Volume 105 (2), February 2005

Table of Contents

Abstract

Learning the Learning Cycle: The Differential Effect on Elementary Preservice Teachers

Joan Lindgren, Florida Atlantic University          

Robert E. Bleicher, California State University Channel Islands

This study examined the difficulties and factors that led to understanding the learning cycle teaching strategy. Participants included 83 preservice elementary teachers (PTs) enrolled in multiple sections of a science methods course taught by the same professor, one of the authors of this study. Analysis revealed that there were four categories of PTs, ranging from Enthusiastic to Fearful students, distinguished by their science content background and attitudes to science. High achieving students, successful in science courses, felt confused by the learning cycle that was so different from their previous science learning experiences and formed mindsets against learning it. Average students who expressed disinterest or even fear of science embraced it as their first successful science learning experience. Multiple exposures to the learning cycle were necessary to overcome these mindsets. Most PTs in all categories increased in their understanding of the learning cycle and perceived it as an effective method for allowing students to construct their understanding of science.

Algebra Teachersâ Utilization of Problems Requiring Transfer Between Algebraic, Numeric, and Graphic Representations

Robert F. Cunningham, The College of New Jersey

For students to develop an understanding of functions, they must have opportunities to solve problems that require them to transfer between algebraic, numeric, and graphic representations (transfer problems). Research has confirmed student difficulties with certain types of transfer problems and has suggested instructional factors as a possible cause. Algebra teachers (n = 28) were surveyed to determine the amount of class time they devote to different types of transfer problems and how many times these problems appear on their teacher-made assessments. Results suggest that teachers dedicate less class time to graphic to numeric transfer problems than to any other type of transfer problem and that these problems appear less frequently on assessments. These are exactly the types of transfer problems that pose the most difficulty for students. It is conjectured that teachersâ familiarity with these problems, combined with assumed student mastery, contribute to this mismatch.   

Relationship Between Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers

Juliana Utley,    Oklahoma State University

Christine Moseley, University of Texas at San Antonio

Richard Bryant, Oklahoma State University

The purpose of this study was to investigate the change in teacher efficacy beliefs about mathematics and science teaching during participation in methods courses and student teaching, as well as the relationship between mathematics and science teaching efficacy. Data revealed that, as science and mathematics teacher education in a methods course progressed, science and mathematics teaching efficacy significantly increased. This effect appeared to decrease slightly by the end of student teaching. Analysis of data indicated a significant difference in both the personal mathematics and personal science teaching efficacy scores, as well as mathematics outcome expectancy. Additionally, preservice teachersâ personal mathematics and science teaching efficacies were directly related, as were their mathematics and science teaching outcome expectancies.

Interpreting Middle School Studentsâ Proportional Reasoning Strategies: Observations From Preservice Teachers

Ellen Hines, Northern Illinois University

Mary T. McMahon, North Central College

This paper reports the findings of an investigation of 11 preservice secondary school teachersâ interpretations of the development of proportional reasoning strategies used by middle school students. The preservice teachers examined samples of solution strategies generated by middle school students in proportional reasoning situations and prepared written responses of their views concerning the developmental levels indicated in the studentsâ work. Each preservice teacher also participated in an hour-long interview, in which the researchers asked for elaboration and clarification of the written responses and, in some cases, challenged the preservice teachers to consider alternative interpretations for the middle school studentsâ work. The interviews were audiotaped for later analysis by the investigators, and key aspects of both the written and audiotaped responses were entered into a spreadsheet and later tabulated into categories indicating trends in the preservice teachersâ interpretations. Some implications for the preparation of preservice middle school science and mathematics teachers are included.

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