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1.
ABSTRACT

Implementation of educational integration policy in Israel creates heterogeneous student compositions in the schools. Principals and teachers who, as a result, confront instructional difficulties, and who are ambiguous about this policy and its expected efficacy, press to counter‐balance this heterogeneity by resegregating students within the school in ability‐based classes. In this paper we deal with three inter‐related topics:

  1. the degree of learning segregation within integrated junior high schools in Israel;

  2. several factors which may explain the degree of learning segregation; (3) the effect of learning segregation on academic outcomes: achievement (in reading and science) and subsequent school career (student placement in high school track).

In doing so, we clarify an aspect of the school principal's role and his or her indirect effect on students learning. Principals have a decisive power in the organization of learning frameworks (class structure, ability grouping etc.) within the school. Their ideas and convictions about the efficacy of integration affect the actual practices of class organization in the school. This, in turn, has an effect on learning processes within the class and evetually on students’ academic outcomes, especially on those from the weaker group.  相似文献   

2.
ABSTRACT

This research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction.  相似文献   

3.
ABSTRACT

The authors find justification for integrating science, technology, engineering, and mathematics (STEM) in the complex problems that today's students will face as tomorrow's STEM professionals. Teachers with individual subject-area specialties in the STEM content areas have limited experience in integrating STEM. In this study, the authors investigated the conceptual changes of secondary school teachers teaching domain-specific STEM courses after a week-long professional development experience integrating earthquake engineering and domain-specific concepts. They documented and then triangulated outcomes of the experience using participating teachers' concept maps and teacher-generated written materials, respectively. Statistical comparisons of participants' concept maps revealed significant increases in their overall understanding of earthquake engineering and more accurate linkages with and among science domain-specific concepts. Content analyses of teachers' learning products confirmed the concept map analysis and also provided evidence of transfer of workshop learning experiences into teacher-designed curriculum products accurately linking earthquake engineering and domain-specific STEM content knowledge.  相似文献   

4.
ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.  相似文献   

5.
ABSTRACT

In this article the results of an investigation into the relation between school size and achievement are reported. The findings relate to mathematics achievement in Dutch, Swedish and American secondary education and to science achievement in the Netherlands. The analyses sought to provide an answer to the following questions:

(1) Is school size related to achievement independently of student background characteristics such as sex, achievement motivation, socio‐economic status and cognitive aptitude? (2) Is the effect of school size related to any of the aforementioned background characteristics? (3) Does the effect of school size on achievement differ between the educational systems of the Netherlands, Sweden and the USA? (4) Is the effect of school size the same for different measures of student achievement (mathematics versus science)?

It was hypothesized that school size would be most strongly related to achievement in the USA. The analyses, however, revealed little empirical evidence for the existence of school size effects on achievement in any of the three countries, possibly because school size and curriculum comprehensiveness are not strongly related in these countries.

Because the investigations involved the analysis of five separate datasets, the research outcomes revealed some useful additional information with respect to the robustness of the detected relations between the five covariates and student achievement.

  相似文献   

6.
《学校用计算机》2013,30(1-2):75-91
Abstract

A mature mathematics teacher (one in the latter stages of a successful career in teaching secondary mathematics) sought support in making a paradigm shift to a technology-integrated pedagogy in the context of a state's emerging standards-based curriculum. The teacher had concerns regarding his ability to make the paradigm shift, but he was willing to make the effort because he believed that integrating technology as an instruction/production tool would increase student achievement in mathematics. This article describes the teacher's experience. Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture. Two topics, angles and circles, were taught using this format. Another topic, lines, was taught traditionally to all three classes. Interestingly, students across the three groups had numerically higher end-of-unit test scores for both lines and circles, much more acceptable to the teacher, than for angles. Recommendations are in order in regard to teacher support for technology integration.  相似文献   

7.
Abstract

The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting and evaluation were found to be significantly related to attitudes, but not to mathematics achievement.  相似文献   

8.

