OPAC - Pencarian Artikel Jurnal & Majalah Library USD
Menampilkan semua artikel (Halaman 487 dari 34170, Total: 341698 data)
Out-of-Field Teaching in Science: An Overlooked Problem
klik untuk membaca file PDF
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 7) |
| Halaman | : | 719-724 |
| Abstrak | : | - |
Out-of-Field Teaching in Chemistry and Physics: An Empirical Census Study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 7) |
| Halaman | : | 746-767 |
| Abstrak | : | This empirical census study was a quasi-experimental analysis of certification level (primary vs. secondary) and in-field vs. out-of-field certification. The sample included chemistry teachers (n = 2312) and physics teachers (n = 1387) in New York State in 2011–12. Findings indicated that the number of out-of-field teachers was relatively low, but this masked disparities in locale and socioeconomic status, with higher incidence of out-of-field teachers in urban and high need schools. Multivariable regression analyses indicated students of out of-field teachers did not perform as well as students of certified teachers, however, performance was not related to whether teachers had primary or secondary certification. School-level socioeconomic status was the main predictor of student performance. Implications related to equity considerations and science teacher certification policy are discussed. |
National Trends in the Formal Content Preparation of US Science Teachers: Implications of Out-of-Field Teaching for Student Outcomes
| Pengarang | : | N. Arsjad |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 7) |
| Halaman | : | 768-779 |
| Abstrak | : | This study used nationally representative data from the 2011 National Assessment of Educational Progress (8th-grade Science) and the 2018 National Survey of Science and Mathematics Education toward two primary purposes: (a) to examine the association between teachers’ formal (university) content preparation in science and student out comes in science, and (b) to document the prevalence and locality of Out-of-Field (OoF) science teaching in the US. The relationship between teachers’ formal science preparation and students’ 8th grade science outcomes was mixed across science disciplines with a statistically significant association being observed for students’ earth science outcomes. Teachers’ experience teaching science and access to science instructional materials/kits were more strongly associated with student outcomes than was their formal content preparation, with statistically significant associations observed for all student outcomes (physical science, life science, and earth science). The prevalence of OoF science teaching was higher in middle schools than in high schools, as well as more frequently occurring in histori cally lower achieving and impoverished educational contexts. |
Learning to Teach Science Out-of-Field: A Spatial-Temporal Experience
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 7) |
| Halaman | : | 725-745 |
| Abstrak | : | Learning to teach science out-of-field (OOF)—teaching science with out the required qualifications or specializations—raises a number of challenges for teachers. This paper uses a spatial-temporal lens to examine teachers’ experiences of learning to teaching science sub jects OOF over time. The analysis draws on longitudinal interviews with OOF teachers to examine two research questions: (1) How do teachers’ allocation to teach science-related subjects OOF change over time?; and (2) What do teachers need to learn when teaching science OOF? Over time, it became clear that there were a number of career trajectories, which were indicative of teachers’ future commit ment to learn to teach science. Also, various dimensions of the change processes were identified that go beyond simply learning the content and how to teach it. Five categories of learning were identified: content, teaching strategies, students and their learning, the school landscape, and the professional self. The prominence of these categories shifted overtime. Also, teachers articulated which of these learnings arose because of having to teach out-of-field, for example, making links between in-field and OOF teaching was impor tant as these links acted like boundary objects. Implications of this study suggest that teaching science OOF should be examined spa tially in the context of a teacher’s full teaching load at any one time, as well as in the context of temporal career and learning trajectories. Also, research into teachers’ experiences of learning to teach OOF should consider the teacher in context, and in relation to teacher learning generally. |
In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field
| Pengarang | : | Luft, Julie A.,Napier, Jessica B,Singh, Harleen |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 7) |
| Halaman | : | 802-820 |
| Abstrak | : | Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the physical sciences during their first three years. Data were collected from the teachers that consisted of four yearly observations of their instruction (a total of 12 observations), yearly interviews about their experiences (four total), and monthly interviews pertaining to their instruction (eight each year, for a total of 24). Narratives were constructed for each teacher that depicted their instruction over time, with reference to their teaching in-field or out-of-field subjects. The narratives were compared to one another to determine how their classroom instruc tion was shaped by teaching in-field or out-of-field. The findings of the study revealed that teaching out-of-field during the first year was an additional instructional challenge, which compounded the already difficult first few years of teaching. In addition, the findings revealed that out-of-field teaching resulted in isolated instructional scientific practices—regardless of the years of experience. These findings sug gest that newly hired science teachers teaching out-of-field are more at risk of not cultivating their science instruction than are their in-field counterparts. The results of this study indicate that more research is needed about out-of-field teaching in science subjects. |
