, the finding indicates that students' understanding of the particulate nature of matter improved over time and that they retained and even reinforced their understanding after applying the concept. Discussions of the design features of curriculum and the teacher's use of multiple representations might provide insights into the effectiveness of learning activities in the unit.