This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources,

and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.

  相似文献   

9.
ABSTRACT

North Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions.  相似文献   

10.
Abstract

Teachers’ expectations as they relate to student achievement outcomes have received much research attention. Student expectations for their own achievement have not. Noninduced student expectations for their individual achievement, and for male and female differential achievement, in mathematics classes were assessed for 698 eighth grade students. Expectations were measured early in the school year via written self-report. Student ability level was also ascertained and controlled. Individual achievement expectations were found to relate to students’ subsequent achievement across criterion variables and times of the year.  相似文献   

11.
Abstract

This study assessed 4th, 8th, and 11th grade students' understanding of natural and social science concepts related to pollution. A representative sample of public school students (n = 105) in 11 Maine schools was selected, and students were interviewed on four concept principles considered critical to a full understanding of the pollution problem. The concept of pollution included the much publicized issues of solid and toxic waste as well as air, soil, and water pollution. Research assertions were summarized in generalized correct concept statements indicating the extent of current student knowledge. Common misconceptions were also noted.

This study considered student understanding from a human ecological perspective, that is, as an integrated set or cluster of concepts related to pollution. This reflects a complex, integrated, and multidisciplinary conception of natural phenomena. Human constructivism, meaningful learning theory, and principles related to the relevance of student schema in the design of curriculum and instructional strategies guided this work.

The results of this study have implications for teaching about pollution and the design of science education curriculum materials based upon student knowledge. This information can guide teaching strategies concerning current environmental problems and thus help learners gain an appreciation for the complex and multi-disciplinary nature of science, technology, and society and how they affect the environment.  相似文献   

12.
ABSTRACT

The curriculum, Hot Wheels Speedometry (Mattel, El Segundo, CA, USA), was designed to align with the Next Generation Science Standards for science and the Common Core State Standards for mathematics. Our objective was to develop, implement, and evaluate the impact of this integrated science, technology, engineering, and mathematics (STEM) curriculum on students' knowledge, interest, and engagement. The authors conducted the study in a district where students were predominantly from communities under-represented in STEM fields. The findings indicate that student individual interest developed. Furthermore, students demonstrated affective, behavioral, and cognitive engagement along their progression of interest development. The study shows promise for the development of interest and engagement in under-represented groups through the use of an integrated STEM curriculum.  相似文献   

13.
ABSTRACT

Present federal education policies promote learning in science, technology, engineering, and mathematics (STEM) and the participation of minority students in these fields. Using longitudinal data on students in Florida and North Carolina, value-added estimates in mathematics and science are generated to categorize schools into performance levels and identify differences in school STEM measures by performance levels. Several STEM-relevant variables show a significant association with effectiveness in mathematics and science, including STEM teacher turnover, calculus and early algebra participation, and mathematics and science instructional indices created from survey items in the data. Surprisingly, a negative association between students’ STEM course participation and success in STEM is consistently documented across both states, in addition to low participation of underrepresented minority students in successful schools in STEM.  相似文献   

14.
Summaries

English

This paper elucidates some of the conceptual, measurement and methodological problems associated with evaluating science curricula in terms of their impact upon students’ content‐free cognitive outcomes. In particular, a report is given of an investigation of the effects of incorporating ASEP (Australian Science Education Project) materials into the science programmes of a large sample of seventh‐grade students in Tasmania. In this investigation, the content‐free outcomes were assessed at the beginning and end of a school year by means of three measures of understanding of the nature of science and four measures of enquiry skills.

