NotesFAQContact Us
Search Tips
ERIC Number: ED411210
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 38
Abstractor: N/A
Reference Count: N/A
Active and Engaged? Lessons from an Interdisciplinary and Collaborative College Mathematics and Science Course for Preservice Teachers.
Freeman, Carol Cook; Smith, David Lee
A new interdisciplinary science and mathematics course for preservice elementary/special education teachers at LaSalle University (Pennsylvania) is examined. "Explorations in Science and Mathematics" was designed to develop core skills, critical thinking and communication, understanding of math and science as real-life activities, confidence in the subject matter, and metacognitive awareness of the learning processes involved. During the pilot semester, a constant comparison method was used to identify topics studied, engagement, beliefs and attitudes about mathematics and science throughout the course, comprehension of course content, and connections drawn to future teaching. Primary sources of data were interviews with faculty, notes and records from the course planning process, course documents, comprehensive portfolios of all student course work, and focus group interviews with students conducted at the end of the semester. Categories of Silence (knowing in action), Received Knowing, Subjective Knowing, Procedural Knowing, and Constructed Knowing from "Women's Ways of Knowing" became important in the construction of rubrics. Students who did well tended toward Procedural (connected) and Subjective ways of knowing. Discrepancies between faculty and student expectations indicate that pre-existing negative student attitudes are more resistant to change than the literature on teaching reform initiatives indicates. (Includes 3 tables and 17 references.) (LH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A