Preservice Teachers’ Reconciliation of an Epistemological Issue in an Integrated Mathematics/Science Methods Course

Cormas, Peter C.

doi:10.1007/s10763-016-9755-5

Cited by 5 publications

(5 citation statements)

References 20 publications

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“…The contrast of a non-integrated teacher training and the requirements of interdisciplinary teaching (Bröll & Friedrich, 2012) is repeatedly mentioned by teachers in German schools as an argument against interdisciplinary teaching (Jürgensen, 2012;Rehm et al, 2008). The importance of adequate preparation is also demonstrated in several studies (Brown & Bogiages, 2017;Cormas, 2017). In order to prepare teachers adequately for this variety of challenges, we believe that early intervention is necessary in the first phase of teacher training.…”

Section: The Inter Tetra Project As An Interdisciplinarity Interventimentioning

confidence: 90%

Relevant Content for a Scientific Collaboration in Mathematics and Physics Education Research - A Comparative Content Analysis of Handbooks and Conference Proceedings in Germany and Vietnam

Krause

Dilling

Kraus

et al. 2020

EURASIA J MATH SCI T

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This article presents a possible framework for the cooperation of mathematics and physics education research domains. Moreover, the potential topics for such a scientific collaboration are explained by means of a structuring qualitative content analysis of current handbooks and conference proceedings in Germany and Vietnam. These topics can form a basis for further projects on the connection of subject-related didactics. One of these projects is an interdisciplinary course in teacher training at the Hanoi National University of Education (HNUE) as part of the Inter TeTra project between the HNUE and the University of Siegen.

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Section: The Inter Tetra Project As An Interdisciplinarity Interventimentioning

confidence: 90%

Relevant Content for a Scientific Collaboration in Mathematics and Physics Education Research - A Comparative Content Analysis of Handbooks and Conference Proceedings in Germany and Vietnam

Krause

Dilling

Kraus

et al. 2020

EURASIA J MATH SCI T

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show abstract

“…The five inquiry 5E problems dealt with (a) dry ice, (b) lighting bulbs, (c) preserved organisms, (d) owl pellets, and (e) electromagnets. The four problem‐solving mathematics problems dealt with (a) algebra and acrobats, (b) rates and paper shredding, (c) formulas and polyhedra applets, and (d) spinner and probability (see Cormas, ; ; for descriptions).…”

Section: Methodsmentioning

confidence: 99%

“…Table the inquiry science instruction conceptual framework, can be used to describe all problems that the PSTs were asked to solve (Minner et al, ). All nine lessons had science or mathematics content, some type of student engagement, and an emphasis on student motivation (see Cormas, ). Six of the nine lessons included all components of instruction––with the expectation of questioning––for student responsibility for learning and student active thinking.…”

Section: Methodsmentioning

confidence: 99%

“…As a result, the authors concluded that PST came to a stronger understanding of processes such as investigation and model-making. In another study, Cormas (2016a) observed PSTs in an elementary mathematics/science methods course. PSTs participated in a 5E activity in which they were asked to observe multiple preserved organisms and to determine how the organisms were grouped by similar characteristics.…”

Section: Similar Studiesmentioning

confidence: 96%

“…In another study, Cormas () observed PSTs in an elementary mathematics/science methods course. PSTs participated in a 5E activity in which they were asked to observe multiple preserved organisms and to determine how the organisms were grouped by similar characteristics.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Preservice teachers’ use of mathematics and science learning processes

Cormas

Middlemiss

2019

School Sci & Mathematics

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Mathematics and science have similar learning processes (SLPs) and it has been proposed that courses focused on these and other similarities promote transfer across disciplines. However, it is not known how the use of these processes in lessons taught to children change throughout a preservice teacher education course or which are most likely to transfer within and between disciplines. Three hundred and ninety lesson plans written by 113 preservice teachers (PSTs) from 10 sections of an elementary mathematics/science methods course were analyzed. PSTs taught an eight‐lesson sequence to children: five science lessons followed by three mathematics lessons. The findings suggested that: (a) PSTs needed to only teach three mathematics lessons, after five science lessons, to reach the same number of SLPs used in the five science lessons; (b) some SLPs are highly correlated processes (HCPs) and are more likely to transfer within and between science and mathematics lessons; and (c) PSTs needed to teach no mathematics lessons, after four science lessons, to reach the same number of HCPs used in the four science lessons. Implications include centering courses on multiple and varied representations of learning processes within problem‐solving, and HCPs may be essential similarities of problem‐solving which promote transfer.

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Introduction

Krause¹,

Kraus²

2020

MINTUS – Beiträge Zur Mathematisch-Naturwissenschaftlichen Bildung

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Preservice Teachers’ Reconciliation of an Epistemological Issue in an Integrated Mathematics/Science Methods Course

Cited by 5 publications

References 20 publications

Relevant Content for a Scientific Collaboration in Mathematics and Physics Education Research - A Comparative Content Analysis of Handbooks and Conference Proceedings in Germany and Vietnam

Relevant Content for a Scientific Collaboration in Mathematics and Physics Education Research - A Comparative Content Analysis of Handbooks and Conference Proceedings in Germany and Vietnam

Preservice teachers’ use of mathematics and science learning processes

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