Stability of planetary systems: A numerical didactic approach
| Pengarang | : | Renato Pakter |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 87 (No. 1) |
| Halaman | : | 69–74 |
| Abstrak | : | We discuss the numerical methods needed to study the dynamics of interacting planetary systems. We argue that the most appropriate method for studying the many-body dynamics is Runge-Kutta with an adaptive step size. We demonstrate that planetary systems are highly susceptible to catastrophic events in which collisions between the planets are almost unavoidable. We then discuss a recently proposed mechanism that explains how planetary systems may have spontaneously evolved into a self-organized periodic state in which catastrophic events are avoided. |
Taking teachers' ideas seriously: Exploring the role of physics faculty in preparing teachers in the era of the Next Generation Science Standards
| Pengarang | : | Amy D. Robertson |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 87 (No. 1) |
| Halaman | : | 57–68 |
| Abstrak | : | The Next Generation Science Standards (NGSS) call for K-12 science instruction that centers on and substantively takes up students' science ideas. In this paper, we explore the question, “What role might physics faculties play in preparing teachers in the era of NGSS?,” as we also consider our field's adage that “most teachers tend to teach as they were taught.” In particular, we propose the importance of teacher education experiences that take teachers' own physics ideas seriously. We argue that physicists can play a critical role in this work by designing and facilitating teacher preparation and professional development that (1) elevates and maintains a focus on teachers' physics ideas and (2) collaboratively subjects teachers' ideas to the kinds of tests to which we subject our own ideas. We ground these considerations in two illustrative episodes from our local context: Focus on Energy professional development for elementary teachers. We highlight particular professional development instructor moves that take teachers' ideas seriously, and we discuss questions and implications that emerge from our analysis. Although the focus of our analysis is on taking teachers' ideas seriously, we suggest that most of our arguments also apply to taking students' ideas seriously in pre-college and university physics courses. |
LIGO analogy lab—A set of undergraduate lab experiments to demonstrate some principles of gravitational wave detection
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 87 (No. 1) |
| Halaman | : | 44–56 |
| Abstrak | : | The first direct detection of gravitational waves by the Laser Interferometer Gravitational-Wave Observatory (LIGO) in September 2015 proved their existence, as predicted by Einstein's General Theory of Relativity, and ushered in the era of gravitational-wave interferometry. In this article, we present a set of lab course experiments at different levels of advancement, which give students insight into the basic LIGO operating principle and advanced detection techniques. Starting with methods for folding an optical cavity, we advance to analogy experiments with sound waves that can be detected with a Michelson interferometer with an optical cavity arm. In that experiment, students also learn how the sensitivity of the device can be tuned. In a last step, we show how optical heterodyne detection (the mixing of a signal with a reference oscillator) was used in Initial LIGO. We hope these experiments not only give students an understanding of some LIGO techniques but also awaken a fascination for how unimaginably tiny signals, created by powerful cosmic events a billion years ago or earlier, can be detected today here on Earth. |
Observation of the Talbot effect with water waves
| Pengarang | : | |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 87 (No. 1) |
| Halaman | : | 38–43 |
| Abstrak | : | When light is incident upon a diffraction grating, images of the grating appear at periodic intervals behind the grating. This phenomenon and the associated self-imaging distance were named after Talbot, who first observed them in the nineteenth century. A century later, this effect held new surprises with the discovery of sub-images at regular fractional distances of the Talbot length. In this paper, we show that water waves enable one to observe the Talbot effect in a classroom experiment. Quantitative measurements, of for example the Talbot distances, can be performed with an easy-to-use digital Schlieren method. |
The Fluidyne engine
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 87 (No. 1) |
| Halaman | : | 33–37 |
| Abstrak | : | The Fluidyne is a two-part hot-air engine which has the peculiarity that both its power piston and displacer are liquids. Both parts operate in tandem with the common working gas (air) transferring energy from the displacer to the piston side, from which work is extracted. We describe analytically the thermodynamics of the Fluidyne engine using the approach previously developed for the Stirling engine. We obtain explicit expressions for the amplitude of the power piston movement and for the working gas temperatures and pressure as functions of the engine parameters. We also study numerically the power and efficiency of the engine in terms of the phase shift between the motions of the piston and displacer. |