Using technology in assessing integrated science and mathematics learning

Drawing from current models, research, and science and mathematics education reform documents, this article first defines and/or delimits three broad domains of education: integrated school science and mathematics, assessment, and technology. Based upon this three-tiered discussion, a list of characteristics is then distilled to guide in the development of assessment for integrated school science and mathematics using technology. Two integrated school science and mathematics activities are provided to illustrate the alignment of instruction and assessment and the systematic integration of technology into both.The writing of this paper was supported by The National Center for Science Teaching and Learning under grant R117Q00062 from the Office of Educational Research and Improvement, U.S. Department of Education. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the sponsoring agency.     

The modern mathematics reform movement in Brazil and its consequences for Brazilian mathematics education

This paper reports on the conclusions drawn from an investigation of the modern mathematics reform movement in Brazil. The focus of the study was an analysis of the mechanisms of transfer of knowledge from developed to developing countries, through a case study of Brazil and its adoption of the modern mathematics curriculum.The report presented here focuses on the dynamics of the reform movement and on the consequences of the movement for Brazilian mathematics education. The movement is studied as to how ideas about modern mathematics reform were disseminated to the Brazilian mathematics education community and the consequences due to misinterpretations of the intended curriculum in the implementation process. The intent of the study is that future initiatives in curriculum change proceed more efficiently in light of previous experiences, without repeating the mistakes committed in the past.     

Association of group learning with mathematics achievement and mathematics attitude among eighth-grade students in the US

This study examined a large, nationally-representative sample of eighth-grade students in the US to assess how the frequency of group learning activity in mathematics classrooms was associated with mathematics achievement and three measures of attitudes toward mathematics. Results showed that moderate amounts of group work in class had positive effects on mathematics achievement scores. Moreover, a significant interactive effect was evident, with girls showing greater achievement benefits from group work than boys. Increased levels of group work were also associated with more positive attitudes toward mathematics.     

A new look in representations for mathematics and science learning

Representations such as formal notations and diagrams routinely figure in students' learning of mathematics and science. However, in light of the extensive research on students' misunderstanding in these subject matters, it is reasonable to ask whether other kinds of representations might help students to reach better understandings. Indeed, a number of educators have developed innovative representations, typically on computers, that supposedly foster understanding through suggestive visual analogies and microworlds to manipulate. Evaluative research on these new look representations as we call them suggests that they indeed can help students to understand.In this review, we focus on exactlyhow these representations aid understanding. We propose that they do so by facilitating the learner's construction of explanations, justifications, predictions, and the like. These constructions require search in problem spaces, in the sense of Newell and Simon (1972). The representations in question reduce the cognitive load of such searches, clarify the structure of the problem spaces that need to be searched, and make certain moves in the problem spaces more immediate. We invoke Gentner's (1983) theory of structure mapping to explain how these advantages are attained. We also examine several characteristic pitfalls of representations in this style.     

大学数学专业课程教与学模式的改革研究

传统的大学数学专业课程的教与学模式比较单一,存在理论脱离实践的现象。本文主要对大学数学专业课程教育学模式改革的意义、存在的问题及其具体实施进行了阐述。     

Interactive video: a cost-effective model for mathematics and science classrooms

There is a growing UK interest in the potential of interactive video (IV) for use in schools. This paper considers an application of IV in mathematics classrooms in the United States. Lessons were observed in a number of schools in Oregon, and the reactions of teachers and students to the videodisc presentations are recorded. It was found that participants responded extremely positively to the materials, which were based on a direct instruction model of teaching linked to a mastery learning approach. Despite the apparent effectiveness of these materials, it is argued that their transfer to UK schools would be problematic given current developments in mathematics education. The advantages of a standalone videodisc player for whole-class use are discussed, and it is argued that this might be appropriate in the short term if IV technology is to be accepted in the UK school system.     

