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1.
Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learning in mathematics and science classes as secondary students themselves know what inquiry pedagogy is. Secondly, it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content. We address these questions through studying an undergraduate research methods course designed to improve STEM majors’ capacity for delivering inquiry-based mathematics and science lesson. Analysis of data from pre-and-post course surveys and students’ written research reports including students’ reflection on their inquiry projects suggests that offering future STEM teachers opportunities to conduct inquiry and reflect explicitly on how inquiry can be used to teach secondary content is important and beneficial.  相似文献   

2.
Abstract

Applying the Mathematical Knowledge for Teaching framework, we discuss the components of teacher knowledge that might be useful in supporting mathematical inquiry, and examine ways in which we strive to develop this knowledge within a middle grades mathematics program for undergraduate students who are prospective teachers. Using sample activities from multiple courses in the program, we offer general principles of instruction for supporting mathematical inquiry at all grade levels. We contend that an awareness and application of the multiple facets of mathematical knowledge for teaching can be critical to supporting mathematical inquiry across the K-16 spectrum.  相似文献   

3.
Abstract

In this study, the consequences of allowing course compensation in a higher education academic dismissal policy are evaluated by examining performance on a second-year follow-up (i.e. sequel) course that builds on material from a first-year precursor course. Up to now, differences in the consequences of compensation on student performance across groups of students who portray different unobserved study processes were not considered. In this study we used a latent class regression model to distinguish latent groups of students. Data from two undergraduate curricula were used and latent classes were formed based on similar patterns in averages, variability in grades, the number of compensated courses, and the number of retakes in the first year. Results show that students can be distinguished by three latent classes. Although the first-year precursor course is compensated in each of these latent classes, low performance on the precursor course results in low performance on the second-year sequel course for psychology students who belong to a class in which the average across first-year courses is low and the average number of compensated courses and retakes are high. For these students, compensation on a precursor course seems more likely to relate to insufficient performance on a sequel course.  相似文献   

4.
ABSTRACT

Feedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students’, undergraduate teaching assistants’, and educators’ written feedback on sample student design work. We created a coding scheme including two domains: Substance and Focus of feedback. Educators made more and longer comments than undergraduate teaching assistants, and undergraduate teaching assistants made more and longer comments than first-year students. The first-year students focused on giving specific directions in their feedback while educators and undergraduate teaching assistants asked thought-provoking questions. Students tended to make more comments about the ways that their peers had communicated their design work while educators and undergraduate teaching assistants made more comments about the design ideas presented in the sample work. This study offers implications for practice for supporting educators, undergraduate teaching assistants, and first-year engineering students to be able to provide feedback on design work.  相似文献   

5.
Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council''s BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students'' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses.  相似文献   

6.
ABSTRACT

In surveys and semi-structured interviews, Graduate Teaching Assistants (GTAs) discussed the role of reading in their first-year composition (FYC) courses infused with ‘writing about writing’ and ‘teaching for transfer’ perspectives. Three transformative reading lenses played a pivotal role in instructors’ pedagogies – deconstructing genres, situating texts in discourse communities, and reading like a writer – that each embody a paramount threshold concept in Writing Studies: writing is a social and rhetorical activity. GTAs’ responses indicate that these transformative reading lenses facilitate students’ ability to make reading-writing connections. When students engage texts through these lenses, the act of reading becomes a tool for shaping students’ current and future writing development.  相似文献   

7.
Abstract

In this article, we offer analysis of and propose means of resistance to White Jesus in undergraduate Bible survey courses. White Jesus functions as a proxy for the operation of white normativity in contexts of religious education. Research on a cohort of first-year undergraduate students demonstrates the durability of race as a factor in students’ experiences and outcomes in required Bible courses. After interpreting these findings in light of literature on race, biblical studies, and higher education, we suggest strategic pedagogical interventions that instructors can employ to resist white normativity.  相似文献   

8.
Abstract

This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities.  相似文献   

9.
Experimental physics is seen as an essential part of tertiary physics education. Students are supposed to develop practical skills and advance from closed ‘cookbook’ experiments to open experiment and design experiment procedures independently. As a consequence tertiary practical physics courses increase in the level of challenge throughout an undergraduate degree program. The research reported here consists of an investigation of two solely laboratory-based experimental physics courses: a second-year course Experimental Physics and Instrumentation, and a third-year course Advanced Experimental Physics, offered at a New Zealand tertiary institution. The research suggests that although the structure, content, and teaching methods in the two courses vary; there is little difference in students' learning strategies employed in the two courses. It appears bridging experiments may be necessary to help students shift from a highly directive pedagogy at the lower levels of the undergraduate practical physics program, to a more open inquiry approach. Richard K. Coll: Author for correspondence.  相似文献   

10.

