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Julia E. Calabrese; Mary Margaret Capraro; Radhika Viruru – School Science and Mathematics, 2024
Despite problem posing's prominence in mathematics education research, its implementation in classrooms is limited. Therefore, teacher educators should incorporate problem posing tasks into preparation programs to help prospective teachers gain confidence in their abilities. One approach to teaching problem posing includes providing examples. The…
Descriptors: Semantics, Preservice Teachers, Teacher Education Programs, Self Efficacy

Haigh, William – School Science and Mathematics, 1993
Describes the guess-and-check method and discusses the advantages of using computers to apply the methods to solve mathematics problems. Provides two examples that use BASIC programs to illustrate the method. (MDH)
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Learning Strategies, Mathematics Education

Shepardson, Daniel P.; Pizzini, Edward L. – School Science and Mathematics, 1993
This study examined the differences in middle school students' (n=287) perceptions of science activities among three instructional approaches: (1) lecture-worksheet; (2) traditional laboratory; and (3) problem solving. Chi-square analysis of questionnaire responses indicated that, on seven of the eight questions, students responded more positively…
Descriptors: Attitude Measures, Chi Square, Learning Strategies, Middle Schools

Enochs, Larry G.; And Others – School Science and Mathematics, 1993
Presents a study to develop and partially validate an instrument to measure the self-efficacy beliefs of teachers related to utilizing microcomputers in science instruction. The resulting instrument contained two subscales: the Outcome Expectancy and Personal Self Efficacy Scales. Appendices include the instrument and scoring instructions. (17…
Descriptors: Computer Uses in Education, Factor Analysis, Measures (Individuals), Microcomputers

Cohen, Herbert G. – School Science and Mathematics, 1992
Presents a study to examine the effects of a verbal teaching strategy versus a strategy providing instruction using activities and manipulatives in four seventh grade earth science classes with students of varying cognitive abilities (n=83). Results indicate that students with more cognitive structures perform better and that using manipulatives…
Descriptors: Academic Achievement, Cognitive Development, Cognitive Measurement, Cognitive Structures