SSM Table of Contents & Abstracts

Volume 103 (1), January 2003

---

Table of Contents

Abstracts

Previous Issue

Volume 103(1)

Next Issue

Table of Contents

Abstracts

Nontraditional College Students and the Role of Collaborative Learning as a Tool for Science Mastery 

Carol A Lundberg

Azusa Pacific University 

This study investigates the way collaborative learning that occurs primarily outside the classroom affects college studentsâ understanding of science. Collaborative learning is particularly important for the increasing number of nontraditional students who have limited time available for study groups and other peer learning activities occurring outside of class time. Using a national study of 4,644 college students of various academic majors, multiple linear regression was used to identify variables that enhance science learning. Time spent in peer learning settings, such as teaching science to peers and discussing science with peers, were the strongest predictors of understanding science; moreover, this finding was consistent even for nontraditional students who reported less frequency of engagement in such activities. The study suggests that science educators can enhance learning when they structure their courses to include peer learning that engages students with each other over science issues outside the classroom.  


Exploring the Use of New Representations as a Resource for Teacher Learning 

Andrew Izs‡k, The University of Georgia 

Miriam Gamoran Sherin, Northwestern University

 

An important goal of mathematics education reform is to support teacher learning. Toward this end, researchers and teacher educators have investigated ways in which teachers learn about mathematical content, pedagogical strategies, and student thinking as they implement reform. This study extends such work by examining how one elementary school and one high school teacher learned from studentsâ interpretations of new conceptually based representations contained in instructional materials aligned with the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000). Results indicated that teaching with new representations provided a rich context for teacher learning at both the elementary and high school level, and three dimensions were identified along which such learning occurred. The results suggest that pedagogical content knowledge with respect to representations is an important facet of teacher cognition that should be studied in greater depth.  

 
Studentsâ Understanding of the Particulate Nature of Matter 

 

Jonathan E. Singer, University of South Carolina 

Revital (Tali) Tal, Department of Education in Technology and Science 
Hsin-Kai Wu, University of Michigan 

The particulate nature of matter is identified in science education standards as one of the fundamental concepts that students should understand at the middle school level. However, science education research in indicates that secondary school students have difficulties understanding the structure of matter. The purpose of the study is to describe how engaging in an extended project-based unit developed urban middle school studentsâ understanding of the particulate nature of matter. Multiple sources of data were collected, including pre- and posttests, interviews, studentsâ drawings, and video recordings of classroom activities. One teacher and her five classes were chosen for an indepth study. Analyses of data show that after experiencing a series of learning activities the majority of students acquired substantial content knowledge. Additionally, the finding indicates that studentsâ understanding of the particulate nature of matter improved over time and that they retained and even reinforced their understanding after applying the concept. Discussions of the design features of curriculum and the teacherâs use of multiple representations might provide insights into the effectiveness of learning activities in the unit. 

 
Community Partnership Grant Generates Preservice Teacher and Middle School Student Motivation for Authentic Science and Mathematics 


Nancy J. Selover, Arizona State University 

Denise Dorn, McKemy Middle School

Ronald I. Dorn and Anthony J. Brazel, Arizona State University 

Motorola Inc., research climatologists, preservice teachers taking a science requirement, and students in a Title I middle school explored whether a new major urban lake increases local humidity and decreases quality of life in a community dependent on ãdry heatä during summers. Analysis of automated climate data reveals that the urban lake is too small to increase humidity, a conclusion roughly consistent with student-gathered data÷keeping in mind the difficulty of students in making reliable scientific measurements. Qualitative survey questions and interviews about the process revealed that elementary education majors learned they could generate excitement for authentic science and mathematics within themselves and within students through research experiences. Furthermore, the interaction introduced low income, minority middle schoolers to the idea that attending college is an option in their future. Thus, synergistic involvement of education majors and children in scientific research to generate excitement in science and mathematics is strongly encouraged.

     Go to Table of Contents