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Electronic
Journal of
Science
Education
ISSN 1087-3430
Vol. 2 - No.4 June 1998


Thank you for your interest in the Electronic Journal of Science Education, the first electronic journal of its kind devoted to the timely sharing of science education issues via the World Wide Web. The editors and review board hope you find the enclosed articles academically and professionally valuable.

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

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Table of Contents

EJSE Editorial...

Metamorphosis of preservice teachers . . .

by David T. Crowther
Associate Editor and Publisher
EJSE

To go to this article, click here.

Guest Editorial...

What Research Says About Science Process Skills:
How can teaching science process skills improve student performance in reading, language arts, and mathematics?

by Karen Ostlund, President,
Council for Elementary Science International (CESI)
Southwest Texas State University, San Marcos, Texas.

To go to this article, click here.

Article One

Professional Development for Elementary Teachers: A Collaborative Effort Involving A University, a Forest Learning Center, Industry, and State Agencies

by

M. Faye Neathery
Southwestern Oklahoma State University

Justine Glynn
Gulf of Maine Aquarium

and

Katherine Long
University of Mobile

Abstract

This professional development collaborative involved state agencies, local industry, an outdoor learning center, a university, and teams of teachers from rural schools. The Habitats and Their Conservation program had three main goals: to encourage inqu iry-based approaches to teaching science in the elementary classroom, to utilize field experiences in forestry habitats and a river delta to connect the program to real-life applications, and to improve the technological skills of the teacher-participants . Twenty elementary school teachers representing teams participated in a series of daylong workshops that involved the teacher-participants in hands-on, inquiry-based approaches to learning in formal and informal settings. A post-project questionnaire des igned by the author to determine attitudinal change and confidence levels of teaching revealed that the teacher-participants expressed a significant commitment for teaching more environmental science in their classrooms, an increase in content knowledge, and a higher confidence level for teaching environment science. A follow-up questionnaire was administered to the teacher-participants after a year of implementing the teaching strategies and environmental science activities. A commitment to teach more en vironmental science was still evident, but not significantly. The teacher-participants did not perceive an increase in their principals' interest in their teaching environmental science activities.

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Article Two

Follow-up Survey of Physics Student Attitudes on Differing Modes of Access to Problem Solutions

by

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

and

Regina M. Panasuk
University of Massachusetts, Lowell

Abstract

Use of end-of-chapter textbook problems for teaching and assessing concepts in introductory physics is widespread, as is restriction of student access to the solutions (Ginsberg, Panasuk & George, 1997). We recently surveyed student attitudes on access to problem solutions (Ginsberg & Panasuk, 1998), sampling the enrollment in a large calculus-level course offered in spri ng 1996. For most of the course, student access was restricted to assigned problem solutions, placed on library reserve after discussion in class and collection of homework. During the last two weeks, however, solutions to all textbook problems in three c hapters were made available. We seized the opportunity to survey student attitudes toward these altered circumstances, collecting responses from 128 students. The survey instrument contained two multiple-choice questions, one open-ended question, five Lik ert-scale questions, and space for comments. Results confirm a definite preference for freer access to solutions. Responses to direct-comparison questions suggest enhanced student engagement with problems, a desirable learning indicator. To go to this article, click here.

Replies from Our Readers . . . A section devoted to conversations and discussions about previously published articles in the EJSE

This month's contribution: Battling Windmills and Strawpersons: A reply to Illman
by Wolff-Michael Roth, University of Victoria

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Special Section: Resources and Programs in Higher Education

compiled by David T. Crowther, Associate Editor, EJSE

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