Further Development and Validation of the Teaching Science as Inquiry (TSI) Instrument

Lori A. Smolleck & Edgar P. Yoder

The purpose of this study was to further develop and validate the Teaching Science as Inquiry (TSI) Instrument, an instrument designed to measure the self-efficacy beliefs of preservice teachers in regards to the teaching of science as inquiry. Based on the validation processes and the associated data analysis, the TSI demonstrates continued content and construct validity with high internal reliability when used with prospective elementary science teachers.

The Influence of Mind Mapping on Eighth Graders' Science Achievement

Issam Abi-El-Mona & Fouad Adb-El-Khalick

This study assessed the influence of using mind maps as a learning tool on eighth graders' science achievement, whether such influence was mediated by students' prior scholastic achievement, and the relationship between students' mind maps and their conceptual understandings. Sixty-two students enrolled in four intact sections of a grade 8 science classroom were randomly assigned to experimental and comparison conditions. Participants in the experimental group received training in, and constructed, mind maps throughout a science unit. Engagement with mind mapping was counterbalanced with involving the comparison group participants with note summarization to control for time on task as a confounding variable. Otherwise, the intervention was similar for both groups in all respects. A multiple choice test was used to measure student gains across two categories and three levels of achievement. Data analyses indicated that the experimental group participants achieved statistically significant and substantially higher gains than students in the comparison group. The gains were not mediated by participants' prior scholastic achievement. Analyses also indicated that iconography was not as central to participants' mind maps as often theorized. Depicting accurate links between central themes and major and minor concepts, and using colors to represent concepts were the major aspects that differentiated the mind maps built by students who achieved higher levels of conceptual understanding.

Teacher Learning and Mathematics Manipulatives: A Collective Case Study About Teacher Use of Manipulatives in Elementary and Middle School Mathematics Lessons

Laurel Puchner, Ann Taylor, Barbara O'Donnell, & Kathleen Fick

This collective case study analyzes the use of manipulatives in math lessons developed and taught by 4 groups of elementary teachers (K-8) involved in lesson study as part of a professional development program. The study found that in three of four lessons studied manipulative use was turned into an end in and of itself, rather than a tool, and that in the fourth lesson manipulative use hindered rather than helped student learning. These problems with manipulative use by teachers in the lessons provide helpful guidance for planning of future professional development for math teaching. Our conclusion contains recommendations for successful implementation of manipulatives for both teachers and professional developers. Most importantly, we stress the need to emphasize the link between pedagogy and content, not the specific use of manipulatives.

Using Metaphors to Unpack Student Beliefs About Mathematics

Amélie G. Schinck, Henry W. Neale, Jr., David K. Pugalee, & Victor V. Cifarelli

This paper reports on an exploratory study of the mathematical beliefs of a group of ninth and tenth grade students at a large, college preparatory, private school in the Southeastern United States. These beliefs were revealed using contemporary metaphor theory. A thematic analysis of the students' metaphors for mathematics indicated that students had well developed and complex views about mathematics including math as: an Interconnected Structure, a Hierarchical Structure, a Journey of Discovery, an Uncertain Journey, and a Tool. Another prevalent theme revealed by the metaphors was that students believe perseverance is needed for success in mathematics. The data also suggest an impact of gender and tracking on students beliefs about mathematics. Creating metaphors for mathematics provided a catalyst for student reflection, class discussion, and qualitative data, which could aid program evaluation. Several areas for future research were identified through this exploratory study.