scholarly journals BRIDGING COURSES FOR MATHEMATICS AND SCIENCE PRE-SERVICE TEACHERS: INTERNATIONAL PROJECT “BRIDGE2TEACH”

2020 ◽  
Vol 26 (1) ◽  
pp. 4-13
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Natural Science ◽  
International Project ◽  
Science Knowledge ◽  
Actual Problem ◽  
Course Content ◽  
Study Programme ◽  
And Mathematics ◽  
Mathematics And Science

Qualitative preparation of pre-service teachers remains an actual problem. Appropriate school preparation is important for studying at university. This is very actual for future natural science teachers because the candidates of very different knowledge and ability level enter Lithuanian (and not only) universities. Such condition is presupposed by Lithuanian (and not only) general secondary education system because all natural science subjects (physics, chemistry and biology) are compulsory up to the 10th form, and in the 11th -12th (3rd -4th gymnasium) classes, only one of all natural science subjects is compulsory, or an integrated natural science course. Besides, students taking into consideration their needs and inclinations can choose general or extended natural science – biology, chemistry or physics course. Five university scientist groups carrying out an international project “Developing Bridging Courses for Mathematics and Science Teacher Students/Bridge2Teach/” started solving this problem. The aim of the project is to create, test and develop the bridging courses designed for the preparation of mathematics and natural science teachers. In this way, it is sought to do away with the gap between what was learnt at school, and what is necessary starting the studies at university. In Siauliai university, for the pre-srvice Integrated natural science teacher knowledge consolidation, 12 ECTS credits course Holistic natural phenomena conception is foreseen in the programme, by which, filling the gaps in natural science knowledge, it is sought to form entire, holistic world cognition, to motivate students for deeper natural science understanding and interpretation, to awaken willingness to explore. The studies of this course are organised so that every student should have a possibility to acquire lacking natural science knowledge, to extend it, and to actualise. All Siauliai university study programme Integrated natural science pedagogy students, having participated in the survey, unanimously pointed out that having started studies at university, at a different level they felt gaps in natural science and mathematics knowledge and abilities. As the main solution way of such a problem, the students indicated bridging course organisation for the first course students, accentuating that for successful studies at university, general and even extended mastering of the school course is necessary. Having generalised teachers’ who participated in the expert survey answers about bridging courses for students in natural science and mathematics and their need, one can claim that students, who enter higher education, have school knowledge gaps, which could be at least partly fulfilled by properly prepared and realised bridging courses. Lecturers experts claim that bridging course content depends on the chosen study direction (even on the study programme) because, basically, the necessary knowledge for the students having chosen different study programmes differs. They accentuate that such course demand for every future student should be individual; they note that to include such course in study programmes is problematic. Keywords: bridging course, international project, mathematics course, science course, science education.

scholarly journals THE IMPORTANCE OF NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION

2014 ◽  
Vol 11 (2) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Mathematics Teachers ◽  
Natural Science ◽  
Mathematics Teaching ◽  
And Mathematics ◽  
Natural Science Education ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science

It is obvious, that collaboration plays an increasing role among science and mathematics teachers. It is quite useful if different ideas on science and mathematics teaching are shared among teachers. Teachers have better opportunities to experience collaboration. The collaborative process supports the transdisciplinarity of science and mathematics teaching. Teachers are able to develop an understanding of how mathematics and science concepts can be taught in creative, playful and effective way. The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). It is obvious, that collaboration of mathematics and science teachers is important for improvement of quality of natural science education. Key words: collaboration, quality of natural science education, science and mathematics teaching.

scholarly journals THE LEADERSHIP INFLUENCE AND SELF EFFICACY ON MOTIVATION

2017 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Sukro Muhab Albantani
Keyword(s):  
Transformational Leadership ◽  
Science Teacher ◽  
School Leadership ◽  
Transactional Leadership ◽  
Science Teachers ◽  
Natural Science ◽  
Self Efficacy ◽  
Significant Interaction ◽  
Islamic School ◽  
Leadership Influence

