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Showing 1 to 15 of 108 results Save | Export
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Asempapa, Reuben S. – School Science and Mathematics, 2019
This article describes the development, initial validation, and psychometric evaluation of the mathematical modeling attitude scale (MMAS). Specifically, both qualitative and quantitative techniques were used to generate relevant items. The MMAS assesses K-12 teachers' attitude toward mathematical modeling and examines their experiences with…
Descriptors: Attitude Measures, Mathematical Models, Test Construction, Psychometrics
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Kim, Eunjeong; Oliver, J. Steve; Kim, Young Ae – School Science and Mathematics, 2019
The goal of this article is to inform professional understanding regarding preservice science teachers' knowledge of engineering and the engineering design process. Originating as a conceptual study of the appropriateness of "knowledge as design" as a framework for conducting science teacher education to support learning related to…
Descriptors: Engineering, Engineering Education, Preservice Teachers, Science Teachers
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Du, Wenbin; Liu, Denghui; Johnson, Carla C.; Sondergeld, Toni A.; Bolshakova, Virginia L. J.; Moore, Tamara J. – School Science and Mathematics, 2019
This study of a state-funded, 3-year implementation of an integrated STEM professional development (PD) program for teachers from two middle schools in the midwestern U.S. examined if participants in the PD were enabled to transform their practice and perceptions of STEM. An integrated STEM approach includes a focus on the STEM disciplines, along…
Descriptors: Instructional Effectiveness, STEM Education, Faculty Development, Teacher Effectiveness
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Baliram, Nalline; Ellis, Arthur K. – School Science and Mathematics, 2019
The purpose of this study is to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants consisted of a convenience sample of students in honors geometry. An analysis of variance with repeated measures was employed to address the research questions. For both the…
Descriptors: Instructional Effectiveness, Metacognition, Feedback (Response), Academic Achievement
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Bicer, Ali; Capraro, R. M. – School Science and Mathematics, 2019
The purpose of this study is to compare students' mathematics achievement growth rate in Texas science, technology, engineering, and mathematics (T-STEM) academies to students' mathematics achievement growth rate in traditional public high schools. Forty-six schools, 23 of which were T-STEM academies and 23 of which were matched non-STEM schools,…
Descriptors: Mathematics Achievement, Secondary School Mathematics, STEM Education, Comparative Analysis
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Killough, Joy K.; Stuessy, Carol L. – School Science and Mathematics, 2019
Can participation in a 4-day workshop change science teachers' beliefs about reformed science teaching? We observe a significant difference between pre- and post-workshop surveys and explore an unexpected relationship involving teaching experience. Results of this exploratory study indicate a significant correlation between high school science…
Descriptors: Teacher Attitudes, Attitude Change, Science Teachers, Teacher Workshops
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Stohlmann, Micah – School Science and Mathematics, 2019
Of the four subjects in an integrated science, technology, engineering, and mathematics (STEM) approach, mathematics has not received enough focus. This could be in part because mathematics teachers may be apprehensive or unsure about how to implement integrated STEM education in their classrooms. There are benefits to integrated STEM in a…
Descriptors: STEM Education, Middle School Students, Student Motivation, Engineering
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Carpenter, Stacey L.; Iveland, Ashley; Moon, Sungmin; Hansen, Alexandria K.; Harlow, Danielle B.; Bianchini, Julie A. – School Science and Mathematics, 2019
We investigated beginning secondary science teachers' understandings of the science and engineering practice of developing and using models. Our study was situated in a scholarship program that served two groups: undergraduate STEM majors interested in teaching, or potential teachers, and graduate students enrolled in a teacher education program…
Descriptors: Preservice Teachers, Secondary School Teachers, Science Teachers, Undergraduate Students
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Nixon, Ryan S.; Toerien, Rene; Luft, Julie A. – School Science and Mathematics, 2019
Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers' subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know more about the science subject matter than their…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Knowledge Base for Teaching, Secondary School Teachers
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I, Ji-Yeong – School Science and Mathematics, 2019
Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of…
Descriptors: Bilingualism, Preservice Teachers, Mathematics Instruction, Difficulty Level
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Pearce, Erin; de la Fuente, Yohanis; Hartweg, Beau; Weinburgh, Molly – School Science and Mathematics, 2019
To increase the likelihood for continuous growth and improvement, professional development for high school biology teachers should include long-term, targeted instruction with an accompanying peer-coaching component. This study examined the views of biology teachers who were engaged in a two-year professional development program, which included a…
Descriptors: Peer Teaching, Coaching (Performance), Biology, Science Teachers
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Baran, Evrim; Canbazoglu Bilici, Sedef; Mesutoglu, Canan; Ocak, Ceren – School Science and Mathematics, 2019
There is an increasing awareness of out-of-school program value in enhancing student interest and understanding of science, technology, engineering, and mathematics (STEM). This study examined the impact of an out-of-school STEM education program on student attitudes toward STEM disciplines and STEM careers. A STEM education program implemented at…
Descriptors: STEM Education, Student Interests, Student Attitudes, Career Choice
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Livstrom, Illana C.; Szostkowski, Alaina H.; Roehrig, Gillian H. – School Science and Mathematics, 2019
In theory, STEM (interdisciplinary science, technology, engineering and mathematics) is cross-disciplinary and situated in real-world problem-solving contexts. In practice, STEM disciplines are often implemented separately using contrived contexts. This paper examines theoretical and empirical aspects of Montessori middle school science in the…
Descriptors: STEM Education, Montessori Method, Problem Solving, Middle Schools
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Lucas, Lyrica L.; Lewis, Elizabeth B. – School Science and Mathematics, 2019
Findings from physics education research strongly point to the critical need for teachers' use of multiple representations in their instructional practices such as pictures, diagrams, written explanations, and mathematical expressions to enhance students' problem-solving ability. In this study, we explored use of problem-solving tasks for…
Descriptors: High School Students, Physics, Problem Solving, Scaffolding (Teaching Technique)
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Jung, Hyunyi; Stehr, Eryn M.; He, Jia – School Science and Mathematics, 2019
Engaging with mathematical modeling can support learners to collaboratively explore mathematics in integrated ways as well as generate mathematical ideas and representations that may be useful in everyday life. Although several studies provide diverse insights into teaching and learning mathematical modeling, research has yet to be conducted on…
Descriptors: Mathematical Models, Secondary School Mathematics, Preservice Teachers, Preservice Teacher Education
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