The Role of the Internet in the Adoption of Computer Modeling as Legitimate High School Science

We describe a recent project that explored combined use of Internet client-server technology and interactive computer modeling software for improving secondary science teaching. We envisioned a constructivist network in which teachers make contributions to the resources available. The purpose of the network was to promote the emerging field of computer modeling in high school science. Our approach coupled the networking and curricular initiatives with evaluation of changes in classroom core practices—those which have a traceable impact on student learning. Distribution of work, ideology of science, teaching styles, and curricular goals come together dynamically to influence teachers' use of modeling technology in the high school science classroom. A combination of Internet tools, each affording a different contribution to the spread of innovation, provides the best promise for future networks of this kind.     

Teacher development in advanced educational technology

Advanced educational technology promises to improve science teaching and learning. To achieve the posited outcomes, however, teachers must have access to, know how to, have the skills to, and want to use the proposed advanced educational technologies in their teaching. In response, for the past eight years with support from the National Science Foundation, BSCS has conductedENLIST Micros — a teacher development to help science teachers improve their use of microcomputers.ENLIST Micros has three phases — Phase one (1984–1986): BSCS designed, tested, and producedENLIST Micros (Ellis and Kuerbis, 1987, 1989) teacher development materials (text, video, and tutorial software) for helping science teachers improve their use of educational technology. Phase two (1986–1989): BSCS designed, developed, tested, and disseminated a staff development model for helping science teachers integrate educational technology into instruction. Phase three (1989–1992): BSCS established Teacher Development Centers to implement theENLIST Micros teacher development materials and staff development model with science teachers throughout the United States.ENLIST Micros has served more than 1500 science teachers in 15 states. Teachers who have participated in the program have improved their knowledge, attitude, and self-efficacy about computer usage and have improved their use of microcomputers in their science courses. Furthermore, as part of the project, BSCS has described the implementation process and has developed recommendations to support improvements in the use of educational technology in science programs.     

Spinning a Web (Case) Around Professional Standards: Capturing the Complexity of Science Teaching

This study examines the intersection of two key reform ideas in science teacher education – professional teaching standards and the use of case methods. In this article, we track the historical development of what can be called second wave teaching standards and describe how those standards can be exemplified through multimedia web cases of science teaching. We describe a web case development project in which a group of experienced secondary science teachers work together over several months to video their own classes, and assemble video and audio commentaries of their lessons based on a set of science teaching standards. We conclude that the project was a rich professional development experience for those involved. Further, as the teaching standards movement gathers momentum in Australia and elsewhere, we contend that high quality multimedia cases linked to a standards framework show considerable promise as a vehicle to assist science teachers to reflect on their practice.     

EVALUATING SELECTED PERCEPTIONS OF SCIENCE AND MATHEMATICS TEACHERS IN AN ALTERNATIVE CERTIFICATION PROGRAM

In 2003 the University of Missouri (with the aid of US National Science Foundation funding) initiated an alternative certification program (ACP) to address the well-documented need in the US for increasing the quantity and quality of mathematics and science teachers for the middle and secondary levels. Nationwide current certification programs do not provide the quality and quantity of mathematics and science teachers needed in schools. As a result most American states have begun to experiment with ACPs as a way to address the shortage of math and science teachers. To evaluate the success of this program, we collected data from ACP participants regarding perceived preparation, self efficacy, and outcome expectancy at three time points in the program. State standards for beginning teachers were used to construct a perceived preparation instrument. Analysis of data suggests that over time, ACP participants exhibited an increasingly positive view toward their preparation for classroom teaching, as well as increased self efficacy. However, there was little change in the students’ outcome expectancy over time. In this article we share details of the unique ACP program and we describe steps taken to collect and evaluate a project data set. Our work provides useful guidance to researchers and practitioners in the field of science and mathematics teacher education.     

The Assessment of Mathematics and Science Teacher Quality

The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included teacher behaviors, practices, and beliefs, followed by the assessment of subject and pedagogical knowledge, and the documentation of mathematics and science teachers' certification. A few new instruments were under development and in use to assess characteristics of teacher quality. Detailed information on the development and psychometric properties of the instruments used for these examinations was not available from the reports. Because awardees were at different stages in their funded activities and data collection efforts were ongoing at the time of this analysis, this study offers a preliminary and formative review of the use of assessments to document mathematics and science teacher quality characteristics among these awards.     