Interactive pedagogy and subsequent effects on learning in science classrooms

Observations of pupils‐in‐action whilst carrying out investigations indicated that there was plenty of social and cooperative exchange. There was, however, infrequent discussion regarding the planning of experimental approaches, predicting outcomes, consideration of the meaning of evidence and evaluation of task solutions. These observations informed the nature of interactive in‐service programmes developed in Keele University Education Department. Professional development was designed to purposely illustrate a wide repertoire of pedagogic strategies that focused around these issues to support cognitive development of pupils. The interactive nature of the in‐service training was shown to affect widespread ‘change in teachers’ practice. These teachers, involved in experiential in‐service, reflected that they intervened more regularly in children's learning. Their engagement in in‐service training as learners in problem‐solving situations resulted in conceptual shifts in understanding the learning processes their pedagogical transformations could affect. The impact of this changed praxis on pupils' learning in investigational situations was studied after in‐service intervention. These findings were compared with the performance of pupils of the same year group carrying out the same investigations before in‐service intervention. The more interactive nature of the teachers' changed pedagogy appeared to affect change in the way pupils themselves interacted and learnt from and with each other. Explicitly sharing subjective views through exploratory talk was found to be important to affect learning through social interaction.     

Levels of use of Interactive Whiteboard technology in the primary mathematics classroom

Despite the availability of Interactive Whiteboard (IWB) technology in a large number of Australian primary schools, many teachers focus only on technical issues as opposed to pedagogical engagement in an attempt to incorporate the technology. Previous research suggests that the technology is being used for sophisticated transmission-style teaching as opposed to constructivist approaches. This article presents findings of a project that considered the implementation of IWB technology in three Victorian primary mathematics classrooms (5 to 12 years of age). The study analysed the teaching strategies adopted by three teachers as they embarked on the use of IWB technology as an integral component of mathematical activities with the support of professional development. Teacher use of IWB technology in the primary mathematics classroom was aligned against Beauchamp’s generic transitional framework for viewing the development of teacher use of IWB technology. Through this alignment, a transitional framework emerged which is specific to the introduction of IWB technology in the mathematics classroom.     

SciEthics Interactive: science and ethics learning in a virtual environment

Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of ethical dilemmas. The 2 year development process is examined through the lens of the rapid prototyping instructional design model, following the project from conceptualization to implementation of a 3D simulation. Through expert interviews, focus groups, and working groups, we were able to determine critical scientific and ethical issues to present to learners in the virtual world. We collected data on 53 students using the simulation at universities in the United States and South Africa and evaluated their experience using qualitative and quantitative methods. Results showed that student participants were engaged and motivated by the simulation. The students reported an increase in science knowledge and ethical understanding, but individual experiences varied.     

The science-technology-society movement in science education: A critique of the reform process

Changes in society and in science and technology have forced a rethinking of what is “basic” in science education. A perceived disjuncture between school science and the realities of a scientifically and technologically oriented society has resulted in proposals for new directions in science teaching. It appears that science education is about to undergo another paradigm shift. One particularly visible movement, the “Science-Technology-Society” (STS) movement, exemplifies how such directional shifts tend to occur within the field of science education. This article critically examines the program and professional development process that has characterized past and current science curriculum reform effort in an attempt to illustrate fundamental educational reform problems. The need for new directions in science education is uncontested here. The issue is the problematic nature of the reform process itself. The article contends that new methods of reform must be researched— methods that directly involve practitioners in critical reflection, participatory research, and science curriculum development.     

The OECD study of innovations in science,mathematics and technology education

Under the auspices of the Organization for Economic Cooperation and Development (OECD), 13countries prepared 23 case studies of innovations inscience, mathematics and technology education between 1992 and 1995. While there were important differences across countries- particularly in the impetus for the innovations- there were significant similarities in the programmes themselves. In particular, all the countries that participated in the study were developing curricula that were more practical and more integrated. Other general features of the innovations included strong participation by classroom teachers in designing the new courses, serious attention to student diversity, introduction of new assessment techniques, and an emphasis on scientific ways of knowing.     

