Does Reform-Oriented Teaching Make a Difference? The Relationship Between Teaching Practices and Achievement in Mathematics and Science

Cognitive dissonance is a theory originally developed by Leon Festinger. He is proposing that dissonance, which is the existence of non fitting relations among cognition, is a motivating factor in its own right. This motivating factor encourages the learner to be more self confident in his actions or conclusions and distinguish between correct and incorrect solutions. This motivation will lead to reach the correct decision about a particular problem. The study aims to find out the relationship between cognitive dissonance and achievement in Mathematics among higher secondary school students. Cognitive dissonance was measured by using Cognitive Dissonance Scale developed by the investigator. The sample consists of 100 higher secondary school students from Malappuram districts. The study reveals that cognitive dissonance and achievement in mathematics is significantly related.

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On the Relationship Between Mathematics and Science Achievement in the United States

Secondary Analysis of the TIMSS Data ◽

10.1007/0-306-47642-8_15 ◽

2005 ◽

pp. 233-249 ◽

Cited By ~ 8

Author(s):

Min Li ◽

Richard J. Shavelson ◽

Haggai Kupermintz ◽

Maria Araceli Ruiz-Primo

Keyword(s):

United States ◽

Science Achievement ◽

The United States ◽

The Relationship ◽

Mathematics And Science

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Professed Instructional Values versus Ratings of Student Teachers' Behavior during Classes in Mathematics and Science

Psychological Reports ◽

10.2466/pr0.1996.79.3.796 ◽

1996 ◽

Vol 79 (3) ◽

pp. 796-798

Author(s):

Stewart B. Shapiro ◽

Phillip B. B. Moheno

Keyword(s):

Secondary Schools ◽

Student Teachers ◽

Empirical Literature ◽

Teaching Behaviors ◽

Relationship Of ◽

The Relationship ◽

Mathematics And Science

Seven experienced raters were unable to discriminate significantly between the teaching behaviors of 4 high and 4 low scoring apprentice teachers of mathematics and science in secondary schools on a scale measuring humanistic/confluent instructional values. This study is intended as a general contribution to the sparse empirical literature on the relationship of professed humanistic teaching or learning values to teaching behaviors in the classroom.

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Teaching strategies and value for STEM courses

10.31235/osf.io/6cwdm ◽

2017 ◽

Author(s):

Virginia Gravina ◽

Christopher Beswick ◽

Kamden K Strunk

Keyword(s):

Self Efficacy ◽

Teaching Practices ◽

Value Theory ◽

Task Value ◽

Expectancy Value Theory ◽

Expectancy Value ◽

Interest In Science ◽

Subjective Task Value ◽

And Mathematics ◽

The Relationship

Expectancy-value theory has been used to investigate reasons why students have low achievement and low interest in science, technology, engineering, and mathematics (STEM) courses. The purpose of this study was to investigate the relationship between self-efficacy, perceived teaching practices, and subjective task value in gateway STEM courses. Results demonstrated that self-efficacy influenced perception of teaching practices and subjective task value, and perceived teaching practiced influenced subjective task value. Results and implications for teaching practices are discussed.

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Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

10.31235/osf.io/536qg ◽

2019 ◽

Author(s):

Anita Basso

Keyword(s):

Elementary Teachers ◽

Gender Stereotypes ◽

Teaching Methods ◽

Mathematics Anxiety ◽

Teaching Practices ◽

Math Anxiety ◽

Traditional Teaching ◽

Traditional Teaching Methods ◽

The Impact ◽

The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

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Developing critical thinking skills to improve reading comprehension

Revista Boletín Redipe ◽

10.36260/rbr.v9i4.957 ◽

2020 ◽

Vol 9 (4) ◽

pp. 170-178

Author(s):

María Piedad Rivadeneira-Barreiro

Keyword(s):

Reading Comprehension ◽

Critical Thinking ◽

Teaching Practices ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Self Evaluation ◽

The Relationship

The aim of this study is to determine the relationship between critical thinking skills and reading comprehension. Data was collected from treatment sessions, a self-evaluation and a test on critical thinking skills with two groups of learners from a language department at an Ecuadorian university. The results showed insignificant relation between critical thinking skills and learners' reading comprehension. The findings also revealed both groups had small differences during the pretest and posttest. The pretest and posttest showed minimal changes between groups, as well. Participants’ lack of concentration in texts, the unawareness and scarce use of their critical thinking skills were evidenced in their grammar, syntactic and semantics’ mistakes. The implications of these findings suggest further research in this area, exploring teaching practices that foster students’ critical thinking skills and reading comprehension.

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La enseñanza de Filosofía de la Biología en clave de ciencia o creencia. Algunas herramientas conceptuales para definir las preferencias docentes

Contrastes Revista Internacional de Filosofía ◽

10.24310/contrastescontrastes.v0i0.1176 ◽

2013 ◽

Author(s):

África Villanueva ◽

Vicente Claramonte

Keyword(s):

Teaching Practices ◽

Philosophy Of Biology ◽

Five Factors ◽

The Relationship

RESUMENEste artículo pretende obtener medidas cuantitativas sobre las actitudes manifestadas por los académicos hacia cuestiones relativas a la Filosofía de la Biología y el creacionismo, y a la docencia de la Biología en general; e igualmente, determinar la relación entre las actitudes o posiciones de dichos académicos sobre la Filosofía de la Biología y sus actitudes hacia la práctica docente. Al efecto, propone cinco factores cuantitativos. El artículo termina estableciendo ciertas correlaciones no causales entre algunos de estos cinco factores cuantitativos, para trazar un perfil significativo sobre las preferencias del profesorado en Filosofía de la Biología al impartir su enseñanza en cuestiones concernidas por la relación ciencia-creencia.PALABRAS CLAVEFILOSOFÍA DE LA BIOLOGÍA, EDUCACIÓN, CREACIONISMO, DISEÑO INTELIGENTE, METODOLOGÍAABSTRACTThis paper aims to develop quantitative measures of scholars’ attitudes toward the Philosophy of Biology and creationism, along with general questions about the teaching of Biology. Moreover, the study analyses the relationships between these academics’ orientations towards the Philosophy of Biology and their attitudes towards teaching practices. To that effect, we propose five quantitative factors. The results do establish certain correlations between these five factors. The paper ends by describing lecturers’ preferences in relation to the Philosophy of Biology and their teaching of matters regarding the relationship between science and belief.

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