Preservice Elementary Teachers' Use of Mathematics in a Project‐Based Science Approach

The use of a project‐based science (PBS) approach to teaching encourages students to integrate mathematics and science in meaningful ways as they create projects. As a beginning study of how students use mathematics in such an approach, an analysis of 23 projects developed by preservice elementary teachers enrolled in an elementary science course was conducted. Findings showed that students made a number of different types of mathematical errors and underutilized data representation and summary forms. Implications included the importance of developing methods for supporting the use of mathematical tools in utilizing a project‐based approach and considering ways that such tools mediate scientific thinking.     

Teaching Multiple Modes of Representation in Middle‐School Science Classrooms: Impact on Student Learning and Multimodal Use

This quasi‐experimental study investigated how explicit instruction about multiple modes of representation (MMR) impacted grades 7 (n = 61) and 8 (n = 141) students’ learning and multimodal use on end‐of‐unit assessments. Half of each teacher's (n = 3) students received an intervention consisting of explicit instruction on MMR in science discourse, in addition to regular science instruction enhanced by a focus on MMR; comparison groups of students received regular science instruction. Three ordinary least squares regression models used student demographic variables and whether or not students received the intervention to predict students’ (a) gain scores on end‐of‐unit tests, (b) voluntary use of embedded MMR on unit tests, and (c) retention of science knowledge as measured by a state end‐of‐level criterion‐referenced assessment. Analyses showed that explicit instruction on MMR did not make a significant impact on student gain scores, the amount of embeddedness on unit tests, or end‐of‐level scores. However, Models 2 and 3 showed Hispanics and females used MMR more on end‐of‐unit tests than Whites or males, respectively, whether or not they received the intervention. Hispanics and females scored lower than Whites or males, respectively, on end‐of‐level, multiple‐choice assessments. Implications for classroom teachers and educational researchers in relation to these underserved populations are discussed.     

Student Interest in Engineering Design‐Based Science

Current reform efforts in science education around the world call on teachers to use integrated approaches to teach science. As a part of such reform efforts in the United States, engineering practices and engineering design have been identified in K–12 science education standards. However, there is relatively little is known about effective ways of teaching science through engineering design. The study explores the approaches or strategies used by a sixth grade science teacher to teach science and engineering in an integrative manner. Classroom observations, teacher interview, and student surveys were used to study the features of engineering integration implemented by the teacher and the changes in student interest in science and engineering by participating in an engineering design‐based science unit. Findings suggest that the teacher explicitly included practices and core ideas from engineering and science; used an engaging, motivating engineering challenge; and provided students with opportunities to be autonomous. Students engaged in the activities in the engineering unit and their interest level slightly increased. The results suggest that the three strategies that the teacher used to teach engineering and science are important foundations of integrated science and engineering education.     

Uncovering Student Ownership in Science Learning: The Making of a Student Created Mini‐Documentary

An important challenge in urban science education is finding ways to engage all students in the learning of science. However, research in this area has consistenly shown that around middle school student engagement in science wanes. Using critical ethnographic methods this study reveals how students cultivate a sense of ownership in an informal science video project. Student ownership of what they they learn plays an important role in how they engage in the learning environment. In this study ownership is characterized by five themes, and the notion of student ownership science is challenged as an outcome. Ownership is defined as a complex, multifaceted process that captures the relationships that students build between themselves, as youth and as learners, with science as the subject they aspire to participate in and with the context in which that participation takes place.     

Assessing the Impact of a Research‐Based STEM Program on STEM Majors' Attitudes and Beliefs

The Science, Engineering, and Technology Gateway of Ohio (SETGO) program has a three‐pronged approach to meeting the needs at different levels of students in the science, technology, engineering, and mathematics (STEM) pipeline. The SETGO program was an extensive collaboration between a two‐year community college and a nearby four‐year institution. Two of these approaches, the STEM Summer Research Program and Owens Ready Bridge, have been found to be effective in significantly increasing participants' beliefs and attitudes for both males and females. Participants cite integrative learning activities, mentoring, and small group interactions as some reasons for their growth. This study utilized a mixed‐method approach to better understand the reasons for participant and program success. After five years of evaluation of the SETGO program, findings suggest that students feel more confident not only in their preparation for the rigors of a STEM degree, but also in their decisions to complete the degree.     

