Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

2016 ◽  
Vol 15 (8) ◽  
pp. 1385-1401 ◽  
Author(s):  
Hsiao-Lin Tuan ◽  
Chung-Chieh Yu ◽  
Chi-Chin Chin
Keyword(s):  
Professional Development ◽  
High School ◽  
Mathematics Teachers ◽  
School Science ◽  
High School Science ◽  
Face To Face ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Development Course

scholarly journals REPORT OF THE CENTRAL ASSOCIATION OF SCIENCE AND MATHEMATICS TEACHERS COMMITTEE ON THE UNIFIED HIGH SCHOOL SCIENCE COURSE

1915 ◽  
Vol 15 (4) ◽  
pp. 344-346 ◽  
Author(s):  
Otis W. Caldwell ◽  
James H. Smith ◽  
C. E. Spices ◽  
A. W. Evans ◽  
W. M. Butler
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
School Science ◽  
High School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

Interactive Boards in Schools

2014 ◽  
pp. 306-319
Author(s):  
Wajeeh Daher ◽  
Essa Alfahel
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
School Science ◽  
Comparison Method ◽  
High School Science ◽  
Building Activities ◽  
And Mathematics ◽  
Two Stages ◽  
Science And Mathematics Teachers

This chapter examines middle school and high school teachers' use of interactive boards in the classroom, as well as the goals behind this use and the difficulties encountered throughout it. Ten middle school and high school science and mathematics teachers who use the interactive board for teaching science and mathematics were interviewed to elicit their practices, goals, and difficulties when using interactive boards in the classroom. The first two stages of the constant comparison method were utilized to analyze the collected data. The research findings show that science and mathematics teachers made different uses of the interactive board, which could be related to treating scientific relations, phenomena, and experiments, as well as practicing learned materials and engaging students in building activities in games and in discussions. Utilizing the different options of the interactive board, the participating teachers had various goals: giving students the ability to investigate, motivating them to learn, attracting them to the lesson, making them enjoy their learning, encouraging their collaboration, shortening the teaching time, and loading previously taught lessons. Using the interactive board in the classrooms, the teachers encountered some difficulties, such a: technical difficulties, owning the appropriate skills for using effectively the interactive board’s different options, preparing appropriate activities, fulfilling students' expectations, and keeping class order.

The Effects of Experience and Attrition for Novice High-School Science and Mathematics Teachers

Science ◽  
2012 ◽  
Vol 335 (6072) ◽  
pp. 1118-1121 ◽  
Author(s):  
G. T. Henry ◽  
C. K. Fortner ◽  
K. C. Bastian
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
School Science ◽  
High School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

Interactive Boards in Schools

2017 ◽  
pp. 437-451
Author(s):  
Wajeeh Daher ◽  
Essa Alfahel
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
School Science ◽  
Comparison Method ◽  
High School Science ◽  
Building Activities ◽  
And Mathematics ◽  
Two Stages ◽  
Science And Mathematics Teachers

This chapter examines middle school and high school teachers' use of interactive boards in the classroom, as well as the goals behind this use and the difficulties encountered throughout it. Ten middle school and high school science and mathematics teachers who use the interactive board for teaching science and mathematics were interviewed to elicit their practices, goals, and difficulties when using interactive boards in the classroom. The first two stages of the constant comparison method were utilized to analyze the collected data. The research findings show that science and mathematics teachers made different uses of the interactive board, which could be related to treating scientific relations, phenomena, and experiments, as well as practicing learned materials and engaging students in building activities in games and in discussions. Utilizing the different options of the interactive board, the participating teachers had various goals: giving students the ability to investigate, motivating them to learn, attracting them to the lesson, making them enjoy their learning, encouraging their collaboration, shortening the teaching time, and loading previously taught lessons. Using the interactive board in the classrooms, the teachers encountered some difficulties, such a: technical difficulties, owning the appropriate skills for using effectively the interactive board's different options, preparing appropriate activities, fulfilling students' expectations, and keeping class order.

Notes from the Washington Office: National Science Foundation announces thirty-two Academic-Year Institutes for high school teachers of science and mathematics

1958 ◽  
Vol 51 (8) ◽  
pp. 624-625
Author(s):  
M. H. Ahrendt
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
School Science ◽  
High School Science ◽  
School Teachers ◽  
National Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Academic Year

The National Science Foundation announced today the award of grants totaling over $8,600,000 to 32 colleges and universities in support of Academic-Year Institutes designed to help high school science and mathematics teachers improve their subject-matter knowledge.

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