Integrating mathematics,science, and technology: effects on students

Few studies have examined the student learning effects of integrating science with mathematics and technology. We compared a school that integrated mathematics, science and technology in grade 9 to a school in the same district that taught the three courses separately. The distinguishing feature of the integrating school was the reorganization of instruction in the three subjects to prepare students for seven group projects (involving a total of 25 h) that required the application of knowledge and skill that were shared by the three subjects, as well as learning outcomes that were unique to each. The study detected benefits for students in the integrated setting in terms of their ability to apply shared learning outcomes, student motivation, ability to work together and attitudes to appraisal of group work. Female students in the integrated school had a better understanding of selected science learning outcomes. Attitudes toward mid‐term exams were higher in the control school.

     

Leadership training in science,technology, engineering and mathematics education in Bulgaria

This synthesis paper explores current leadership training in science, technology, engineering and mathematics (STEM) education in Bulgaria. The analysis begins with discussion of global factors influencing the implementation of leadership training in STEM education in general and then presents information about the current status of leadership training in Bulgaria with emphases on the country's economics, politics and geographical location as specific factors influencing leadership education. A short background of Bulgaria is presented with regard to population, gross domestic product, educational system, engineering force and possible need for leaders in industry in Bulgaria and the European Union. The paper provides an overall view about the current status of leadership training in all Bulgarian universities offering STEM education and concentrates specifically on two major universities by examining their currently offered programmes. As part of the discussion, similar training elements in other European countries and the USA are presented.     

Interactive learning through web-mediated peer review of student science reports

Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged double-blind reviews. The first study randomly assigned students to four groups representing full, partial, or no peer review. Students engaging in any aspect of peer review made more revisions than students confined to reviewing their own reports. In the second study, all students engaged in peer review, and the influence of writing versus receiving critiques was analyzed using linear regression. Both studies showed receiving reviews to be more significant than writing them in terms of triggering report revisions. Students valued the peer review experience and credited it with giving them insights about their work. Conclusions address implications for optimal design of online peer review systems and for further research into student learning gains.

科技期刊在知识经济时代的改革与发展

为了使我国科技期刊适应知识经济时代的改革和发展,真正走向市场,走向世界,现针对目前科技期刊的现状和存在的问题,主要从我国期刊布局的合理化与管理的现代化,主编与编委、作者与读者的国际化、编辑、出版的现代化,刊物自身的定位,以及编辑人才的培养和队伍的建设等方面进行论述和探讨,旨在加快我国科技期刊的发展。     

Relationship between perceived and observed student-centred learning environments in Qatari elementary mathematics and science classrooms

Recently, Qatar established educational reform in charter (independent) schools focusing on curriculum standards, student-centred teaching, standards-based assessment, English as the language of instruction, and extensive professional development. A primary area of emphasis was the creation of student-centred mathematics and science classrooms characterised by inquiry and active student participation. The purpose of this study was to investigate differences in the learning environments of Qatari mathematics and science classrooms at two levels: in higher- and lower-performing Qatari schools implementing the recent Education for a New Era reform elements; and in classes of teachers who experienced professional development focused on student-centred teaching strategies and those who did not. Participants included teachers and students in 47 grade 3 and 4 mathematics and science classrooms. Classroom observations were conducted and student learning environment surveys were administered at the beginning and end of the semester. Results indicated low levels of student-centred instruction, despite significant improvement over time. Few differences by level of school performance or professional development participation existed. However, Personalisation emerged as a key learning environment variable related to teachers’ implementation of student-centred instruction.     

经历学习过程 体验数学学习

文章主要阐述了怎样在学生学习过程中凸现“经历学习过程”、“在体验中获得经验”这一“课标》中的新理念。从经历主动建构的过程、体验丰富多彩的数学活动和形成富有个性．体现多样化学习需求的数学学习过程三个方面进行了陈述，并且通过一些具体事例的描述论证了以上的观点．表述了“让学生经历学习过程，充分体验数学学习，感受成功的喜悦，增强信心，从而达到学会学习的目的”的观点，以期推动课改的进程。