The Relationship of Teacher‐Facilitated,Inquiry‐Based Instruction to Student Higher‐Order Thinking

Commissions, studies, and reports continue to call for inquiry‐based learning approaches in science and math that challenge students to think critically and deeply. While working with a group of middle school science and math teachers, we conducted more than 100 classroom observations, assessing several attributes of inquiry‐based instruction. We sorted the observations into two groups based on whether students both explored underlying concepts before receiving explanations and contributed to the explanations. We found that in both math and science classrooms, when teachers had students both explore concepts before explanations and contribute to the explanations, a higher percent of time was spent on exploration and students were more frequently involved at a higher cognitive level. Further, we found a high positive correlation between the percent of time spent exploring concepts and the cognitive level of the students, and a negative correlation between the percent of time spent explaining concepts and the cognitive level. When we better understand how teachers who are successful in challenging students in higher‐order thinking spend their time relative to various components of inquiry‐based instruction, then we are better able to develop professional development experiences that help teachers transition to more desired instructional patterns.     

基于谱多流形学习的聚类方法研究

流形学习是一种有效的数据处理工具.聚类问题种类繁多,目前没有一种可以同时解决多种聚类问题的方法.提出的谱多流形聚类方法可以弥补这一缺陷.方法从相似性矩阵的角度出发,充分利用流形采样点所内含的自然的局部几何结构信息来辅助构造合适的相似性矩阵并进而发现正确的流形聚类.最后通过大量算例说明方法可行.     

The Effects of Project‐Based Learning on Students' Academic Achievement,Attitude, and Retention of Knowledge: The Subject of “Electricity in Our Lives”

The aim of this study is to analyze the effects of project‐based learning on students' academic achievement, attitude, and retention of knowledge in relation to the subject of “Electricity in Our Lives” in a fourth‐grade science course. The study was conducted in a quasi‐experimental design as a “pre‐test, post‐test with control group.” In the experimental group, the unit was taught through the project‐based learning method. The measuring tools were administered to both groups before and after the applications. To perfectly analyze the “process” of the method, seven different learning assessment “forms” were administered to the students. The findings of the forms indicated that the students learn to construct their own learning and to evaluate changes in their own behavior through the application of the method. The application of different methods between both groups had a statistically significant effect in terms of academic achievement, (F(1,112) = 46.78, p = .000) and of retention of knowledge (F(1,112) = 35.24, p = .000). However, there were no statistically significant effects from being in different groups for the attitudes of students (F(1,112) = .99, p = .321). For the students, being in the project‐based learning groups resulted in better academic achievement and retention of knowledge than being in the traditional teaching group.     

The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach

The purpose of the current study was to evaluate the impact of co‐taught integrated STEM methods instruction on preservice elementary teachers’ self‐efficacy for teaching science and mathematics within an integrated STEM framework. Two instructional methods courses (Elementary Mathematics Methods and Elementary Science Methods) were redesigned to include STEM integration components, including STEM model lessons co‐taught by a mathematics and science educator, as well as a special education colleague. Quantitative data were gathered at three time points in the semester (beginning, middle, and end) from 55 preservice teachers examining teacher self‐efficacy for integrated STEM teaching. Qualitative data were gathered from a purposeful sample of seven preservice teachers to further understand preservice teachers’ perceptions on delivering integrated STEM instruction in an elementary setting. Quantitative results showed a significant increase in teacher self‐efficacy across all three time points. Item‐level analysis revealed that self‐efficacy for tasks involving engineering and assessment (both formative and summative) were low across time points, while self‐efficacy for tasks involving technology and flexibility were consistently high. Qualitative results revealed that the preservice teachers did not feel adequately prepared by university‐level science and mathematics courses, in terms of content knowledge and integration of science and mathematics for elementary students.     