In two Bachelor of Education courses, students experienced social constructivist principles for teaching Elementary Language Arts. In the first course, they were introduced to the theory upon which curricula, methods, and strategies are based. Implications for instruction were explored through discussion of readings and participation in child-centered activities, later examined from the points of view of the learner and of the theory. In the second course, the seminar group pursued advanced questions about social constructivist theories, methods, and strategies. Students kept informal written responses to readings; shared reactions, ideas, and questions; suggested readings and approaches; and summarized their understanding in final papers. Students evaluated both experiences as being exceptionally useful to their own understanding of instruction. Four pedagogical points are worth consideration. First, despite differences in their undergraduate disciplines, all students demonstrated that they could contribute to their peers' construction of knowledge or meaning making of the concepts and theories examined. Second, the sequence of the two courses seemed to be important for establishing a base of understanding and inquiry for the seminar group. Third, students used metacognitive analysis of their experiences in order to examine their own learning, to investigate learning in general, and to inquire into the use of this understanding in their teaching. Fourth, students' excitement, as expressed in their evaluations, suggests that they began to construct a notion of what a teacher can be, of the obligation that a teacher has to continuous professional development, and of the need to inquire about their own practice.  相似文献   

11.
关于离散数学教学改革的思考   总被引：9，自引：0，他引：9  
离散数学是计算机科学与技术专业的一门重要基础课,搞好本课程的教学,不但能为学生学好后续课程奠定坚实的数学理论基础,而且有利于培养学生的计算机数学思维,并且在进一步的学习和工作中适应本学科专业的发展。本文结合教学实践,就当前离散数学教学存在的问题以及教学改革思路作了较为深入的分析。  相似文献   

12.

This paper will argue that skills development need be neither low-level nor mechanistic, but can be concurrent with, rather than detracting from, any typical English studies curriculum. It contextualises an innovative approach to teaching and learning, which has been developed at Anglia Polytechnic University over 3 years (January 1997 to December 1999). In particular, it describes a practical course entitled Varieties of Speaking and Writing, which aims to raise the standard of students' language awareness and use through the study of a variety of extracts from literary and non-literary writing. It addresses some fundamental pedagogical issues: how to improve undergraduate writing skills; how to train and assess undergraduates' speaking skills; and how to ensure that the acquisition of these advanced skills is relevant and enjoyable to undergraduates studying English Literature. Skills development viewed this way embraces fundamentally sound pedagogical principles, which are concerned with encouraging student autonomy and an appetite for life-long learning.  相似文献   

13.
Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indigenous and ethnic minority students, on first-year degree-level outcomes. Overall performance within the bridging/foundation programme was positively associated with increasing Grade Point Average (GPA), ‘Core 4’ GPA and passing all courses in first year. However, mixed associations were identified between feeder bridging/foundation courses and their intended first year course counterparts. These findings support the continued provision of bridging/foundation education; however, curricular reform within the bridging/foundation programme was required. Key developments included: restructuring course delivery; increasing constructive alignment across the curriculum; increasing cultural content within western science-orientated courses; introduction of cross-curricular assessment and use of additional innovative teaching and learning activities. Additional challenges remain for degree programmes to explore how they can change in order to better support indigenous and ethnic minority student success within first-year tertiary study.  相似文献   

14.
ABSTRACT

In higher education, engineering students have to be prepared for their future jobs, with knowledge but also with several soft skills, among them creativity. In this paper, we present a study carried on with 128 engineering undergraduate students on their understanding of mathematical creativity. The students were in the first year of different engineering first degrees in a north-eastern Portuguese university and we analysed the content of their texts for the question ‘What do you understand by mathematical creativity?’. Data collection was done in the first semester of the academic years 2014/2015 and 2016/2017 in a Linear Algebra course. The results showed that ‘problem solving’ category had the majority of the references in 2014/2015, but not in the academic year 2016/2017 were ‘involving mathematics’ category had the majority. This exploratory study pointed out for ‘problem solving’ and ‘involving mathematics’ categories and gave us hints for teaching mathematics courses in engineering degrees.  相似文献   

15.
Abstract

We present a mathematical activity called graph talks as a new pedagogical routine to intertwine social justice issues and mathematics. Adapted from number talks, graph talks involve students analyzing, interpreting, and discussing real-life data represented in graphs. Graphs may be strategically selected to both highlight a relevant social justice issue while also reinforcing the mathematics content of the course. We report on experiences using graph talks in undergraduate mathematics content courses for future teachers in the USA, and provide examples of the undergraduates doing mathematics while analyzing the social justice context of the graphs.  相似文献   