Cooperative studyware development of organic chemistry module by experts,teachers, and students

Experts, teachers, and students took active part in a process of organic chemistry studyware development. A unique characteristic of this process was the active involvement of three different groups of people in the authoring process: science educators, chemistry teachers, and chemistry students studying towards an education certificate. The science educators—the experts—advised the team on new methods of presenting the subject matter in an appealing way, using 3D computerized molecular modeling. The in-service chemistry teachers contributed from their rich field experience to constructing the studyware. This mutual development helped maintain the balance between expert requirements and expectations from students on one hand, and the actual student capabilities, as perceived by teachers through constant contact with the students, on the other. Finally, the preservice teachers—the undergraduate chemistry students—were often zealous, enthusiastic, and willing to put in the extra time and effort needed to produce quality studyware, while following the guidelines of the experts and teachers. Feedback on the qualities and shortcomings of the studyware was obtained in two cycles. The first one was done while the studyware was still under development by peers, and the second by individual target students, serving as a beta-site. This double feedback helped improve the studyware, mainly by elaborating on portions that require more detail and explanation. The paper describes the process as well as representative parts of the studyware. The combination of experts, teachers, and students in the development team seems to have the potential to yield studyware that is appropriate for effective science education in general and chemistry teaching in particular.     

Impacts of an Early Childhood Mathematics and Science Intervention on Teaching Practices and Child Outcomes

abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.     

Factors Affecting Teachers’ Adoption of Technology in Classrooms: Does School Size Matter?

Researchers in educational technology have searched for factors to explain teachers’ acceptance and resistance to using technology for instruction. Among the many identified factors, however, organizational and school factors have not yet been explored and discussed. This study investigates the effects of school size on science and mathematics teachers’ adoption of technology in classrooms. Using national survey data collected from 940 science and mathematics teachers at junior high schools in Taiwan, we employed factor analyses, log-linear analyses, and three-way ANOVA techniques to examine interactions among school factors and teacher factors. Results obtained from the log-linear analyses suggested that both the interactions of school region with school size and school size with technology users were needed to explain teachers’ use of educational technology in classrooms. It appears that teachers at small schools were more likely to use technology for instructional purposes. Additionally, results of the study revealed that teachers at small schools tended to have positive attitudes toward technology use and that among users of educational technology in southern Taiwan, teachers at small schools designed and used significantly more instructional activities with technology. This study suggests that small schools provide a better environment for science and mathematics teachers to implement educational technology in instruction.     

The achievement gap between science classrooms and historic inequalities

In the past politics deprived many African children (in particular) in South Africa the opportunity of achieving quality education. This was most especially true in subjects such as mathematics and science. In this research the science teacher-level data from Third International Mathematics and Science Study 1999 (TIMSS’99) were analysed with a view to evaluating the politicized gap between what are viewed as well-functioning and provisioned classrooms (predominantly housing White teachers and White or mixed classes in urban areas) and not well-functioning and poorly provisioned classrooms (largely African teachers and African pupils in peri-urban and rural areas). The data are explored in this article to ascertain and gain insight into similarities and differences in classroom conditions, teacher actions and the relationship between these and pupils’ achievement in science in South African classrooms. Significant differences in achievement were found between classrooms headed by teachers with different racial profiles, where the pupils’ average class science score taught by White teachers was about 300 points more (on a scale with an international mean score of 500 points) than children taught in classrooms by African teachers. Furthermore, the average class science score in rural areas was about 130 points below classes in urban areas. These blatant inequalities contribute to what is believed to be an increasing gap in achievement in science. Whilst these results are not altogether unexpected, there were some interesting results in terms of possible explanatory factors for the gaps in achievement which have ramifications for policymakers.     

Math and Science Scholars (MASS) Program: A Model Program for the Recruitment and Retention of Preservice Mathematics and Science Teachers

The shortage of certified teachers in mathematics and science in Texas classrooms is a major concern and mirrors national tends. Dramatic increases in shortages of teachers have stimulated the design of new certification programs that recruit and place teachers in classrooms as quickly as possible (Texas Center for Educational Research, 1999). While maintaining several of the characteristics of traditional certification programs, the Math and Science Scholars (MASS) Program streamlines the certification process, supports preservice students through tuition remission and scholarships, and provides quality mentoring and early fiend experiences in K–12 classrooms with well-qualified teachers. The strategies in this model program are dramatically increasing the numbers of undergraduate majors in mathematics and science considering high school teaching as a career.     

