David D. Kumar

Opportunities for Teachers as Policy Makers

When ledchers dre dents (29 percent), or establishing curriculum (37 percent).” Unfortudirectly involved in nately, a survey of teachers, stupolicy decisions, f hey dents, and parents revealed that the 12 areas of inquiry such as instructional programs, supervision me more likely lo suppor 1 I hem. Tedchers of students, student and teacher Can the insights and experiences of classroom teachers become a meaningful part of aschool system’s policy decisions? Absolutely! One must agree to the fact that classroom teachers’ insights and experiences are worthwhile to

Hypermedia in Science and Mathematics: Applications in Teacher Education, Problem Solving and Student Testing.

A review of selected hypermedia applications in teacher education, problem solving, and student testing is presented. In science teacher education, hypermedia provides opportunities for preservice teachers to gain an indepth view of classroom episodes, analyze models of instruction such as discovery learning, and contrast effective and ineffective instructional strategies. Reported outcomes include significant differences in student-centered instruction, mostly in favor of the video groups among student teachers, and in favor of the baseline groups among practicum students. Also, significant improvements were reported for student teachers over practicum students in most paired observation ratings. In mathematics problem solving, hypermedia provides an environment for anchoring instruction in video-based macrocontexts for students to gain control over the problem situation, and helps to improve student ability to solve complex problems. In student testing, the role of the hypermedia is only emerging. The hypermedia seems to provide a convenient tool for developing and administering science tests with outcomes such as increased achievement levels, correctness, number of attempts, and time-on-task. More research is needed before establishing hypermedia as a viable tool for testing in science.

Computer Technology-Cognitive Psychology Interface and Science Performance Assessment

The emerging interface between computer technology and cognitive psychology for performance assessment in science education is explored. Cognitive theories of learning offer promises to transform computer technology from a test administration tool into a process assessment tool, and computer technology offers a medium for studying the cognitive processes of learning. Interface theories and interface technologies are briefly discussed. The technology-psychology interface may be a base for building an alternative assessment technology. Some prototype projects in this line of inquiry are presented. As in any other novel approaches to testing, there are several questions that need to be answered in establishing the role of the technology-psychology interface in performance assessment.

A Study of STS Themes in State Science Curriculum Frameworks in the United States

This paper reports the procedure and results of a study analyzing Science-Technology-Society (STS) themes in state science curriculum frameworks in the United States. The criteria for the analysis consisted of 15 categories of standards derived from the K–12 content standards of the National Science Education Standards. Out of the 25 state science curriculum frameworks analyzed, 88% emphasized the standard Science and technology in society. Three standards (Environmental quality, Science as a human endeavor, and Nature of science and scientific knowledge) were represented in nearly 50% of the state science curriculum frameworks. The remaining 11 content standards were scarcely represented in the state science curriculum frameworks analyzed. The recommendations of this study include an examination of educational policy links to state science frameworks, and case studies of curriculum policy-to-practice transition in STS education.

Science, Technology, and Society

The Program in Science, Technology, and Society (STS) focuses on the ways in which scientic, technological, and social factors interact to shape modern life. The program brings together humanists, social scientists, engineers, and natural scientists, all committed to transcending the boundaries of their disciplines in a joint search for new insights and new ways of reaching science and engineering students. The goal of the program is to set up a forum to explore the relationship between what scientists and engineers do and the constraints, needs, and responses of society.

Evaluation of Interactive Media in Science Education

An evaluation of an interactive media-based science education project is reported. One of the unique features of the evaluation is the application of a general program evaluation which stresses the assessment of contextual/environmental factors. The rationale is that without adequate facilitation and support from the context, large scale projects would have limited impact on education reform. The model was applied to a major, National Science Foundation funded, science teacher education project at Vanderbilt University. The findings revealed that a number of factors must come together for project success. They are: an environment conducive to innovation and development; strong administrative interest and commitment to further the cause of the project; faculty interest and commitment to be actively involved in the project and to integrate project ideas into their own practices. In addition, strong technical support is vital for research and developments efforts in technology-based science education projects.

A Meta‐analysis of the Relationship between Science Instruction and Student Engagement

Abstract A meta‐analysis of the relationship between science instruction and student engagement was performed. A total of 16 studies in science education was coded which yielded 39 instructional variables totalling 102 correlation coefficients, the mean coefficient 0#lb48, the SD 0#lb35. The 16 studies represented a total of 4518 students and 376 teachers from the United States and Australia. The meta‐analysis found no significant differences across the instructional variables with respect to student engagement. Similarly the instruction‐engagement relationship did not show significant differences across range of grade levels, year of publication, sample size and the instruments to measure student engagement, except for the instruments to measure instruction.

Computer Technology, Science Education, and Students with Learning Disabilities.

The ways computer technology could be used to teach science to students with learning disabilities (LD) are explored. Science is for all students and that includes students with LD. Learning science has both cognitive and affective implications for students with LD. In this context, computer technology provides cognitively engaging and motivating instructional tools for individualizing the mode of delivery; developing expert tutors; anchoring instruction; integrating science with other subjects; reducing cognitive load on working memory; and motivating students to stay on task. These applications are discussed with implications for teaching science to students with LD.

Trends in Computer Applications in Science Assessment

Seven computer applications to science assessment are reviewed. Conventional test administration includes record keeping, grading, and managing test banks. Multiple-choice testing involves forced selection of an answer from a menu, whereas constructed-response testing involves options for students to present their answers within a set standard deviation. Adaptive testing attempts to individualize the test to minimize the number of items and time needed to assess a students knowledge. Figurai response testing assesses science proficiency in pictorial or graphic mode and requires the student to construct a mental image rather than selecting a response from a multiple choice menu. Simulations have been found useful for performance assessment on a large-scale basis in part because they make it possible to independently specify different aspects of a real experiment. An emerging approach to performance assessment is solution pathway analysis, which permits the analysis of the steps a student takes in solving a problem. Virtually all computer-based testing systems improve the quality and efficiency of record keeping and data analysis.

Situated cognition in second grade science: Literature books for authentic contexts

A report of how literature books can be used to create authentic contexts for teaching science at the second grade level is presented. Since, from a cognitive psychology perspective, language helps to mediate social actions and cognitive functions, at lower grade levels it is possible to use literature books to situate science learning in macro-contexts. This paper points out that instead of relying on expensive technologies, such as intelligent tutors and interactive videos, teachers could use carefully selected reading materials to provide students with meaningful contexts for science learning activities.