Abstract Elementary teachers likely have many opportunities to improve their science subject matter knowledge in the context of their everyday work. However, this has not been sufficiently explored in the literature. The purpose of this exploratory study is to investigate teachers' self‐regulated learning of science subject matter knowledge as a result of teaching experience. All teachers in this study recognized and described moments where they determined their subject matter knowledge was inadequate, an important step of self‐regulated learning. Findings also indicate that teachers' recognition of gaps in their knowledge may be influenced by teachers' perceptions of the complexity of their students' questions. In response to recognizing gaps in their knowledge, teachers drew on online resources. They were, however, generally not critical about the quality of these resources. We discuss these observations in relation to teachers' self‐regulated learning of science subject matter through teaching experience.
{"title":"Elementary teachers' self‐regulated learning of science subject matter through teaching experience","authors":"Ryan S. Nixon, Leigh K. Smith","doi":"10.1111/ssm.12603","DOIUrl":"https://doi.org/10.1111/ssm.12603","url":null,"abstract":"Abstract Elementary teachers likely have many opportunities to improve their science subject matter knowledge in the context of their everyday work. However, this has not been sufficiently explored in the literature. The purpose of this exploratory study is to investigate teachers' self‐regulated learning of science subject matter knowledge as a result of teaching experience. All teachers in this study recognized and described moments where they determined their subject matter knowledge was inadequate, an important step of self‐regulated learning. Findings also indicate that teachers' recognition of gaps in their knowledge may be influenced by teachers' perceptions of the complexity of their students' questions. In response to recognizing gaps in their knowledge, teachers drew on online resources. They were, however, generally not critical about the quality of these resources. We discuss these observations in relation to teachers' self‐regulated learning of science subject matter through teaching experience.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135458373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel M. Wong, David Alpizar, Olusola O. Adesope, Krista R. A. Nishida
Abstract Electrochemistry, a key topic in introductory chemistry, is a topic that many students struggle with conceptually. Visual learning tools like concept maps allow the externalization of key concepts and the relationships between these concepts may aid in students' acquisition and retention of newly learned electrochemistry concepts. Partnering with a general chemistry instructor, this study explored the effectiveness of two concept map formats—fill‐in‐the‐concepts and student‐corrected maps, on electrochemistry outcomes with undergraduate general chemistry students. To examine students' engagement with these maps, we also explored the role of students' interest. Results indicated that prior knowledge and map condition were significant predictors of students' electrochemistry performance. Specifically, the fill‐in‐the‐concepts condition resulted in better learning outcomes than the map correction condition. Furthermore, students with a higher interest in electrochemistry were more likely to perform well on their respective concept mapping activities, thus, scoring higher on the posttest. These findings suggested that concept maps can effectively represent key concepts of a challenging topic, and are beneficial for students' learning and retention of information. Importantly, instructors may further support learning by providing scaffolds in the form of fill‐in‐the‐concept maps to help students better organize their mental structures and identify misconceptions.
{"title":"Role of concept map format and student interest on introductory electrochemistry learning","authors":"Rachel M. Wong, David Alpizar, Olusola O. Adesope, Krista R. A. Nishida","doi":"10.1111/ssm.12599","DOIUrl":"https://doi.org/10.1111/ssm.12599","url":null,"abstract":"Abstract Electrochemistry, a key topic in introductory chemistry, is a topic that many students struggle with conceptually. Visual learning tools like concept maps allow the externalization of key concepts and the relationships between these concepts may aid in students' acquisition and retention of newly learned electrochemistry concepts. Partnering with a general chemistry instructor, this study explored the effectiveness of two concept map formats—fill‐in‐the‐concepts and student‐corrected maps, on electrochemistry outcomes with undergraduate general chemistry students. To examine students' engagement with these maps, we also explored the role of students' interest. Results indicated that prior knowledge and map condition were significant predictors of students' electrochemistry performance. Specifically, the fill‐in‐the‐concepts condition resulted in better learning outcomes than the map correction condition. Furthermore, students with a higher interest in electrochemistry were more likely to perform well on their respective concept mapping activities, thus, scoring higher on the posttest. These findings suggested that concept maps can effectively represent key concepts of a challenging topic, and are beneficial for students' learning and retention of information. Importantly, instructors may further support learning by providing scaffolds in the form of fill‐in‐the‐concept maps to help students better organize their mental structures and identify misconceptions.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study investigates challenges of enactment teachers notice when analyzing artifacts of teaching in a professional development focused on supporting the enactment of NGSS‐aligned modeling instruction. Five secondary science teachers participated in a semester‐long video club. Transcripts of the segments of their meetings in which they analyzed artifacts of practice were coded to characterize what they noticed in videos and student work samples from their own and others’ classrooms of students engaging in sensemaking. Through an inductive and iterative approach, three main linguistic challenges were identified related to the teachers’ noticing of students’ disciplinary thinking: learning how to communicate with precision using modeling conventions, how to communicate with precision using scientific vocabulary, and how to support students explaining and defending their models. The findings of this study extend and affirm prior research on teachers’ noticing of student thinking by highlighting the integrated nature of disciplinary noticing and the entanglement of learning science concepts and the language of science. The results also indicate that artifact‐rich professional development designed to improve science teachers’ interpretation of their students’ thinking can support teachers as they work through problems of practice they encounter in their attempts to enact responsive science teaching.