The purpose of this research is to determine the influence of school leadership by the principal and self-efficacy towards the teachers’ motivation. This research used expost facto method, by involving 165 Natural Science teacher of integrated Islamic school as a randomly selected sample. The results of this research indicates that there are significantly differences in motivation of the Natural Science teachers between teachers led by principals who have a transformational leadership with transactional leadership. There is also a significant interaction impact between principal's leadership and self-efficacy on the teachers’ motivation.

scholarly journals The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

2012 ◽  
Vol 34 (4) ◽  
pp. 435-464 ◽  
Author(s):  
Richard M. Ingersoll ◽  
Henry May
Keyword(s):  
Public Schools ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Turnover ◽  
Conventional Wisdom ◽  
High Poverty ◽  
Math Teachers ◽  
Nationally Representative ◽  
School Differences ◽  
Mathematics And Science

This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover. The data are from the nationally representative Schools and Staffing Survey and the Teacher Follow-Up Survey. Over the past two decades, rates of mathematics and science teacher turnover have increased but, contrary to conventional wisdom, have not been consistently different than those of other teachers. Also, contrary to conventional wisdom, mathematics and science teachers were also no more likely than other teachers to take noneducation jobs, such as in technological fields or to be working for private business or industry. The data also show there are large school-to-school differences in mathematics and science turnover; high-poverty, high-minority, and urban public schools have among the highest rates. In the case of cross-school migration, the data show there is an annual asymmetric reshuffling of a significant portion of the mathematics and science teaching force from poor to not-poor schools, from high-minority to low-minority schools, and from urban to suburban schools. A number of key organizational characteristics and conditions of schools accounted for these school differences. The strongest factor for mathematics teachers was the degree of individual classroom autonomy held by teachers. Net of other factors such as salaries, schools with less classroom autonomy lose math teachers at a far higher rate than other teachers. In contrast, for science teachers salary was the strongest factor, while classroom autonomy was not strongly related to their turnover.

scholarly journals INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING

2012 ◽  
Vol 45 (1) ◽  
pp. 10-18
Author(s):  
Petr Emanovský ◽  
Bronislava Štěpánková
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Science Teachers ◽  
Teaching Practice ◽  
Study Programme ◽  
Study Programs ◽  
Professional Science ◽  
The Difference ◽  
Science Teacher Training

The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palacký University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students’ expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper. Key words: initial teacher training, science subjects, innovation, evaluation.

Book Review: An Ambitious Undertaking: Countering Mathematics and Science Teachers' Resistance to Teaching for Diversity: A Review of Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy

2009 ◽  
Vol 40 (4) ◽  
pp. 466-472
Author(s):  
Jo Clay Olson
Keyword(s):  
Science Teachers ◽  
Teacher Educators ◽  
Culturally Relevant ◽  
Teaching Practice ◽  
Diverse Classrooms ◽  
Lead Teachers ◽  
Success Stories ◽  
And Mathematics ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Inspirational stories about teachers who are able to transform students' lives pepper the literature (e.g., Ladson-Billings, 1994). Ladson-Billings described characteristics of culturally relevant teaching and then explored the stories of three teachers who enacted a personal pedagogy that led to high achievement among African American students. Stories such as these provide insights and can lead teachers to change aspects of their teaching practice. At times, teachers may be transformed by these success stories and radically change their actions. However, when teachers enact a new practice without an ideological shift in beliefs, the change is often superficial and may not result in the desired vision (Ball, 1992; Cohen, 1990; Fennema & Nelson, 1997). The question arises, how can teacher educators and professional developers help both practicing and prospective science and mathematics teachers recognize the need for culturally relevant pedagogy when science and mathematics are often considered devoid of culture?

