SSM Table of Contents & Abstracts
Volume 102 (5), May 2002
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| Laura Henriques | 202 | Children's Ideas About Weather: A Review of the Literature |
| Eric A. Pandiscio | 216 | |
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Julie A. Luft Gillian H. Roehrig Nancy C. Patterson |
222 | |
| Regular Features | ||
| Norman G. Lederman
Lawrence B. Flick |
197 | Editorial: School Science and Mathematics 101 |
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S.
Wali Abdi
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229 |
Book
Reviews: Colorful Illusions: Tricks to Fool Your Eyes; You Are the Earth;
Forty Strategies for Integrating Science |
|
Ted Eisenberg |
232 |
Problems: 4731-47 Solutions to 4700-4705
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| SSMemos | ||
| 236 | Manuscript Reviewers | |
| Guidelines | Inside Back Cover | SSM Publication Guidelines |
Childrenās Ideas About Weather: A Review of the Literature
Laura Henriques
California State University, Long Beach
It is generally accepted that children have their own understanding of how the world works prior to receiving formal science instruction. A great deal of research has been done to determine studentsā misconceptions related to the physical sciences; less has been done to understand childrenās ideas in the Earth sciences. This paper reports a synthesis of the existing research about childrenās misconceptions relating to weather, climate and the atmosphere. The scientifically accepted interpretations are presented in tandem with the childrenās nave ideas. When possible, a source of the misconception is also presented. In many cases, studentsā misconceptions are not addressed in the curriculum, allowing them to exist unchallenged.
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Exploring the Link Between Preservice Teachersā Conception of Proof and the Use of Dynamic Geometry Software
Eric A. Pandiscio
The University of Maine
This case study investigated how secondary preservice mathematics teachers perceive the need for and the benefits of formal proof when given geometric tasks in the context of dynamic geometry software. Results indicate that preservice teachers are concerned that after using dynamic software high school students will not see the need for proofs. The participants stated that multiple examples are not equivalent to a proof but, nonetheless, questioned the value of formal proof for high school students. Finally, preservice teachers found the greatest value of geometric software to be in helping students understand key relationships within a problem or theorem. Participants also tended to study a problem more deeply with the software than without it.
Barriers and Pathways: A Reflection on the Implementation of an Induction Program for Secondary Science Teachers
Julie A. Luft, Gillian H. Roehrig, and Nancy C. Patterson
University of Arizona
Induction programs play a critical role in the development of professional educators. While induction programs are a necessity for all beginning teachers, science teachers need carefully crafted programs that meet their unique needs. This paper reports the barriers and pathways that were experienced during a 3-year period when an induction program was developed and implemented for secondary science teachers. This information is provided to assist future university, college, or school district induction program developers.
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