Research has revealed that a small percentage of weekly instructional time in the elementary grades is dedicated to teaching science. Additionally, elementary educators receive limited preparation to teach science concepts compared to math or literacy skills. Therefore, this study examined if utilizing poetry to teach science concepts had a…

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

Suggested are sight word activities which will help students recognize both language and mathematical symbols in reading materials. Activities described include context clues, structural analysis, phonic cues, and dictionary skills. (DS)

Proposes methods by which laboratory practical exams may be structured to assess outcomes from laboratory instruction. Presents eight general considerations for writing and using practical exams. Describes four example laboratory exams involving a box camera, circuit boxes, floating objects, and light. (MDH)

Describes a criterion-referenced format to nurture and assess secondary mathematics student teachers. The format intertwines areas of knowledge (mathematics, school mathematics, and teaching pedagogy) with the participants in the teacher education process (student teachers, supervising teachers, and university coordinators). Provides examples of…

This model is useful in identifying specific learning problems and in providing techniques for the teacher to motivate and teach students at all levels. What it is and how it can be used are discussed, illustrated by specific strategies for geometry and science. (MNS)

Described is a cooperative content study group approach to learning that minimizes individual student memorization and maximizes student interaction. Directions for preparing instructional materials and implementing cooperative home teams, a sample home team worksheet, sample test and study items, and hints and suggestions are included. (KR)

Discusses the nature, role, and limitations of analogies in science teaching, suggesting that they be discussed in the classroom to: (1) increase awareness of their limitations; (2) prevent misconceptions from occurring; and (3) encourage critical thinking. (JN)

Suggests using episodes from the history of mathematics as source material for mathematical investigations, particularly for use in teaching problem solving. Representative examples are included. (JN)

An array model is discussed as an alternative approach to reviewing the four basic operations with fractions; it could help motivate students. (MP)

Presents a learning model for science education and describes teacher interventions derived from the model to produce cognitive restructuring. Demonstrates how teacher interventions may be developed through a series of interventions, related activities, and comments. (MDH)

Provides examples which illustrate a graphical approach to solving inequalities. Advantages of using this strategy with high school students are noted. (JN)

Discusses: (1) inquiry science teaching; (2) characteristics of stable and fluid inquiry; and (3) using science textbooks to develop activities which reflect the fluid or tentative nature of scientific knowledge. (JN)

This paper reviews meta-analysis procedures and several meta-analysis findings related to science teachings. Several generalizations are offered, one which indicates that instructional techniques which help students focus on learning (preinstructional strategies, increased structure in verbal content of materials, use of concrete objects) are…

Models for division are discussed: counting, repeated subtraction, inverse of multiplication, sets, number line, balance beam, arrays, and cross product of sets. Expressing the remainder using various models is then presented, followed by comments on why all the models should be taught. (MNS)