16.
Abstract

South Africa finds itself with skills shortages in scientifically oriented professions. A major contributor to this has been students’ failure in mathematics. This study set out to identify students who self-reported mathematics anxiety and determine if this was a factor in their studies. Participants were 204 mathematics first-year students registered for degrees in Engineering, Information Technology, and Natural Science. Included in this group were Foundation Year students. Results indicated that the majority of students admitted to higher levels of anxiety. With respect to the different degree programmes, chemistry students reported higher anxiety. Specifically, a negative association was established between performance and mathematics evaluation anxiety. It is concluded that lecturers through investigations such as this can identify and isolate highly anxious mathematics students. Such students may receive remedial psychological help or at least, lecturers may revise their presentation methods to suit these particular students. The study also concluded that there are underlying problems within the teaching and learning of mathematics among the study sample. As is typical of this type of investigation, a number of questions remain unanswered such as what the sources of students’ mathematics anxiety are and how these relate to the variables investigated here. A follow-up study will focus more closely on these issues.  相似文献   

17.
Too difficult, too abstract, too theoretical – many first-year engineering students complain about their mathematics courses. The project MathePraxis aims to resolve this disaffection. It links mathematical methods as they are taught in the first semesters with practical problems from engineering applications – and thereby shall give first-year engineering students a vivid and convincing impression of where they will need mathematics in their later working life. But since real applications usually require more than basic mathematics and first-year engineering students typically are not experienced with construction, mensuration and the use of engineering software, such an approach is hard to realise. In this article, we show that it is possible. We report on the implementation of MathePraxis at Ruhr-Universität Bochum. We describe the set-up and the implementation of a course on designing a mass damper which combines basic mathematical techniques with an impressive experiment. In an accompanying evaluation, we have examined the students' motivation relating to mathematics. This opens up new perspectives how to address the need for a more practically oriented mathematical education in engineering sciences.  相似文献   

18.
Scholars in teaching and learning value student research and program assessment as strategies to promote excellence in undergraduate education. Yet, in practice, each can be complex and difficult to sustain. This case study demonstrates how undergraduate research, mentoring of junior faculty, and assessment can be integrated in ways that enrich the educational experiences of students and the professional development of faculty and improve research on teaching and learning. The authors describe a lively undergraduate research project that became tied to the mentoring of assistant professors and then to program assessment. We conclude with recommendations for implementing such a project in other academic settings. Elizabeth Thomas is Assistant Professor in the Interdisciplinary Arts and Sciences at the University of Washington Bothell. She received her Ph.D. in Psychology from the University of Illinois at Urbana-Champaign and teaches courses on inquiry in the social sciences, community psychology, and psychology and the arts. Her research examines sociocultural contexts for learning and development with a particular focus on the role of the arts and the potential of participatory action research strategies. Diane Gillespie is Professor and Associate Director of Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell, received her Ph.D. at the University of Nebraska—Lincoln in Cultural and Psychological Studies in Education. She teaches multicultural social science courses and qualitative research. Her recent publications explore the importance of narrative for reflective teaching and learning, learning in small groups, and the role of human rights in nonformal education.  相似文献   

19.
As higher education institutions seek to prepare an increasingly diverse population of students for a rapidly changing future, makerspaces offer a pedagogical approach for engaging all learners in active thinking and hands-on learning while promoting creativity, problem solving, and collaboration skills. In this paper, we discuss ways to integrate makerspaces and maker-centered learning within undergraduate and graduate college courses that reach students from majors ranging across the college and university curriculum. We highlight four courses, each taken by students at different points within their academic programs of study: a) digital media production & 3D modeling in a first-year seminar, b) poetry writing and 3D modeling and printing in a flipped learning course, c) wiki page building workshops for future teachers, and d) learning, media, and technology undergraduate/graduate courses. Makerspace experiences are ongoing features of each course, but not in the same ways, offering models that faculty can use in adapting their courses to include more active and applied learning for students.  相似文献   

20.
Abstract

Universities and colleges have a responsibility to help solve complex social problems. The article describes an interdisciplinary approach that integrates the diverse strengths of a research and teaching institution to address issues in one such complex problem: race, science, and health. The authors' model involved a “feedback loop” among three different and simultaneous activities: two undergraduate courses, one in biology and one open to all first-year student, and a weekly seminar that included the professors teaching these two courses, other faculty from across the university, and undergraduate and graduate student representatives. The topic and logistical strategies are discussed in detail and the value and challenges of such an integrated multilevel approach are explored.  相似文献   

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