,
but any browser should work!,
but any browser should work!
"Go Pack"
by Lillian McDermott, University
of Washington
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by
Edw. S. Ginsberg,
Physics Department
University of Massecusetts
Boston, MA 02125-3393
e-mail: ginsberg@umbsky.cc.umb.edu
Regina M. Panasuk
College of Education
University of Massecusetts
Lowell, MA 01854
and
Simon George
Physics & Astronomy Department
California State University
Long Beach, CA 90840.
Abstract
Solving physics problems is an essential part of the learning process. How and when students should be allowed access to textbook problem solutions, however, is a controversial issue. The purpose of this study was to collect and examine data on the attitudes of physics instructors on this subject. Questionnaires were mailed to physics departments at 475 arbitrarily selected U. S. and Canadian colleges and universities. The survey instrument contained six questions designed for a combination of a 5-point Likert-scale and open-ended responses, as well as fill-ins for basic anonymous demographic data, and space for the respondent's comments. The 249 responses received convey a wide range of opinion on each question, with bi-modal or uni-modal Likert-scale distributions, and comments spanning one extreme to the other. A detailed analysis of all the survey responses is presented. The possible significance of the survey results, and the need to rethink pedagogical strategies regarding student access to problem solutions, is discussed.
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by
Michael E. Beeth
The Ohio State University
Columbus, OH
E-mail: beeth.1@postbox.acs.ohio-state.edu
and
Mark Wagler
Randall ElementarySchool
Madison, WI
Abstract
This article is an exemplification of teaching that encouraged students to pose and solve authentic questions about science and math, to describe the impacts of the academic and social culture in which they live (and learn science), and to use technology both in the design of their science/math investigations and to communicate their findings. Illustrates within is a single case in which a group of teachers radically modified their approaches to teaching science and the significance of these changes in terms of student outcomes. The web sites constructed by these teachers and students is called the Heron Network.
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by
Ravinder Koul*
Research Associate
Curriculum and Instruction
609B Allen Hall
West Virginia University
Morgantown, WV 26505
E-mail Ravi@wvu.edu
http://www.wvu.edu/~ruralnet/about/profess.htm
and
Thomas M. Dana
Assistant Professor
Curriculum and Instruction
164 Chambers
The Pennsylvania State University
State College, Pa 16801
E-mail Tmd3@psu.edu
Abstract
In India, National Council of Educational Research and Training (NCERT) develops the most widely used science textbooks for Indian school children.Interviews with curriculum developers /textbook authors at NCERT, New Delhi offer insights into the gap between objectives of the National Policy on Education and the development of more meaningful and relevant school science materials.
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