ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15822.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

During our work with pairs of elementary and middle school lead teachers, one mathematics and one science, we struggled to get beyond activities developed by AIMS and others. This article presents a procedure whereby two teachers engage in a semi‐structured professional dialogue to create curriculum experiences which highlight mathematics and science connection

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15823.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Over the past decade, Illinois science education has experienced major reform efforts mandated by the state legislature. The end results of many of these mandates are not yet determined, although questions have arisen which bring some focus to the impact of these mandates on teachers within the state. During the 1992–93 school year, in an effort to address some of these questions, a statewide survey was developed and administered to 1,200 randomly selected K‐6 teachers. Survey items were designed to examine science instructional processes; teacher (preservice and in service) preparation in science; school science leadership; teachers' perceived needs; implementation of the Illinois State Goals of Learning in Science; support of science by administrators, parents, and the community; obstacles to delivering quality science instruction; and student assessment in science instruction. Survey validation included cross‐comparisons of data collected from site visitors, representing ten universities across the state, who used an observation checklist correlated with written survey items. Six percent of surveyed schools were visited. This paper presents the results of the survey and discusses the present state of the health and vigor of current and past funding support for scientific lit

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15824.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15825.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Parent beliefs about roles of education, teachers, computers, and innovative mathematics instruction were examined through factor analysis. Strong relationships between parent beliefs regarding teacher and computer roles were found. The beliefs of parents about the similar roles of teachers and computers in education may impact the implementation of innovations in mathematics education and the uses of computers in education. Reciprocally, the ways computers are implemented in education may impact the beliefs parents have about the purposes of education.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15826.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

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 teacher

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15827.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article examines the issue of why students fail to activate and use mathematical knowledge during problem solving when it is known that they possess the required knowledge. This issue is explored by analyzing problem‐solving attempts of a high‐achieving student and a low‐achieving student in the domain of plane geometry. On the basis of these data and other literature, three major sources of mathematical knowledge‐access difficulties are identified that might be considered by classroom teachers, including a student's (1) dispositional state, (2) management of the problem‐solving process, and (3) state of organization of his or her mathematical knowledge. It is argued that teaching practices that place emphasis on careful management of problem‐solving activity could help students activate and extend the use of mathematical knowledge acquired in lesson

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15828.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This study compared college‐age student attitudes toward junior high/middle school science classes, teachers, and the value of science content. Subjects represented two groups: academically talented college students majoring in the sciences, and equally talented nonscience college students. The data were compared with responses from noncollegiate young adults, reported in an earlier investigation (Yager&Penick, 1986). Results indicated that science students expressed the most favorable impressions of school science instruction, followed by nonscience students, and then by noncollegiate adults. Although science student attitudes were positive overall, many high‐ability students indicated that their secondary science classes were neither exciting nor relevant to daily living. Curricular implications for enhancing students' attitudes are discus

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15829.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article describes an exploration of one facet of problem formulation. Prospective elementary and secondary teachers were presented with a mathematical situation consisting of data and conditions, but no questions were presented. They were asked to create questions that could be answered using the given information. In the spirit of exploration, this paper analyzes the student‐formulated questions from two perspectives—the nature of the information contained within the questions posed and the responses which those questions elicited. A careful analysis of questions posed by students will enable education professionals to understand and promote better problem posing in mathematics classro

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15830.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15831.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY