Improper Use of Physics-Related Context in
High School Mathematics Problems:
Implications for Learning and Teaching
Boris Korsunsky
This article discusses potential pedagogical difficulties arising from
using physics-related contexts in high-school mathematics problems. It
is suggested that such problems should not require any external knowledge
of physics by the students; meanwhile, the problems should not contradict
the physics knowledge that the students may already have. Several examples
of recently published textbook problems are presented along with the discussion
of the context pitfalls. A simple technique (SCAN list) is proposed for
evaluating the physics-related mathematics problems.
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Taiwanese Gifted Studentsā Views of Nature of Science
Shiang-Yao Liu, Oregon State University
Norman G. Lederman, Illinois Institute of Technology
This study examined the conceptions of nature of science (NOS) possessed
by a group of gifted seventh-grade students from Taiwan. The students were
engaged in a 1-week science camp with emphasis on scientific inquiry and
NOS. A Chinese version of a NOS questionnaire was developed, specifically
addressing the context of Chinese culture, to assess studentsā views on
the development of scientific knowledge. Pretest results indicated that
the majority of participants had a basic understanding of the tentative,
subjective, empirical, and socially and culturally embedded aspects of
NOS. Some conflicting views and misconceptions held by the participants
are discussed. There were no significant changes in studentsā views of
NOS after instruction, possibly due to time limitations and a ceiling effect.
The relationship between studentsā cultural values and development of NOS
conceptions and the impact of NOS knowledge on studentsā science learning
are worth further investigation.
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Impact of the Science and Technology for Children
Curriculum in the Oshkosh Area School District
Mark Joseph Lattery and John Lemberger, University of Wisconsin Oshkosh
Barbara Herzog, Oshkosh Area School District
This study examines the instructional impact of National Science Resources
Centerās Science and Technology for Children curriculum in the Oshkosh
Area School District. Specifically, the instructional effectiveness of
four physical-science units for grades 1-4 were investigated. Students
were pre- and posttested using a multiple-choice exam containing items
adapted from the Third International Mathematics and Science Study, National
Association of Educational Progress, TerraNova, and other widely recognized
sources. Results were compared with existing instructional materials. Extensive
resources for data interpretation include audiotaped lessons, classroom
observations, interviews with students and teachers, student-attitude surveys,
and observations of teacher training. Results suggest that the adoption
of this curriculum among experienced teachers in the district will provide
little or no immediate gains on student achievement and potentially a slight
decrease in student attitudes toward science.
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Implementing the Standards: Keys to Establishing
Positive Professional Inertia in Preservice Mathematics Teachers
P. Mark Taylor
University of Tennessee
This paper summarizes and integrates the lessons learned from the last
decade of professional development efforts based on the standards of the
National Council of Teachers of Mathematics (1989, 1991, 1995). The
fundamental challenges to such reform are identified, then the rest of
the paper is dedicated to strategies that have been helpful in overcoming
these obstacles. The challenges include both the teachersā views of mathematics
and their image of teaching. The Immerse and Instill approach describes
strategies that encourage teachers to implement standards-based teaching
upon entering the teaching field (Immerse) as well as instilling some of
the professional habits necessary to keep teachers and their students actively
engaged (Instill).
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