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but any browser should work!
Raising the NSP Curricular
Programs or the Titanic?
by John R. Cannon
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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.
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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.
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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.
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