高师“高中数学选修课程专题”探索

针对高师开设的“普通高中数学选修课程专题研究”课程,以其中“三等分角与数域扩充”专题为例,通过文献资料、教育实验、访谈调查等方法,从专题目标定位、内容组织、实践探索三个方面展开研究,最终提出包括教学、考核形式在内的改进建议.     

High School Biology Students' Knowledge and Certainty about Diffusion and Osmosis Concepts

The purpose of this study was to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship between knowledge of diffusion and osmosis and the student's certainty in their content knowledge. Data was collected from a high school biology class with the Diffusion and Osmosis Diagnostic Test (DODT) and Certainty of Response (CRI) scale. All data was collected after completion of a unit of study on diffusion and osmosis. The results of the DODT were dichotomized into correct and incorrect answers, and CRI values were dichotomized into certain and uncertain. Values were used to construct a series of 2 × 2 contingency tables for each item on the DODT and corresponding CRI. High certainty in incorrect answers on the DODT indicated tenacious misconceptions about diffusion and osmosis concepts. Low certainty in incorrect or correct answers on the DODT indicated possible guessing; and, therefore no understanding, or confusion about their understanding. Chi‐square analyses revealed that significantly more students had misconceptions than desired knowledge on content covering the Influence of Life Forces on Diffusion and Osmosis, Membranes, the Particulate and Random Nature of Matter, and the Processes of Diffusion and Osmosis. Most students were either guessing or had misconceptions about every item related to the concepts osmosis and tonicity. Osmosis and diffusion are important to understanding fundamental biology concepts, but the concept of tonicity not be introduced to high school biology students until effective instructional approaches can be identified by researchers.     

What Factors Affect Attitudes Toward Women in Science Held by High School Biology Students?

To achieve the goal of science for all Americans, students of both genders must believe that careers in science are equally appropriate for women. Yet male and female students in high school science classes do not have the same views of women in science. This study investigated the influence of 17 factors on high school students' attitudes toward women in science. Data were collected from 844 students enrolled in biology classes in an urban school district in Georgia. Multiple regression determined that the 17 factors significantly influence students' attitudes toward women in science, accounting for 28% of common variance. The four most significant factors - student gender, science ability, level of education the student plans to complete, and career interest-accounted for 24.6% of total variance. Female students who have high science ability, plan to complete high levels of education, and who have career interests in science showed more favorable attitudes toward women in science. Males with low science ability, low levels of education they plan to complete, and no interest in science as a career had the least favorable attitudes toward women in science. Male students with less positive attitudes toward science careers for women need to be included in programs aimed at encouraging all students to consider science careers.     

Illuminating NCTM's Principles and Standards for School Mathematics

The National Council of Teachers of Mathematics' Illuminations Project provides electronic resources to illuminate the Principles and Standards for School Mathematics and to improve the teaching and learning of mathematics for all students. This paper describes the types of resources that are available and discusses how the Principles and Standards document has guided work on the project. Organized around the six principles, this paper provides a vehicle for further discussion of the vision put forth in the Principles and Standards.     

The saga of the High School Identities

This paper surveys and updates results and open problems related to the variety defined by the High School Identities as well as the variety generated by the positive numbers with exponentiation.In Celebration of the Sixtieth Birthday of Ralph N. McKenzieReceived August 24, 2002; accepted in final form September 13, 2004.