Using geometrical models in a process of reflective thinking in learning and teaching mathematics

In this paper we investigate how geometrical models can be used in learning and teaching mathematics, in connection with the development of a process of reflective thinking, which we study first in general. Some more specific questions — arising from the use of geometrical models in the classroom — have led us to an experimental study, the results of which are presented and discussed in the paper.     

Connecting Science and Mathematics: The Nature of Proof and Disproof in Science and Mathematics

Disagreements exist among textbook authors, curriculum developers, and even among science and mathematics educators/researchers regarding the meanings and roles of several key nature-of-science (NOS) and nature-of-mathematics (NOM) terms such as proof, disproof, hypotheses, predictions, theories, laws, conjectures, axioms, theorems, and postulates. To assess the extent to which these disagreements may exist among high school science and mathematics teachers, a 14-item survey of the meanings and roles of the above terms was constructed and administered to a sample of science and mathematics teachers. As expected, the science teachers performed better than the mathematics teachers on the NOS items (44.1 versus 24.7%, respectively) and the mathematics teachers performed better than the science teachers on the NOM items (59.0 versus 26.1%, respectively). Nevertheless, responses indicated considerable disagreement and/or lack of understanding among both groups of teachers concerning the meanings/roles of proof and disproof and several other key terms. Therefore it appears that these teachers are poorly equipped to help students gain understanding of these key terms. Classroom use of the If/and/then/Therefore pattern of argumentation, which is employed in this paper to explicate the hypothesis/conjecture testing process, might be a first step toward rectifying this situation.     

LabNet: Toward a community of practice

It is common currency that science education in America isn't working well enough. We are failing to excite the curiosity of young minds in the great questions of the physical universe. LabNet—a prototype teacher-support project developed by TERC, and funded by the National Science Foundation, is dedicated to addressing this issue. The first three year phase of LabNet began in January 1989 and ended in mid-1992. During that time, some 562 high school teachers of physics in 37 states were involved. Three interconnected threads are woven through the fabric of LabNet. The first, and most vivid, is the use of projects to enhance students' science learning. LabNet's second thread is building a community of practice among LabNet teachers. The third thread woven into LabNet is promoting the use of new technologies in science teaching and learning. The most notable use of new technology in the LabNet project is telecommunications—computer-to-computer communication via telephone lines. A dedicated network has been created and made available to all participants. As the first national network designed for high school teachers of physical science, the LabNetwork is a dynamic medium for building and sustaining a community of practice for physics teachers separated by many thousands of miles. In recommendations directed at teachers, scientists, and particularly the National Science Foundation, steps are outlined that can be taken to strengthen the community and the teaching of science in both the secondary and elementary grades.This article, printed with the permission of the publisher, is drawn from the bookLabNet: Toward a Community of Practice, edited by Richard Ruopp, Shahaf Gal, Brian Drayton, and Meghan Pfister—all LabNet staff from TERC. The book was published in November 1992 by Lawrence Erlbaum Associates.LabNet Project Director until October 1992.     

Policy and planning of physical science education in South Africa: Myths and realities

South Africa has inherited a fragmented system of science education which fails to provide adequate access to the majority of the population and poorly serves those whom it does educate. Less than 0.5% of South African students achieve university entrance qualifications in science and mathematics. Post-apartheid policies have focused on increasing investment in science education through educating more science teachers, providing more access to students to study science at schools, and supplying more science equipment to schools. Based on findings from research conducted in Kwazulu-Natal, we conclude that each of these policy initiatives can be questioned. First, Kwazulu-Natal appears to have sufficient qualified physical science teachers to meet current demand. Additional teachers may be needed to cope with expansion, but not to teach existing students. Second, apparent shortages of qualified teachers may arise because of poor deployment; many who are qualified appear to be teaching other subjects or occupying nonteaching posts. Third, rapidly expanding access appears likely to reduce, rather than increase, pass rates, and divert resources from improvements in quality. Fourth, the reasons for differences in performance and poor performance appear not to be simply associated with levels of resource provision; more likely it is the efficient and effective use of these resources which is important. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 729–744, 1998.     

Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers,STEM, and Non-STEM Majors in Undergraduate Physics Courses

Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.     

