School Science and Mathematics最新文献_第6页

Socio-scientific issues instruction for scientific literacy: 5E Framing to enhance teaching practice 科学素养的社会科学问题教学:5E框架强化教学实践

IF 1.1

School Science and Mathematics Pub Date : 2023-11-29 DOI: 10.1111/ssm.12626

David C. Owens, Troy D. Sadler

{"title":"Socio-scientific issues instruction for scientific literacy: 5E Framing to enhance teaching practice","authors":"David C. Owens, Troy D. Sadler","doi":"10.1111/ssm.12626","DOIUrl":"https://doi.org/10.1111/ssm.12626","url":null,"abstract":"Socio-scientific issues (SSI) instruction positions the understanding and practice of science in the context of issues that are informed by science but require reasoning about their societal dimensions to respond to those issues effectively. For this reason, instruction in the context of SSI has been considered the gateway to contemporary visions of scientific literacy. SSI instruction is often framed in line with the Socio-Scientific Issues Teaching and Learning (SSI-TL) framework, which is prominent in the literature and well-used by researchers to frame professional development but potentially less familiar to classroom teachers. Given that teachers are likely familiar with the 5E learning cycle, they might experience an easier transition to developing and facilitating SSI instruction using the SSI-TL model if framed through a lens of 5E. In this article, we unpack the SSI-TL model of instruction through a 5E lens, then provide an exemplary prototype of the new SSI-TL infused 5E instruction in the context of a globally relevant SSI to highlight the overlap between engagement in essential science practices and socio-scientific reasoning. We hope that teachers become more comfortable developing science literacy by addressing both science and societal dimensions of contemporary SSI by considering the SSI-TL Framework through a 5E lens.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Broadening the contexts of teacher noticing 拓宽教师注意的范围

IF 1.1

School Science and Mathematics Pub Date : 2023-11-27 DOI: 10.1111/ssm.12630

Molly H. Fisher, Cindy Jong

引用次数: 0

Exploring the noticing of science teachers: What teachers' notice and using video to capture teacher knowledge 探索科学教师的注意:教师注意到什么，用视频捕捉教师知识

IF 1.1

School Science and Mathematics Pub Date : 2023-11-21 DOI: 10.1111/ssm.12623

Julie A. Luft, Yuxi Huang, Harleen Singh, Hatice Ozen-Tasdemir, Joe DeLuca, Shelby Watson, Elizabeth Ayano, Brooke A. Whitworth

{"title":"Exploring the noticing of science teachers: What teachers' notice and using video to capture teacher knowledge","authors":"Julie A. Luft, Yuxi Huang, Harleen Singh, Hatice Ozen-Tasdemir, Joe DeLuca, Shelby Watson, Elizabeth Ayano, Brooke A. Whitworth","doi":"10.1111/ssm.12623","DOIUrl":"https://doi.org/10.1111/ssm.12623","url":null,"abstract":"Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused on their noticing of student learning, teacher's teaching, types of teaching practices, and the use of interpretative frames. The noticing data were collected and analyzed to determine the differences between groups of teachers. The findings from the analysis indicated that most science teachers noticed the instruction of teachers rather than the learning of students, and these noticing events were often focused on general instructional practices as opposed to the science practices emphasized in the Next Generation Science Standards (National Research Council, 2013). The only difference between the teachers was in the area of evaluating the videos. Secondary science teachers and experienced elementary teachers were more likely to evaluate the videos than were novice elementary teachers. This may be a result of the knowledge base of the teachers. These results suggest a need for explicit reform-based instruction and a revision of this research process.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"191 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

High school Black girls’ experiences in a STEM after-school program: A qualitative case study 高中黑人女孩在STEM课后项目中的经历:定性案例研究

IF 1.1

School Science and Mathematics Pub Date : 2023-11-20 DOI: 10.1111/ssm.12624

Miranda Mullins Allen

引用次数: 0

Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes 教师的观点和价值观对数学和科学内容信息在教师准备招生过程中使用

IF 1.1

School Science and Mathematics Pub Date : 2023-11-20 DOI: 10.1111/ssm.12627

David Slavit, Amy Roth McDuffie, Nicole Griggs, Dan Goldhaber, Roddy Theobald

引用次数: 1

Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations 教师注意:数学和科学教师注意概念的文献综述