Poles, Parking Lots, and Mount Piton: Classroom Activities that Combine Astronomy, History, and Mathematics

2006 ◽  
Vol 100 (2) ◽  
pp. 94-99
Author(s):  
Seán P. Madden ◽  
Jocelyn M. Comstock ◽  
James P. Downing
Keyword(s):  
Science Teachers ◽  
School Curriculum ◽  
The Moon ◽  
High School Curriculum ◽  
Classroom Activities ◽  
The Earth ◽  
And Mathematics ◽  
High Degree ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

How big is the earth? How far away is the moon? How big is the moon? How tall are the mountains on the moon? These wonderfully naïve questions have been asked for centuries by children and astronomers alike. A great bonus for mathematics and science teachers is that with basic concepts from the high school curriculum and data that students can collect themselves, these questions can be answered to a high degree of accuracy.

scholarly journals INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES

2020 ◽  
Vol 19 (5) ◽  
pp. 780-803
Author(s):  
Olugbenga Adedayo Ige ◽  
Loyiso C. Jita
Keyword(s):  
Instructional Practices ◽  
South African ◽  
Science Teachers ◽  
Secondary School Teachers ◽  
Intervention Programme ◽  
Post Intervention ◽  
Learning Intervention ◽  
And Mathematics ◽  
Matriculation Examination ◽  
Mathematics And Science

The outcomes of IEA's Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention programme for Mathematics teachers in South Africa in 2013 and 2014. This research reports post-intervention instructional practices of five teachers at Reitz who took part in the intervention programme. The teachers took part in the training workshops that were orgnised for participants at the University of the Free State, implemented the knowledge acquired from the programme in their respective schools, and compiled an evidence portfolios of their post-intervention instructional practices. The portfolios of evidence submitted by the teachers were thus analysed to give voice and meaning to their post-intervention instructional practices and reflections. The analyses provide evidences of which aspects of their instructional delivery worked well while other aspects did not work well. Keywords: evidence portfolios, instructional practices, science education, short learning intervention programme, secondary school teachers

scholarly journals Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth

2021 ◽  
Author(s):  
Meredith Park Rogers ◽  
Amanda Berry ◽  
Konrad Krainer ◽  
Ruhama Even
Keyword(s):  
Science Teacher ◽  
Professional Learning ◽  
Professional Growth ◽  
Teacher Educators ◽  
Common Ground ◽  
Teacher Educator ◽  
Future Research ◽  
And Mathematics ◽  
Science Teacher Educators ◽  
Mathematics And Science

AbstractThe seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.

scholarly journals Exploration Of Matematical Concep And Natural Sciences From The Local Wisdom Of Society As Learning Materials In The Curriculum 2013

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Marianus Marianus ◽  
Damaris Damaris
Keyword(s):  
High School Teachers ◽  
Natural Science ◽  
Local Community ◽  
Natural Sciences ◽  
Learning Problem ◽  
School Teachers ◽  
Learning Materials ◽  
And Mathematics ◽  
Thematic Learning ◽  
Mathematics And Science

The population growth is closely related to the utilization of natural resources and will impact on environmental degradation. Therefore, identifying and inventorying the local wisdom of the community that aims to conserve the environment is very important. Natural science perspective lifting local wisdom in education is one way to revitalize, develop and maintain the values of local knowledge. This study aims to explore the elements of local wisdom in society, examines the concept of Natural Science and Mathematics contained in the elements of local wisdom and is designed for learning materials. The research was conducted in the District Manganitu Sangihe Islands in January 2016. Data collection using observation techniques and interviews with related parties and data obtained analyzed the concept of science underlying the forms of local wisdom existing in Manganitu community.The result of the research is a concept map which contains the network of Mathematics and Natural Science concepts. This research product can meet the needs of high school teachers and become one of the solution of thematic learning problem in Sangihe Island.Keywords : Concept of Mathematics and Science, Local Community Wisdom, Curriculum 2013

scholarly journals Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia Science and Mathematics Teachers in Australia

2021 ◽  
Vol 46 (3) ◽  
pp. 1-19
Author(s):  
Chrystal Whiteford ◽  
◽  
Nick Kelly ◽  
Les Dawes ◽  
◽  
...  
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Subject Area ◽  
Parental Occupation ◽  
Policy Makers ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science Teachers ◽  
Insight Into ◽  
Mathematics And Science

There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for becoming a teacher. Financial reward and parental occupation were found to be less selected motivators. Although differences existed between the two cohorts suggesting motivations may change, similarities provide focus for future recruitment and retention of science and mathematics teachers for higher education institutions and education policy makers.

Sign in / Sign up

Export Citation Format

Share Document