Observation of Reform Teaching in Undergraduate Level Mathematics and Science Courses
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| Title: | Observation of Reform Teaching in Undergraduate Level Mathematics and Science Courses |
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| Language: | English |
| Authors: | Wainwright, Camille, Flick, Larry, Morrell, Patricia D. |
| Source: | School Science and Mathematics. Nov 2004 104(7):322-322. |
| Availability: | School Science & Mathematics Association, The Ohio State University, 238 Arps Hall, 1945 North High Street, Columbus, OH 43210-1172. Web site: http://www.ssma.org. |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Educational Change, Teaching Methods, Science Instruction, Mathematics Instruction, Learning Experience, College Science, College Mathematics, Higher Education, Technological Literacy, College Faculty, Reflective Teaching |
| ISSN: | 0036-6803 |
| Abstract: | This paper reports on initial results from an ongoing evaluation study of a National Science Foundation project to implement reform-oriented teaching practices in college science and mathematics courses. The purpose of this study was to determine what elements of reform teaching are being utilized by college faculty members teaching undergraduate science and mathematics courses, including a qualitative estimate of the frequency with which they are used. Participating instructors attended summer institutes that modeled reform-based practices and fostered reflection on current issues in science, mathematics, and technological literacy for K-16 teaching, with an explicit emphasis on the importance of creating the best possible learning experience for prospective K-12 science and mathematics teachers. Utilizing a unique classroom observation protocol (the Oregon-Teacher Observation Protocol) and interviews, the authors (a) conclude that some reform-oriented teaching strategies are evident in undergraduate mathematics and science instruction and (b) suggest areas in which additional support and feedback are needed in order for higher education faculty members to adopt reform-based instructional methodology. |
| Abstractor: | ERIC |
| Number of References: | 29 |
| Entry Date: | 2005 |
| Accession Number: | EJ708075 |
| Database: | ERIC |
| Abstract: | This paper reports on initial results from an ongoing evaluation study of a National Science Foundation project to implement reform-oriented teaching practices in college science and mathematics courses. The purpose of this study was to determine what elements of reform teaching are being utilized by college faculty members teaching undergraduate science and mathematics courses, including a qualitative estimate of the frequency with which they are used. Participating instructors attended summer institutes that modeled reform-based practices and fostered reflection on current issues in science, mathematics, and technological literacy for K-16 teaching, with an explicit emphasis on the importance of creating the best possible learning experience for prospective K-12 science and mathematics teachers. Utilizing a unique classroom observation protocol (the Oregon-Teacher Observation Protocol) and interviews, the authors (a) conclude that some reform-oriented teaching strategies are evident in undergraduate mathematics and science instruction and (b) suggest areas in which additional support and feedback are needed in order for higher education faculty members to adopt reform-based instructional methodology. |
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| ISSN: | 0036-6803 |
