Effect of Similarity-Based Guided Discovery Learning on Conceptual Performance

Pierre-A Mandrin & Daniel Preckel

Analogies are known to foster concept learning, whereas discovery learning is effective for transfer. By combining discovery learning and analogies or similarities of concepts, attractive new arrangements emerge, but do they maintain both concept and transfer effects? Unfortunately, there is a lack of data confirming such combined effectiveness. This experimental study involving 280 young students in the domain of physics showed that adequately structured similarities between mechanics and geometry improves conceptual performance (perception of functional relations) by as much for discovery learning as for conventional teaching texts with questions. Adequate structures were provided following Glynn's teaching with analogy model. The learning form had no significant impact on concept performance. The effect of similarity increased when the level of difficulty of the treatment was raised. These results were found using a 2x2-factorial design. A qualitative questionnaire provided individual information about the usefulness of similarities and about learning strategies of the participants.

Mix It Up: Teachers' Beliefs on Mixing Mathematics and Science

Joey Offer & Selina Vasquez Mireles

This paper defines correlation, describes the Mix It Up program, discusses the teachers' beliefs about the value of correlating mathematics and science prior to program participation, and identifies problems teachers associated with correlation before and during the program. Teachers' beliefs about the value of correlation and about the problems associated with correlation are based on results from both quantitative and qualitative methods used to evaluate the program. Results indicate that teachers believe correlating mathematics and science strengthens students' content knowledge in mathematics and science, bridges the gap between mathematics and science, enhances motivation, and increases students' flexibility in problem solving. Additionally, the areas identified by teachers to be most problematic were time, planning for instruction as a team, and exposure to correlation in the past. The most important finding from the program evaluation indicates that although teachers did not identify content knowledge weaknesses before participating in the program, they did recognize gaps in their own content knowledge during program participation, and more importantly they made connections among these gaps, classroom instruction, and their own students' performance in mathematics and science.

Mathematics and Science Integration: Models and Characterizations

Kevin Stinson, Shelly Sheats Harkness, Helen Meyer, & James Stallworth

The squeeze on instructional time and other factors increasingly leads educators to consider mathematics and science integration in an effort to be more efficient and effective. Unfortunately, the need for common understandings for what it means to integrate these disciplines, as well as the need for improving disciplinary knowledge, appears to continue to be significant obstacles to an integrated approach to instruction. In this study we report the results of a survey containing six instructional scenarios administered to thirty-three middle grades science and math teachers. Analysis of teacher responses revealed that while teachers applied similar criteria in their reasoning, they did not possess common characterizations for integration. Furthermore, analysis suggested that content knowledge serves as a barrier to recognizing integrated examples. Implications for professional development planners include the need to develop and provide teachers with constructs and parameters for what constitutes mathematics and science integration. Continued emphasis on improving teacher content knowledge in both mathematics and science is also a prerequisite to enabling teachers to integrate content.

Scientists' Perspective on Introducing Authentic Inquiry to High School Teachers During an Intensive Three-Week Summer Professional Development Experience

Laura E. Ruebush, Ethan L. Grossman, Stephen A. Miller, Simon W. North, Jane F. Schielack, & Eric E. Simanek

The Information Technology in Science (ITS) Center for Teaching and Learning was a National Science Foundation funded program to provide high-quality professional development for 7-12th grade science teachers. The subgroup on which this paper focuses was immersed in an innovative approach to understanding chemistry of the environment. The group was comprised of 10 high school science teachers representative of science classes taught at all grade levels (9-12th). A team of four university professors led the group. The professors developed inquiry modules and communicated some of the intricacies of their research for adaptation to the participants' classrooms. This paper communicates the successful implementation and lessons learned by scientists during the course of an inquiry-based curriculum during summer 2005. The process and pace at which the material was covered, qualitative information about the attitudes of the participants towards the curriculum, and implications for professional development from the point of view of the science team leaders will be discussed. Analysis of time spent with participants revealed the progression and type of activities chosen for the professional development experience were effective. Results from informal participant interviews revealed they were most comfortable in incorporating inquiry into their classrooms after having been immersed in it themselves.