AFFORDANCES AND CHALLENGES OF IMPLEMENTING MATHEMATICAL MODELING IN SECONDARY CLASSROOMS: TEACHERS’ PERSPECTIVES

2021 ◽  
Author(s):  
Malack Amenya ◽  
Andre Perkoski ◽  
Rachael Cane ◽  
Joseph Dinapoli
Keyword(s):  
Mathematical Modeling ◽  
Secondary Classrooms ◽  
Teachers Perspectives

scholarly journals Geography Pre-Service Teachers’ Perspectives on Multimedia Technology and Environmental Education

2020 ◽  
Vol 12 (17) ◽  
pp. 6903
Author(s):  
Fengtao Guo ◽  
Michael E Meadows ◽  
Yushan Duan ◽  
Changhai Gao
Keyword(s):  
Teacher Education ◽  
Environmental Education ◽  
Q Methodology ◽  
Multimedia Technology ◽  
Secondary Classrooms ◽  
Multimedia Teaching ◽  
Direct Replacement ◽  
Pre Service Teacher Education ◽  
Teachers Perspectives ◽  
Pre Service Teacher

Multimedia technology (MT) is now widely used in primary and secondary classrooms and has excellent potential for environmental education. The discipline of Geography has strong synergies with environmental education. The paper uses the Q methodology to investigate the responses of pre-service geography teachers regarding the use of multimedia in environmental education (EE). The viewpoints of respondents were clustered into three broad perspectives relating to the use of multimedia: Perspective 1: the use of multimedia is regarded as valuable but difficult to apply; perspective 2: the use of multimedia is rewarding and practicable; perspective 3: the use of all types of multimedia is seen as highly valuable, although in the case of GIS the attitude is more equivocal. All three perspectives align with the idea that MT can improve EE, although the respondents suggest it cannot be a direct replacement for fieldwork. While all three perspectives are consistent with the view that multimedia teaching has many functional advantages in relation to environmental education, concerns are expressed regarding teachers’ capacity to fulfill its potential. The authors suggest that understanding these perspectives can help improve pre-service teacher education and advance environment education in middle school.

Teacher Perspectives on Science and Literacy Integration

2019 ◽  
pp. 322-336
Author(s):  
Laura Robertson ◽  
Renee M. R. Moran
Keyword(s):  
Science Teachers ◽  
English Language ◽  
Subject Area ◽  
Teacher Perspectives ◽  
Teacher Belief ◽  
Secondary Classrooms ◽  
High School English ◽  
Group Data ◽  
Focus Group Data ◽  
Teachers Perspectives

In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that teachers must first believe in the value of science and literacy integration to themselves, their students, or to district, curriculum, or assessment goals in order to implement integration. After belief in the value of integration is established, teachers vary in their approaches to implementation. Analysis of focus group data from middle and high school English language arts (ELA) and science teachers reveals patterns in frequency, strategies, and barriers to integration by subject area. In conclusion, the authors offer a framework for integration that explains teachers' approaches to integration at the classroom and team levels and suggests methods for advancing science and literacy integration.

Cerebral Blood Circulation in Premature Infants by Means of Mathematical Modeling

2015 ◽  
Vol 46 (S 01) ◽  
Author(s):  
R. Lampe ◽  
N. Botkin ◽  
V. Turova ◽  
T. Blumenstein ◽  
A. Alves-Pinto
Keyword(s):  
Mathematical Modeling ◽  
Premature Infants ◽  
Blood Circulation ◽  
Cerebral Blood Circulation
Sign in / Sign up

Export Citation Format

Share Document