scholarly journals Strenghtening The Pipeline A Workshop For Middle School Mathematics And Science Teachers

2020 ◽  
Author(s):  
Lang Wah Lee ◽  
Tamer Ceylan
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

scholarly journals Investigating the Preservice Primary School, Mathematics and Science Teachers’ STEM Awareness

2017 ◽  
Vol 6 (1) ◽  
pp. 32 ◽  
Author(s):  
Hasan Bakırcı ◽  
Dilek Karışan
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Science Teachers ◽  
Stem Education ◽  
Thinking Skills ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Significant Difference ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Today’s life requires individuals to be prepared for complex world environment, to make complex decisions, and to have critical thinking skills related to everyday life issues at hand. STEM education is thought to be the glorious solution to thrive in a global knowledge driven world. Teachers are key elements for successful STEM education. Present study aims to investigate the preservice primary school, mathematics and science teachers STEM awareness. Quantitative research methodology guided the present study. Cross-sectional survey type which collects information from a sample that has been selected from a predetermined population was used. Stem Awareness Scale, a five point Likert type instrument developed by Buyruk and Korkmaz (2016), was used to measure preservice teachers STEM awareness. Data was collected from 558 (371 female, 187 male) preservice teachers enrolled in three different teacher preparation programs. The results of this research demonstrates that there is no significant interaction effect for gender and department variables however there is significant difference among different department students STEM awareness preservice science teachers’ and preservice primary school teachers STEM awareness scores have similar mean values and also outnumbers the preservice mathematics teachers’ STEM awareness.

scholarly journals Exploring the impact of learning objects in middle school mathematics and science classrooms: A formative analysis

2008 ◽  
Vol 34 (1) ◽  
Author(s):  
Robin H. Kay ◽  
Liesel Knaack
Keyword(s):  
Middle School ◽  
Student Performance ◽  
School Environment ◽  
Middle School Mathematics ◽  
Learning Objects ◽  
School Mathematics ◽  
Science Classrooms ◽  
Teachers And Students ◽  
The Impact ◽  
Mathematics And Science

The current study offers a formative analysis of the impact of learning objects in middle school mathematics and science classrooms. Five reliable and valid measure of effectiveness were used to examine the impact of learning objects from the perspective of 262 students and 8 teachers (14 classrooms) in science or mathematics. The results indicate that teachers typically spend 1-2 hours finding and preparing for learning-object based lesson plans that focus on the review of previous concepts. Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students. Student performance increased significantly, over 40%, when learning objects were used in conjunction with a variety of teaching strategies. It is reasonable to conclude that learning objects have potential as a teaching tool in a middle school environment. L’impacte des objets d’apprentissage dans les classes de mathématique et de sciences à l’école intermédiaire : une analyse formative Résumé : Cette étude présente une analyse formative de l’impacte des objets d’apprentissage dans les classes de mathématique et de sciences à l’école intermédiaire. Cinq mesures de rendement fiables et valides ont été exploitées pour examiner l’effet des objets d’apprentissage selon 262 élèves et 8 enseignants (414 classes) en science ou mathématiques. Les résultats indiquent que les enseignants passent typiquement 1-2 heures pour trouver des objets d’apprentissage et préparer les leçons associées qui seraient centrées sur la revue de concepts déjà vus en classe. Quoique les enseignants aient répondu de façon plus positive que les élèves, les deux groupes ont répondu positivement quant aux avantages au niveau de l’apprentissage, à la qualité ainsi qu’à la valeur motivationnelle des objets d’apprentissage. Le rendement des élèves aurait aussi augmenté de façon significative, plus de 40%, quand les objets d’apprentissage ont été exploités avec une variété de stratégies d’enseignement. Il serait donc raisonnable de conclure que les objets d’apprentissage ont un potentiel comme outils d’enseignement à l’école intermédiaire.

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