RELATIONSHIPS BETWEEN TEACHING SELF‐EFFICACY,WORK ENVIRONMENT AUTONOMY,AND TEACHER COMPETENCY AMONG EARLY CHILDHOOD PRESERVICE TEACHERS

Abstract

In this article, we examine the integration of science and mathematics teaching in early childhood education. We explore the meaning of integration and offer a rationale for integrating science and mathematics methods classes for pre‐service teachers. The case is made that pre‐service teachers should develop an understanding of the connections between mathematics and science so that they can be better prepared to teach with an emphasis on the connections between these two content areas.     

Integrating to learn and learning to integrate: A case study of an online master's program on science–mathematics integration for middle school teachers

iSMART (Integration of Science, Mathematics, and Reflective Teaching) Program is an online science and mathematics integrated graduate program for middle school teachers across the state of Texas. As part of a large design-based research project, this paper describes the initial stages of the design process of the iSMART program for its first cohort in the fall of 2010 with a focus on program development. The paper begins with our theoretical perspective and rationale for our use of design-based research methodology. We then provide a review of literature on the integration of science and mathematics and the design of online learning environments. Next, we report on the decisions made by science and mathematics teacher educators in the early process of iSMART design as well as the online design components. Finally, we provide our plan for the continuous implementation and redesign of the program with the first cohort of 25 iSMART teachers.     

Notes on Classroom Practice and the Ownership and Use of Personal Computers Amongst Egyptian Science and Mathematics Teachers

This paper reports a study of the acquisition and use of personal computers by Egyptian science and mathematics teachers. Self-report data was collected from the same teachers on how they had changed their classroom activities and professional practice since their return to Egypt following a twelve-week in-service course in the United Kingdom. The data from this sample of teachers is compared with that from a second sample, who also attended the same in-service programme, but did not report the purchase of a personal computer. Analysis indicates that the Egyptian teachers with personal computers have tended to concentrate on improving the quality of current practice, through better preparation and student testing, rather than introducing major, paradigmatic, changes to their teaching.     

Evidence of Science and Engineering Practices in Preservice Secondary Science Teachers’ Instructional Planning

There is a current national emphasis on science, technology, engineering, and mathematics (STEM). Additionally, many states are transitioning to the Next Generation Science Standards (NGSS), which encourage teachers to incorporate engineering in science classrooms as well as have their students learn science by doing science. Methods courses are also shifting to adequately prepare preservice science teachers in these areas. This study examines preservice science teachers’ pre- and post-ideal inquiry-based lesson plan scenarios before and after intervention in their Secondary Science Methods I and II courses. These preservice science teachers participated in a variety of opportunities to practice authentic science inquiry (ASI) pedagogical techniques as well as integrated STEM topics, with a particular emphasis on computer programming throughout their 80 h of Methods instruction. ASI is a type of inquiry where students learn science by conducting science research in a grade-appropriate manner. Thirty-eight preservice teachers’ scenarios were analyzed using a rubric from Spuck (2014) to determine the degree to which the ten components of ASI were included in scenarios pre- to post-instruction. Trends in ASI component inclusion are discussed. These findings indicate that preservice science teachers are proficient at writing inquiry-based lessons where they planned opportunities for their future students to collaborate, use scientific instrumentation, and collect and analyze data, but need additional support with developing student activities where students create testable questions, revise their question and methods, participate in peer review, and disseminate their results to their peers or the larger scientific community. Overall, the results suggest Methods instruction should reinforce preservice teachers’ focus on planning lessons which include opportunities for all ASI components. Interventions in the aforementioned areas of weak inclusion may be beneficial to preservice teachers.     

Internships as Commencement: Mathematics and Science Research Experiences as Catalysts for Preservice Teacher Professional Development

Among the initiatives of the Maryland Collaborative for Teacher Preparation (MCTP) is a summer research internship program that places preservice middle grades teachers in extended collaboration with professional mathematicians, scientists, and educators engaged in research and curriculum development activities. We describe the MCTP internship program including the rationale for and structural features of the program. We also highlight the effects of the internship experience on preservice teachers' conceptions of and beliefs about the nature and processes of mathematics and science, and the teaching of mathematics and science. Our findings suggest that the internship experience is a fundamentally significant life experience for preservice teachers. Furthermore, internships have the potential for realizing reform in mathematics and science education; that is, preservice teachers who have participated in MCTP internships intend to bring a holistic, conceptually oriented view of mathematics and science to their classrooms. The paper concludes with a summary of ongoing programmatic and logistical challenges of the MCTP internship program. This revised version was published online in July 2006 with corrections to the Cover Date.