Mathematics achievement in the secondary high school context of STEM and non‐STEM schools

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, were included in this study. A hierarchical linear modeling method was conducted. The result of the present study revealed that there was no difference in students’ mathematics achievement growth rate in T‐STEM academies compared to students’ mathematics achievement growth rate in comparison schools. However, in terms of ethnicity, the results indicated that African American and Hispanic students in T‐STEM academies outperformed African American and Hispanic students in comparison schools on their mathematics growth rate.     

Students' use of STEM content in design justifications during engineering design‐based STEM integration

Engineering design‐based STEM integration is one potential model to help students integrate content and practices from all of the STEM disciplines. In this study, we explored the intersection of two aspects of pre‐college STEM education: the integration of the STEM disciplines, and the NGSS practice of engaging in argument from evidence within engineering. Specifically, our research question was: While generating and justifying solutions to engineering design problems in engineering design‐based STEM integration units, what STEM content do elementary and middle school students discuss? We used naturalistic inquiry to analyze student team audio recordings from seven curricular units in order to identify the variety of STEM content present as students justified their design ideas and decisions (i.e., used evidence‐based reasoning). Within the four disciplines, fifteen STEM content categories emerged. Particularly interesting were the science and mathematics categories. All seven student teams used unit‐based science, and five used unit‐based mathematics, to support their design ideas. Five teams also applied science and/or mathematics content that was outside the scope of the units' learning objectives. Our results demonstrate that students integrated content from all four STEM disciplines when justifying engineering design ideas and solutions, thus supporting engineering design‐based STEM integration as a curricular model.     

Understandings of Solutions to Differential Equations Through Contexts,Web‐Based Simulations,and Student Discussion

As in the case of elementary mathematics, the instruction of high‐level mathematical concepts can often be sacrificed at the expense of a focus on algorithmic procedures. Computer‐based simulations can expand an undergraduate mathematics instructor's opportunity to explore high‐level mathematical concepts in an applied environment. This study describes one instructor's approach to incorporating simulations and classroom discussions in a differential equations course and the subsequent effects on student learning attitudes and outcomes. Students made modest gains in the area of conceptualizing and applying ideas regarding solutions to differential equations in this learning environment. Implications of the study include the identification of specific gains relative to computer‐mediated learning environments and recommendations for using simulations to support conceptual development.     

Community‐Based Service‐Learning as a Source of Personal Self‐Efficacy: Preparing Preservice Elementary Teachers to Teach Science for Diversity

Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self‐efficacy. The purpose of this study was to investigate the effects of community‐based service learning (CBSL) experiences on preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning. Data were collected using pretests‐posttests and post‐questionnaires with the study sample. Findings from this study support Bandura's assertion. CBSL experiences were an important source of personal self‐efficacy and significantly influenced preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning.     

Investigating Changes in Preservice Teachers’ Conceptions of STEM Education Following Video Analysis and Reflection

Nationally, there is a steadily increasing emphasis on the improvement of STEM education. This includes the integration of STEM subjects that have been traditionally taught separately, making it critical that prospective STEM educators are equipped to teach using integrated STEM approaches. Connected, an important challenge is providing preservice STEM teachers with experiences in which they can develop an understanding of how to optimize learning through integrated STEM instruction. A potentially effective way to foster this conceptualization is through video analysis of integrated STEM practices. To investigate this possibility, here we present a semester‐long study focused on engaging preservice STEM teachers with observing, analyzing, and reflecting about instructional STEM practices through a video‐based intervention. Findings suggest that viewing and reflecting on integrated STEM practices may enhance preservice STEM teachers' conceptions of integrated STEM approaches, representing a practical method of preservice STEM teacher professional development.     

A new control chart in contaminated data of t‐Student distribution for individual observations

Control charts are the most popular tool for monitoring production quality. In traditional control charts, it is usually supposed that the observations follow a multivariate normal distribution. Nevertheless, there are many practical applications where the normality assumption is not fulfilled. Furthermore, the performance of these charts in the presence of measurement errors (outliers) in the historical data has been improved using robust control charts when the observations follow a normal distribution. In this paper, we develop a new control chart for t‐Student data based on the trimmed T² control chart () through the adaptation of the elements of this chart to the case of this distribution. Simulation studies show that a control chart performs better than T² in t‐Student samples for individual observations. Copyright © 2012 John Wiley & Sons, Ltd.