Mathematics, Science, and Technology Education A Research Agenda (1985) / Chapter Skim
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3. Research on Instruction
3. Research on Instruction
Pages 15-25
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From page 15... ...
For example, Arons (1981) argues that even the best curricula will be ineffective unless teachers are trained to deal with various modes of abstract logical reasoning, for example, the logic of arithmetic involved in ratios and division, the logic of control of variables, dealing with propositional statements, recognizing gaps in available information, making inferences and predictions from mental models, doing hypothetico-deductive reasoning, and the like.
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From page 16... ...
Much general information on teachers is also being collected in connection with the National Assessment of Educational Progress; assessments in mathematics and science and concomitant teacher surveys are scheduled for 1986. Meanwhile, in the absence of sufficient knowledge about the nature of teacher preparation programs, assessment of teacher quality has been based on reviewing SAT scores of college freshmen planning to be teachers (Weaver, 1979; Schlechty and Vance, 1983)
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From page 17... ...
found a statistically significant negative correlation between teachers' scores on the National Teachers Exam and their students' test score gains. Increases in credentialing requirements may rob local districts of the flexibility to hire individuals who exhibit the capacities for teaching mathematics and science but lack the credentials; abolishing traditional credentials, as New Jersey has done and other states are considering, may have the perverse effect of setting lower rather than higher standards (Chronicle of Hither Education, 1985b)
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From page 18... ...
the response to various monetary incentives designed to attract able individuals to mathematics and science teaching and keep them in these fields; (2) how to improve the subject-matter education of both pre- and inservice teachers, including optimal volume and pace of subjectmatter coverage in different sciences and experiences that develop and enhance abstract reasoning capacity; and (3)
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From page 19... ...
Still a third source is the current experimentation with computer systems for intelligent tutoring, based on models of how successful students perform various cognitive tasks tSleeman and Brown, 1982; Anderson et al., 1985)
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From page 20... ...
The committee recommends research targeted at providing characterizations of the cognitive skills and knowledge needed for understanding of and successful performance in technological systems; based on such characterizations, development of usable school curricula in computer literacy; and investigating the effects of computers on the knowledge structure of mathematics and various sciences and the changes implied for the school curriculum. Recent research with preschool children suggests that changing the context of the learning task, or ~recontextualiz ins, n can help students acquire some basic
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From page 21... ...
Istomina (1975) compared the performance of Preschool children on a test-like version of a free recall task and the same task embedded in a role-playing game of being Activation of the four- to five-year-olds' still-crude memorizing operations was greatly facilitated by the play situation.
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From page 22... ...
Priorities include research on how important tasks can be embedded in contexts that reduce the time needed for learning; under what circumstances and in what ways activity systems using physical objects and "real. events [whether handson experience, models based on systematic laws, or story lines that mirror common experiences)
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From page 23... ...
. The content of textbooks is influenced by the authors' sense of appropriate learning goals, the publishers' perception of the demands of the education market, and state and local district priorities and procedures for textbook approval and selection.
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From page 24... ...
whether and how the treatment of substantive content in current textbooks and software supports the learning of reasoning, thinking, and problem-solving skills as well as lower-order recall and memorization tasks; (2) the exploration of new content areas within various fields and at various grade levels that might be productive additions to promoting higher-order skills; (3)
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From page 25... ...
the development of practical tests that reliably assess reasoning ability, perhaps using interactive testing made possible by microcomputers; (2) improving the testing of mathematics and science achievement to reflect important instructional goals and objectives; and (3)
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