{"title":"Noticing instructional challenges in artifacts of teaching","authors":"Tara Barnhart, Elizabeth A. van Es","doi":"10.1111/ssm.12604","DOIUrl":"https://doi.org/10.1111/ssm.12604","url":null,"abstract":"Abstract This study investigates challenges of enactment teachers notice when analyzing artifacts of teaching in a professional development focused on supporting the enactment of NGSS‐aligned modeling instruction. Five secondary science teachers participated in a semester‐long video club. Transcripts of the segments of their meetings in which they analyzed artifacts of practice were coded to characterize what they noticed in videos and student work samples from their own and others’ classrooms of students engaging in sensemaking. Through an inductive and iterative approach, three main linguistic challenges were identified related to the teachers’ noticing of students’ disciplinary thinking: learning how to communicate with precision using modeling conventions, how to communicate with precision using scientific vocabulary, and how to support students explaining and defending their models. The findings of this study extend and affirm prior research on teachers’ noticing of student thinking by highlighting the integrated nature of disciplinary noticing and the entanglement of learning science concepts and the language of science. The results also indicate that artifact‐rich professional development designed to improve science teachers’ interpretation of their students’ thinking can support teachers as they work through problems of practice they encounter in their attempts to enact responsive science teaching.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136341305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.57090/sm.2023.06.25.2.173
Eunhyuk Jang
{"title":"Analyzing the Composition of the Definite Integral Concept of Students Promoted by the 2015 Revised Curriculum from the Perspective of Cognitive Science","authors":"Eunhyuk Jang","doi":"10.57090/sm.2023.06.25.2.173","DOIUrl":"https://doi.org/10.57090/sm.2023.06.25.2.173","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89802315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.57090/sm.2023.06.25.2.143
Seonghyun Yang, Se hyung Lee
{"title":"A Study on the Development of Teacher Training Materials to Improve Understanding of the Standard Score Calculation Method in the Mathematics Area of CSAT","authors":"Seonghyun Yang, Se hyung Lee","doi":"10.57090/sm.2023.06.25.2.143","DOIUrl":"https://doi.org/10.57090/sm.2023.06.25.2.143","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"224 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79159095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.57090/sm.2023.06.25.2.213
Y. Jee
{"title":"A Study on Learning Trajectory Design for Develop Students’ Reasoning of Sampling Variability","authors":"Y. Jee","doi":"10.57090/sm.2023.06.25.2.213","DOIUrl":"https://doi.org/10.57090/sm.2023.06.25.2.213","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"37 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73546377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.57090/sm.2023.06.25.2.277
Min Hee Lee, M. Cho
{"title":"Exploring Directions for Elementary Mathematics Teaching and Learning to Support Spatial Sense","authors":"Min Hee Lee, M. Cho","doi":"10.57090/sm.2023.06.25.2.277","DOIUrl":"https://doi.org/10.57090/sm.2023.06.25.2.277","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"101 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80821673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.57090/sm.2023.06.25.2.249
J. Kwak, Hyo Bin Lee, K. Lee
{"title":"Exploring how to Organize a Unit on Box Plots Through Analysis of Foreign Textbooks","authors":"J. Kwak, Hyo Bin Lee, K. Lee","doi":"10.57090/sm.2023.06.25.2.249","DOIUrl":"https://doi.org/10.57090/sm.2023.06.25.2.249","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"41 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73229299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.57090/sm.2023.06.25.2.193
Yujin Lee, J. Pang
{"title":"An Analysis of Elementary School Students’ Understanding of Equation Structure and Solution Strategies by Their Understanding of the Equal Sign","authors":"Yujin Lee, J. Pang","doi":"10.57090/sm.2023.06.25.2.193","DOIUrl":"https://doi.org/10.57090/sm.2023.06.25.2.193","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"23 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73712297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploring the Direction of Change in the Mathematics Area of the College Scholastic Ability Test According to the Application of the 2022 Revised Mathematics Curriculum","authors":"Inseon Choi, Sehyung Lee, Duyeol Moon, Seungju Ba다","doi":"10.57090/sm.2023.06.25.2.113","DOIUrl":"https://doi.org/10.57090/sm.2023.06.25.2.113","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74534823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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