ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10203.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The development of teacher education programs to better prepare elementary teachers requires an empirical base in which to anchor meaningful change. The research reported herein makes just such an effort. Preservice teachers' mathematics and science knowledge was measured as were their beliefs regarding instruction in these content areas. The results suggest that an increase in the number of college credit hours in science and mathematics content is less likely to effect necessary change than alteration of the methods and curriculum materials.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10204.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article addresses and attempts to refute several of the most widespread and enduring misconceptions held by students regarding the enterprise of science. The ten myths discussed include the common notions that theories become laws, that hypotheses are best characterized as educated guesses, and that there is a commonly‐applied scientific method. In addition, the article includes discussion of other incorrect ideas such as the view that evidence leads to sure knowledge, that science and its methods provide absolute proof, and that science is not a creative endeavor. Finally, the myths that scientists are objective, that experiments are the sole route to scientific knowledge and that scientific conclusions are continually reviewed conclude this presentation. The paper ends with a plea that instruction in and opportunities to experience the nature of science are vital in preservice and inservice teacher education programs to help unseat the myths of scienc

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10205.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The curriculum, teaching, and assessment Standards of the National Council of Teachers of Mathematics advocate the use of various assessment techniques in mathematics, K‐12. Practitioners from 35 school districts in two regions of a midwestern state completed a questionnaire and reported information about their assessment practices, reporting methods, and other issues that affect change in mathematics. The results of the survey suggest that current reporting practices are limiting the use of alternative classroom assessment practices. Delays in the use of alternative mathematics assessment practice can probably be expected until the reporting systems used in school districts become consistent with the assessment systems and teachers participate in ongoing professional development programs to learn more about alternative assessment practice

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10206.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.tb10207.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This exploratory study examined relationships among success in a regional science fair and self‐concept, parental influences, motivation, anxiety, and selected demographic variables. The sample included 142 students in grades 7–12 who were enrolled in a district science day in Ohio. Confidence levels and parental influences were measured using scales developed by Campbell (1991). Motivation was measured with items asking who or what influenced students to enter the district science fair and whether they intended to attend college and major in a science‐related field. The State‐Trait Anxiety Indicator (STAI) (Spielberger, 1983) was used to measure anxiety. Success in the district science day was measured by the rating given by a pair of judges for the science fair project. Demographic variables examined were GPA, participation in a gifted/talented class, participation in a scientific research course, gender, ethnicity, and parents' level of education. Descriptive and discriminant statistical techniques were used to analyze the data. A discriminant function analysis determined one significant function which predicted rating in the science fair. This function, accounting for 77% of the variance, included five coefficients—parental help, parental pressure, science self concept, the science fair project counted as part of a science course grade, and the judges' rating on the science fair project determined the course grade. Implications are discussed for classroom teachers who enroll students in scie

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10208.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.tb10209.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

There have been many studies that have examined technology use in schools; most have relied on selfreport data from administrators, teachers, or students rather than on systematic classroom observations of technology use. The authors of the present study conducted systematic observations on 1,315 students from 220 middle school mathematics classrooms to examine the extent of technology use and whether there were gender, ethnic, or grade‐level differences related to the extent of students' use of technology. The descriptive results indicate that students used calculators about 25 percent of the time and computers less than 1 percent of the time in their mathematics classes. The multivariate analysis of variance results indicated no sex‐ or ethnicity‐related differences among students on their use of technology. Seventh grade students, however, were found to use calculators significantly more than sixth and eighth grade stu

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10210.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.tb10211.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This project was a cooperative effort between university faculty, elementary school teachers, and members of the Education Department at the Indianapolis Zoo. The purpose of this project was to develop, evaluate, and disseminate a set of fourteen K‐6 science lessons that could be used in conjunction with field trips to the zoo. These lessons, titled The Zoo Connection, follow the Learning Cycle teaching model. In addition to following the model, the development of the lessons was based on the premise that teachers should focus on a specific science concept or set of related concepts when visiting a zoo. Workshop sessions were conducted to introduce teachers to the materials and to provide them with strategies for implementing the materials in their science instruction. An evaluation was conducted for each workshop session to determine teachers' perceptions of the materials and to determine whether they felt prepared to use them with their students. The materials were also field‐tested in several elementary schools to assess their effectiveness for presenting science concepts to elementary school children. Results indicate that teachers felt the workshops adequately prepared them to use the materials and that the materials were effective for presenting science conce

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10212.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY