SSM Table of Contents & Abstracts

Volume 103 (8), December 2003

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Abstract

Constructivist Beliefs About the Science Classroom Learning Environment: Perspectives From Teachers, Administrators, Parents, Community Members, and Students

Jodi J. Haney, Bowling Green State University  

Charlene M. Czerniak, The University of Toledo

 Andrew T. Lumpe, University of Texas at Tyler

This study examines the perceptions of teachers, administrators, parents, community members, and high school students about the science learning environment. The participants were active members of a grant project aimed at creating community action teams. Varrella and Burry-Stockâs (1997) Beliefs About Learning Environments (BALE) Instrument was used as a theoretical model for constructivist belief identification and comparison. Two primary questions were explored: (a) What are the beliefs of the teachers and other school community members about the science learning environment? and (b) How do these belief structures compare? Analysis of the BALE responses indicated that, although beliefs varied greatly, the administrators and teachers possessed the most constructivist beliefs. The authors suggest that identifying the beliefs of teachers, as well as those of the entire school community, is crucial. If the school community does not believe in (or understand) the recommendations, the chance for long-lasting reform is improbable.

Relationship Between Professional Development, Teachersâ Instructional Practices, and the Achievement of Students in Science and Mathematics

Douglas Huffman and Kelli Thomas, University of Kansas         

Frances Lawrenz, University of Minnesota

The purpose of this study was to examine the relationship between different types of professional development, teachersâ instructional practices, and the achievement of students in science and mathematics. The types of professional development studied included immersion, examining practice, curriculum implementation, curriculum development, and collaborative work. Data regarding teachersâ instructional practices and the amount of professional development were collected using teacher surveys. Ninety-four middle school science teachers and 104 middle school mathematics teachers participated in the study. Student achievement was measured using eighth grade state science and mathematics achievement test data. Regression analyses suggested that for both science and mathematics teachers, examining practice and curriculum development were significantly related to the use of standards-based instructional practices. Only curriculum development for mathematics teachers was significantly related to student achievement. Implications of results for the professional development of science and mathematics teachers are discussed.

Examining Instructional Practices of Elementary Science Teachers for Mathematics and Literacy Integration

Patricia Douville, David K. Pugalee, Josephine D. Wallace

University of North Carolina at Charlotte

 Integration of content in core disciplines is viewed as an important curricular component in promoting scientific literacy. This study characterized the current practices of a group of elementary teachers relative to their development of interdisciplinary links between science, mathematics, and literacy. A qualitative analysis of survey data showed that there were substantial differences in the use of a well-developed process for integrating instruction. Teachers also lacked a conceptual connection to integration, showed contradictions in the importance placed on hands-on experiences, used measurement as the primary interdisciplinary connection between mathematics and science, and did not use instructional strategies designed specifically for nonfiction/expository text. The findings underscore the need for professional development that assists teachers in changing their conceptual perspectives to integration while also building pedagogical knowledge related to integration of science, mathematics, and literacy. 

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