Basics of qualitative research: Grounded theory procedures and techniques

미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

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Understanding By Design

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Cscl Theory And Practice Of An Emerging Paradigm

What are we talking about when we talk about STEM education? A review of literature

The purpose of this mixed methods study was to determine if there are differences in pre-service teachers’ depth of reflection when using a written self-reflection form, a written self-reflection form and a thinkaloud protocol, and collaborative reflection. Twenty-six pre-service teachers were randomly assigned to fourteen teaching teams. The teams taught a lesson that was videotaped and completed a written selfreflection form while viewing their lesson. The participants were randomly assigned to a control group or experimental group. The control group reflected individually using a written self-reflection form. Experimental Group #1 reflected collaboratively using a written self-reflection form, and Experimental Group #2 reflected individually using a think-aloud process while completing the written self-reflection form. The reflection forms were analyzed for depth of reflection, and a one-way ANOVA revealed significant differences in depth of reflection between the three groups. Participants also engaged in focus group interviews to describe their experiences. Two significant themes emerged: reflection on the teaching experience and reflection on the process used. We recommend that reflection should be used to help pre-service teachers learn from experience. In addition, the use of collaborative reflection and reflection using think-aloud protocols should be considered to promote deeper reflection and understanding.

/pdf/the-influence-of-collaborative-reflection-and-think-aloud-v5g99t2m0h.pdf

The Influence of Collaborative Reflection and Think-Aloud Protocols on Pre-Service Teachers’ Reflection: A Mixed Methods Approach

After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might youth learn in engineering design-based after-school settings? Traditional assessments often fail to capture the ways youth learn in informal settings, and deep science understandings are notoriously difficult to measure. In this study, we examined three after-school settings where 65 youth were learning science through engineering design challenges. In this informal setting, we examined storyboards, social networking forum (SNF) chat logs, videos of whole-class interactions, interviews with groups and single participants, and traditional multiple-choice pre- and posttest results. As we looked for evidence of learning, we found that the social networking forum was rich with data. Interviews were even more informative, much more so than traditional pencil and paper multiple-choice tests. We found that different kinds of elicitation strategies adopted by site leaders and facilitators played an important role in the ways youth constructed knowledge. These elicitation strategies also helped us find evidence of learning. Based on findings, future iterations of the curricula will involve tighter integration of social networking forums, continued use of videotaped interviews for data collection, an increased focus on training site leaders and facilitators in elicitation strategies, and more open-ended pencil and paper assessments in order to facilitate the process of looking for learning.

After-School Spaces: Looking for Learning in All the Right Places

Engaging middle school youth in STEM curricula resulting in desired conceptual changes is challenging. Furthermore, social media are identified as platforms where youth naturally congregate for sustained interaction. Studio STEM was designed as an after school programme to engage learners (ages 11–15) in design-based science inquiry within a studio environment, enhanced by social media and digital tools. In the highlighted curriculum, Save the Penguins, youth performed scientific experiments and engineering practices to design an enclosure to protect penguin-shaped ice cubes from rising temperature. Researchers tracked attendee and facilitator interactions through the social networking site, Edmodo. Results assert that youth’s understanding of science concepts was enhanced through participation in Studio STEM, evidenced through their articulation of understanding through Edmodo. Articulation remained dependent upon the amount of prompting that facilitators used within the Edmodo site as well as the availability of time set aside for students to interact with Edmodo.

/pdf/interest-driven-stem-learning-among-youth-through-a-social-5x0dbi3vt2.pdf

Interest-driven STEM learning among youth through a social networking site

Ten best practices for taking experiential learning online.

Technology Integration in an Agriculture Associate's Degree Program: A Case Study Guided by Rogers' Diffusion of Innovation

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