Volume 106 (1), January 2006

Kevin D. Finson,  Bradley University

Jon Pedersen, University of Oklahoma

Julie Thomas, Texas Tech University

Many educational researchers seem to concur with the idea that, among other factors, the teacher’s teaching style has some impact on student learning and the perceptions students develop about science learning and the work of scientists. In this study, nine middle grades teachers’ teaching styles were assessed using the Draw-a-Science-Teacher-Teaching Test Checklist (DASTT-C) and categorized along a continuum from didactic to inquiry/constructivist in orientation. Students’ (n = 339) perceptions of scientists were determined using the Draw-a-Scientist-Test Checklist (DAST-C). Teachers’ teaching styles and their students’ perceptions of scientists were then compared using nonparametric correlational methods. Results showed that no significant correlation existed between the two measures for the population studied. Although the study provides no understanding about when or how relationships developed between teachers’ teaching styles and students’ perceptions of scientists, trends in the results give rise to some concerns regarding the preparation of future science teachers and the in-service development of practicing teachers.

Aimee J. Ellington

Virginia Commonwealth University

Forty-two studies comparing students with access to graphing calculators during instruction to students who did not have access to graphing calculators during instruction are the subject of this meta-analysis. The results on the achievement and attitude levels of students are presented. The studies evaluated cover middle and high school mathematics courses, as well as college courses through first semester calculus. When calculators were part of instruction but not testing, students’ benefited from using calculators while developing the skills necessary to understand mathematics concepts. When calculators were included in testing and instruction, the procedural, conceptual, and overall achievement skills of students improved.

Katharine D. Owens, David Steer, and David McConnell

The University of Akron

This case study describes a professor’s evolution from geoscience researcher to effective teacher to education researcher.  The article details his initial beliefs about teaching, looks at the factors that prompted him to seek a different teaching approach, and enumerates the supports and challenges that he had on his journey.  Factors essential to this evolution are early career success in discipline research, an institutional climate to reward teaching, mentoring support by colleagues, access to professional development opportunities, and involvement in action research activities. The case study is linked to education literature about teaching and education research and makes recommendations based on the findings of the study.

Kim Beswick

University of Tasmania

Preservice teachers in a bachelor of education (Primary and ECE) program were surveyed about their beliefs and attitudes toward mathematics and its teaching and learning, at the beginning of their first mathematics curriculum unit and again at the end of their second mathematics education unit, approximately 18 months later. Significant differences were found for several items. However, in comparison to previously noted changes in the beliefs of similar cohorts from the beginning to end of a single unit, the changes were relatively small. Aspects of the course that students considered valuable and which may have contributed to the changes are also reported.