Volume 98, Number 1, January 1998

Table of Contents

Abstracts

Table of Contents

Abstracts

• An Investigation of the Sequence of Catalan Numbers With Activities for Prospective Teachers

John Koker, Norbert J. Kuenzi, and Asuman Oktaç, University of Wisconsin Oshkosh
Rochelle Leibowitz, Wheaton College
Lowell Carmony, Lake Forest College 

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        In The Handbook of Integer Sequence Numbers by N. J. Sloane (1973), the sequences of integers known as the Catalan numbers and the Bell numbers are called sequences 577 and 585, respectively. In this paper, several problems in which these sequences arise are investigated. These problems are appropriate for both pre- and in-service teachers, as well as students studying discrete mathematics.
 
• Clarifying the Place of Essential Topics and Unifying Principles in High School Biology

Eugene L. Chiappetta, University of Houston
David A. Fillman, Galena Park Independent School District 

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        The content of high school biology courses is overwhelming in quantity. This coverage does not permit students to engage in inquiry whereby they construct knowledge in a meaningful manner. Initially, the study sought to identify a small list of essential topics as the focus of high school biology. With the help of seven science supervisors in a large metropolitan area in the Southwest who have taught high school biology for many years, the problem of course content was examined. After three separate contacts by mail to the supervisors using a Delphi technique, a view emerged: Teach students the big ideas of biology rather than specific topics, but use topics to develop the major themes and unifying principles. These findings need to be discussed with biology teachers to help them focus their teaching on a smaller body of course content that relates directly to the major ideas of biology.
 
• Alternatively Assessing an In-service Program

Julie A. Luft, University of Arizona 

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        In-service evaluation is typically inadequate. Specifically, most in-service assessments provide a limited amount of information about the in-service program, and the participant does not take an active role in the evaluation. One possible first step to reforming in-service evaluation is integrating the assessment process with the in-service program. This paper describes how the staff in one in-service program attempted to integrate assessment with an in-service program through the development and utilization of an implementation rubric. At the conclusion of the in-service program, the developed rubric provided program staff with information about the effectiveness of the in-service program. Yet throughout the in-service program, the rubric provided participants with opportunities to reflect upon their practice, revealed the changes that occurred in participantsâ classrooms and their instruction, and guided the instructional decisions of program staff.
 
• Two Models for K-12 Hypermediated Earth System Science Lessons Based on Internet Resources

Timothy F. Slater and Robert L. Fixen, Montana State University 

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        An immense collection of daily and archived earth and space science digital images and database information sources are readily accessible to K-12 teachers through the Internet and the World Wide Web. However, these abundant electronic resources are designed for scientists and often need to be modified to benefit students. Advances in hypermedia as an instructional tool for earth system science education provide a mechanism for designing user-friendly and structured classroom units based on this available data. Two models proposed as a foundation for materials development are the Learning Cycle Model and the Investigation/Experimentation Model. A high demand for Internet-based curricular materials development to take advantage of the current technology suggests an educational research agenda to determine which lesson formats are most effective for learners.
 
• Connecting Mathematics and Science in Undergraduate Teacher Education Programs: Faculty Voices from the Maryland Collaborative for Teacher Preparation

Tad Watanabe, Towson University
Mary Ann Huntley, Maryland Collaberative for Teacher Preparation 

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        The study reported in this paper investigated perceptions concerning connections between mathematics and science held by university/college instructors who participated in the Maryland Collaborative for Teacher Preparation (MCTP), an NSF-funded program aimed at developing special middle-level mathematics and science teachers. Specifically, we asked (a) ãWhat are the perceptions of MCTP instructors about the Îotherâ discipline?ä (b) ãWhat are the perceptions of MCTP instructors about the connections between mathematics and science?ä and (c) ãWhat are some barriers perceived by MCTP instructors in implementing mathematics and science courses that emphasize connections?ä The findings suggest that the benefits of emphasizing mathematics and science connections perceived by MCTP instructors were similar to the benefits reported by school teachers. The barriers reported were also similar. The participation in the project appeared to have encouraged MCTP instructors to grapple with some fundamental questions, like ãWhat should be the nature of mathematics and science connections?ä and ãWhat is the nature of mathematics/science in relationship to the other discipline?ä