David Carrejo

What is mathematical modelling? Exploring prospective teachers’ use of experiments to connect mathematics to the study of motion

This paper focuses on the construction, development, and use of mathematical models by prospective science and mathematics teachers enrolled in a university physics course. By studying their involvement in an inquiry-based, experimental approach to learning kinematics, we address a fundamental question about the meaning and role of abstraction in modelling when such approaches involve students encountering and resolving experimental error. We use a “tensions” framework to explore the capability of learners to make necessary connections between abstract mathematical models and physical phenomena.

Teachers fostering the co-development of science literacy and language literacy with English language learners

Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other.

Facilitating conceptual change through modeling in the middle school science classroom

Motion is a student-friendly science topic for middle school students because of the many kinesthetic opportunities for pushing, pulling, and accelerating objects. Yet we know these opportunities alone do not promote students’ conceptual understanding. Fechhelm and Nelson (2007) note that students never fully understand the concept of an object’s motion. Therefore, engaging students in both hands-on and minds-on experiences is needed for education that is relevant and complete. Many middle school students enter science classrooms with pre-conceived ideas about their world. Some of these ideas are misconceptions that hinder students from developing accepted concepts in science, such as those related to motion. This article explores implications from an experience where middle school teachers used modeling strategies within the 5E pedagogy to actively engage their 50 eighth grade students in the conceptual change process during an all-day, week-long summer outreach camp.