It was found that a significant relationship emerged between the curriculum variables and one learning outcome, between sex and six learning outcomes, between socio‐economic status and one learning outcome, and between school type and all seven learning outcomes. All together, the curriculum shows a continuous influence on the general cognitive‐learning results in the scientific field, as far as they are not related to specific subject matter.  相似文献   

15.
To enable high school students, especially those interested in art and design-related careers, to improve their ability to integrate knowledge of science, technology, engineering, and mathematics (STEM) in their creative design practices and to be familiar with auto manufacturing, the development of a bridging curriculum, known as STEAM (science, technology, engineering, arts, and mathematics) using digital tools such as 3D printers, has been increasingly recognized as emergent and vital. As a bridging curriculum, it is essential to examine the curriculum with respect to high school and college students to highlight the differences in their knowledge and skills for improving curriculum development. Hence, we conducted a teaching experiment using a CO2-car engineering design curriculum in this study to analyze the learning outcomes of four groups of students (three 3D-printing groups: 108 high school students, 12 design college students, and 12 engineering college students; one handmade group: 36 high school students) to assess their competencies. The results of the present study highlight significant differences in creativity, forecast accuracy, race outcomes, and learning outcomes. Suggestions based on the results were generated to improve the curriculum. The findings in this study serve as a reference for the future design, development, and implementation of STEAM curricula.  相似文献   

16.
Abstract

This exploratory study aimed to describe the impact of the ‘Science in Family project’, as a transformative learning model for science teachers trying to improve student’s attitudes toward STEM subjects. This study took place in a public elementary school in Monterrey, Mexico, which has been developing this project for more than thirteen years with students from 4th, 5th and 6th grade. We used participant observation and interviews with four families whose children are students of this elementary school, and with one family whose sons were students of this school some years ago. Results showed that there is a relationship between positive attitudes towards science in students who were exposed to transformative learning models of teaching. Two of the participants took steps to follow science related careers. This study helps to illuminate the extent to which teacher education models influence students’ attitudes and how positive attitudes to science are influenced by the use of learning by doing projects.  相似文献   

17.
ABSTRACT

There have been strong calls to action in recent years to promote both school choice and the learning of science, technology, engineering, and mathematics (STEM). This has led to the burgeoning development of STEM-focused schools. Nine STEM-focused charter and 2 STEM-focused magnet schools that serve elementary-aged students were examined to assess the achievement of students who transfer to these schools, as compared to students transferring to non-STEM schools, in the content areas of mathematics, language arts, and reading. The achievement of students transferring to STEM-focused elementary schools was also evaluated after 3 years at their new school and compared both to students’ own prior achievement at their old school and to achievement of students comprising comparison groups. Results generally indicated no effect of STEM-focused magnet schools, but did indicate some positive effects of STEM-focused charter schools.  相似文献   

18.
Background: This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8–10 and was part of a larger outreach program of the Collaborative Research Center ‘Function by Switching’ at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.

Purpose: We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.

Sample: A total of 154 secondary school students from grades 8–10 of seven different secondary schools participated in this study.

Design and methods: A pre-post questionnaire with six subscales on students’ perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.

Results: Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students’ perceptions of NOS, NOSI and NOST facets. After the lab visit, students’ answers corresponded to a more adequate perception of today’s science and scientists. Some gender differences in learning gains were also detected.

Conclusion: The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students’ perceptions of the nature of nanoscience provided insights into students’ worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano)science programs in out-of-school settings and science outreach programs.  相似文献   

19.
Abstract

How can research findings from cognitive and learning sciences be meaningfully applied in authentic settings to improve student learning outcomes in mathematics? Decades of basic research on how people learn has implications for the design of curriculum, instruction, and assessment. However, bringing research to practice involves simultaneously applying multiple design principles and raises pragmatic challenges of classroom contexts. Our project used research-based recommendations to systematically revise a widely used middle school mathematics curriculum and investigated whether the revised curriculum improved student learning in mathematics. In this article, we detail a replicable process for operationalizing and implementing multiple research-based principles and report findings from a large-scale experimental evaluation of this approach to estimate the potential impact on student learning.  相似文献   

20.
Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts. However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform. Practicality consists of three constructs: congruence with teacher’s values and practice; instrumentality—compatibility with the existing school structures; and cost/benefits—whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important considerations for the implementation of educational technology.  相似文献   

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