Volume 94, Number 7, November 1994

Table of Contents

Abstracts

Table of Contents

Abstracts

• Integrated Science: The Importance of "How" versus "What"

Robert E. Yager and Martha V. Lutz
The University of Iowa, Iowa City, Iowa


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        Current problems in science education are identified from research literature. A review and analysis of major reform efforts in science education is provided. A summary of the Constructivist Learning Theory is presented; this theory has been generally accepted as a means for resolving current problems and for implementing the major reforms in science education. It is noted that specific constructivist teaching practices are needed to improve learning: Changes in teaching, not curriculum, are the key to effective reform. Many continue to think of reform in terms of content structure and curriculum frameworks, but to promote real learning, "how" to teach must be emphasized more than "what" to teach.
 
• The Examination Where the Student Asks the Questions

Uri Zoller
Haifa University, Oranim, Israel 

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        The Examination where the Student Asks the Questions (ESAQ) is an innovative, system-oriented teaching/evaluation strategy ideated, developed and successfully implemented by the author, initially within the teaching of freshman chemistry (general and organic) in a four-year college. It constitutes a reflective, multidimensional response to the urgent need for effective teaching and evaluation strategies which will foster question asking, and higher order cognitive skills (HOCS0. Such strategies are, ideally, relevant, challenging, and compatible with the new goals of science teaching and student performance evaluation. The core element of the ESAQ is a prearranged oral examination in which the course professor is examined by students, using home-prepared, written questions. Our experience suggests that the ESAQ can be creatively adopted and successfully implemented in different contexts of science teaching worldwide and would benefit both educators and students. The increase in the HOCS capacity of students is attainable.
 
• Putting the Fun into Functions Through the Use of Manipulatives, Computers, and Calculators

Connie C. Widmer & Linda J. Sheffield
Northern Kentucky University, Highland Heights, Kentucky 

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        For six years, the authors have conducted a series of professional development workshops for teachers in Grades K-8. This article summarizes some of the research from those workshops and gives an overview of the approach taken. The institutes emphasized basic reasoning skills based upon the NCTM Standards and the Kentucky Education Reform Act, integrating manipulative materials and technology. The article demonstrates the integration of manipulatives and technology using patterns, relations and functions as examples.
 
• Empowerment of Elementary School Teachers to Implement Science Curriculum Reforms

David Ben-Chaim, Nitza Joffe, & Uri Zoller
Haifa University, Oranim, Israel 

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        The authors evaluate the Science-Technology-Society (STS) views, attitudes and literacy of Israeli elementary science school teachers in three in-dept, longitudinal inservice programs. The programs were aimed at promoting teacher empowerment for the implementation, on a national scale, of a new STS-oriented elementary science curriculum reform. By using a blend of qualitative and quantitative research methods, the effectiveness of these similar but not identical programs has been determined. It was found that appropriately designed inservice science teacher training courses did induce a shift in the STS views/positions, beliefs/attitudes and literacy of elementary science teachers, and that this shift can be increased by using research-based data, obtained within an ongoing formative education process.
 
• Discovering Relationships: Logarithmic and Exponential Functions

Robert L. Mayes
University of Northern Colorado, Greeley, Colorado 

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        A current focus in mathematics education is the use of the computer as a tool in the exploration of mathematics. The purpose of this article is to present an application of the software tool "Derive" in the exploration and visualization of a relationship between logarithmic and exponential functions.
 
• Making Mathematical Connections Across the Curriculum: Activities to Help Teachers Begin

Eula Ewing Monroe
Dept. of Elementary Education, Brigham Young University
Alice K. Milovch
Dept. of Teacher Education, Western Kentucky University 

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        Ample evidence is available to support the contention that, for learning to be meaningful, concepts must be connected and integrated within the experiences of the learner. In mathematics, at least three kinds of connections are particularly beneficial: connections within mathematics, across the curriculum, and with real world contexts. The authors' work with preservice and inservice teachers has convinced them that teachers possess both the willingness and the capability to help students make meaningful connections, give encouragement and support. This article focuses on making mathematical connections across the curriculum; activities which help teachers learn how to design their own are shared.