The EJSE is written and more accurately viewed using , but any browser should work!

Electronic 
Journal of 
Science 
Education ISSN 1087-3430   Vol. 2   No.3   March  1998

John R. Cannon, Editor and Publisher
David T. Crowther, Associate Editor and Publisher
University of Nevada, Reno

Article One

The Importance for Preservice Teachers to Have Practice Experiences to Apply Theory to Reality

Besty Price
Curator of Education
The Tracy Aviary
Salt Lake City, Utah
e-mail: betsy@geode.umnh.utah.edu
 
Abstract

Do preservice teachers need more practice to develop strong technology and teaching skills before they go into student teaching? To investigate this question, two biology education majors were observed in an independent study course in which they practiced theory previously learned in their methods classes. The two undergraduates used computers and the Internet to answer science questions from middle school students, to interact with diverse students, and to build an interactive website, all while working in a constructivist environment. At the beginning of the course they did not have adequate skills to develop Internet materials, the expertise to use the education literature effectively, or the experience to create a constructivist environment, and they were unable to answer questions at the students' interest and academic level. Only after practicing these skills did the biology education majors feel comfortable and confident to begin a teaching assignment.

To go to this article, click here.

Article Two

Survey of Physics Student Attitudes on Access to Problem Solutions

Edward. S. Ginsberg
University of Massachusetts , Boston
e-mail: ginsberg@umbsky.cc.umb.edu

and

Regina M. Panasuk
University of Massachusetts, Lowell

Abstract

Solving problems is one of the preferred methods for teaching and assessing concepts in introductory physics. Most instructors place restrictions on student access to solutions to end-of-chapter textbook problems, for reasons like those recently surveyed (Ginsberg, Panasuk, & George, 1997). The purpose of this study is to collect and examine data on the attitudes of current physics students on this subject. An in-class questionnaire was distributed in a large, calculus-level, introductory physics course offered in the spring 1996 semester. The survey instrument contained four multiple-choice questions, five Likert-scale questions, and space for optional comments. Responses from a sample of 227 students about their actual use of the solutions, their reactions to the standard practice of restricted access, and their opinions about providing free access, are presented and analyzed. Student and instructor attitudes are compared, and the possible significance of the survey results is discussed.

Article Three

Science Teachers and the Master's Programs They Select: 
A Preliminary Study

Julie A. Luft
e-mail: luft@U.Arizona.EDU

Martha L. Narro

and

Jeanne M. Slaughter
University of Arizona

 Abstract

This study examined in-service teachers' perceptions about two master's programs: one administered by the College of Education, the other a General Biology Program administered by three biological science departments. Four secondary science teachers from each program participated in semi-standardized interviews. Interviews were administered with the goal of allowing the participant to discuss his or her program in-depth. The eight interviews, lasting one to two hours, were transcribed and analyzed to provide information about the participants' perceptions of each master's program and insight about the teachers in each program. Those in the education program valued the flexibility regarding course selection and scheduling, and courses on educational research. They were seeking pedagogical content knowledge and viewed themselves as professionals in the broader teaching community. Teachers in the General Biology Program valued science content courses, doing science research and interacting with their peers. They reported a gain in professional and personal confidence and felt they had changed their classroom instruction. This study reveals that each master's program contributes differently to the professional development of secondary science teachers and that neither program fully meets the teachers' needs. The study reinforces the importance of the on-going evaluation of master's programs.

 To go to this article, click here.

Replies from Our Readers . . .

Special Section:  Resources and Programs in Higher Education

To go to the special section, click here.