IF 1.1

School Science and Mathematics Pub Date : 2023-11-16 DOI: 10.1111/ssm.12629

Tracy L. Weston, Julie M. Amador

引用次数: 1

Preservice teachers’ errors in the creation and extension of sequences using color tiles: An exploratory study 职前教师使用色瓦片创造和扩展序列的错误:一项探索性研究

IF 1.1

School Science and Mathematics Pub Date : 2023-11-16 DOI: 10.1111/ssm.12612

Terri L. Kurz, Mi Yeon Lee

{"title":"Preservice teachers’ errors in the creation and extension of sequences using color tiles: An exploratory study","authors":"Terri L. Kurz, Mi Yeon Lee","doi":"10.1111/ssm.12612","DOIUrl":"https://doi.org/10.1111/ssm.12612","url":null,"abstract":"Recognizing, building, describing, extending, and analyzing patterns are key components of algebraic reasoning. Oftentimes pattern-based instruction is used to support the understanding of functions and variables. In this study, elementary preservice teachers (n = 23) were asked to explore, extend, explain, create equations for, and analyze linear, geometric, and quadratic integer patterns using color tiles. Then they created, extended, described, and analyzed their own patterns while working in groups (n = 8). The research question was: What algebraic errors do PSTs demonstrate in the process of constructing, explaining, and analyzing their own linear, geometric, and quadratic patterns using color tiles? The analysis, which focused on errors and misunderstandings preservice teachers demonstrated in their final unit, revealed three specific areas of difficulties: figural errors, explanation challenges, and improper use of algebraic language. Participants failed to connect their algebraic images in a coherent manner, there was confusion in articulating their algebraic thought processes, and algebraic terminology was improperly used. Implications for teaching and further research are described.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"2 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using teacher and student noticing to understand engagement in secondary mathematics lessons 利用教师和学生的注意来理解中学数学课堂的参与

School Science and Mathematics Pub Date : 2023-11-13 DOI: 10.1111/ssm.12613

Amanda Mohammad Mirzaei, Amanda Jansen, Lorna Headrick, James Middleton

{"title":"Using teacher and student noticing to understand engagement in secondary mathematics lessons","authors":"Amanda Mohammad Mirzaei, Amanda Jansen, Lorna Headrick, James Middleton","doi":"10.1111/ssm.12613","DOIUrl":"https://doi.org/10.1111/ssm.12613","url":null,"abstract":"Abstract We investigated what high school mathematics teachers and their students noticed about students’ mathematical engagement to develop a framework for teachers’ and students’ noticing of mathematical engagement. This framework offers clarity about the complexity of engagement, and it includes three elements: evaluations of the valence of engagement (whether students were engaged or disengaged), descriptions of dimensions of engagement (affective, behavioral, cognitive, instrumental, social, or relatedness), and features of engagement (interpretations of what took place in the classroom to support or constrain students’ engagement). We interviewed 30 sets of high school mathematics teachers and focus groups of their students and asked them to reflect on students’ engagement during a videotaped lesson from their classrooms. Results illustrate cases of how noticing of engagement between teachers and students can be shared (or not), from strongly shared (agreement on all three elements in the framework), partially shared (agreement on two elements), and minimally shared (agreement on one element). Cases of partially and minimally shared noticing of engagement suggest opportunities for teachers to learn about their students’ perspectives or how to communicate with students about their intentions for engaging them.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"124 42","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Task and Goal Alignment Rubric: A tool for assessing the alignment of mathematical tasks and goals 任务和目标一致性准则:一个评估数学任务和目标一致性的工具

School Science and Mathematics Pub Date : 2023-11-11 DOI: 10.1111/ssm.12625

Jenna Menke

引用次数: 0

Preparing preservice mathematics teachers to teach for social justice 培养职前数学教师为社会正义而教书

School Science and Mathematics Pub Date : 2023-11-09 DOI: 10.1111/ssm.12602

Jodie Cahill, Jonathan D. Bostic

引用次数: 0