Patricia McClurg

Computer Games: Environments for Developing Spatial Cognition?

This experimental study investigated whether fifth, seventh, and ninth grade students participating in selected computer games utilizing spatial skills would improve their scores on a spatial ability measure. A significant treatment effect in favor of the experimental conditions was found in the analyses of covariance. No significant interaction or main effects were found for grade level or sex, indicating that males and females at all three grade levels seemed to benefit from this experience. These results suggest that certain computer games may enhance the development of spatial ability as measured by the Mental Rotation Test. Identified spatial components of the two games included visual perception and discrimination, differentiation of opposite obliques, visualization of transformations in series, the use of referent systems, and the development and updating of cognitive maps.

A Teacher Education Program in Elementary Science That Connects Content, Methods, Practicum, and Student Teaching.

ConclusionTo educate teachers who have adequate content knowledge, possess the necessary skills to implement effective teaching strategies, and are confident and have positive attitudes toward science and the teaching of science, alternative teaching models are necessary. The University of Wyoming model provides such an alternative. Based on observations and interviews of students and the mentor teachers, it is apparent that it has created a very positive response in prospective teachers who have participated in it.The Wyoming model provided an effective process to train future elementary teachers. Even though it focused on science, the basis is general enough that it could be successfully extended to other disciplines with only minor modifications; however, all of the major components of the Wyoming model are vital to its success.Content courses designed specifically for prospective teachers have been successful in giving the students the content knowledge and providing opportunities for effective modeling. The seminars provide strong mechanisms to connect content to methodology and make the content relevant to teaching and to children. Because of their modeling, peer coaching, and sharing their time and students, the mentor teachers are essential partners in helping the university educate future teachers. Finally, the cooperation of all partners—district administrators, teachers, science content and science education university faculty, and students—is necessary to provide early and continuous experiences to prospective teachers.

Wordprocessors, Spelling Checkers, and Drill and Practice Programs: Effective Tools for Spelling Instruction?

This experimental study examined the effects of combining word processors, spelling checkers, and spelling drill and practice programs to individualize spelling instruction for fifth and sixth grade students. The three treatment conditions considered included: 1) a wordprocessing, spelling checker, computer drill and practice combination; 2) a textbook pretest, computer drill and practice combination; and 3) a traditional textbook approach. A significant treatment effect in favor of the experimental conditions was found in the analysis of covariance. The vocabulary level of words identified and studied by students in the wordprocessing group was equivalent to the vocabulary level of the traditional spelling book. The 17 percent difference on the long-term measure in favor of the wordprocessing group suggests this approach may be an effective method of spelling instruction. Suggestions for software development which would make these methods a viable alternative for the classroom teacher are included.

Keyboarding Instruction: A Comparison of Five Approaches

This experimental study investigated whether third- and fourth-grade students participating in five representative approaches to learning keyboarding would differ in keyboarding competency. Three computer tutorials, a video-word processor combination, and a book-word processor combination constituted the five treatments. Significant F values were detected for the covariate set and the experimental treatment in the multiple regression analyses. The dexterity measure was the most powerful predictor for keyboarding competency. The textbook word processing group scored significantly higher than two of the computer tutorials. No other significant differences were detected among treatment conditions. No significant effects for age or sex were detected. An attitude measure revealed generally positive reactions but pinpointed dislike for pacing in the video treatment and mandatory accuracy levels in computer tutorials. Results of this study suggest several options available to educators.

Complexity and Uncertainty as Drivers for a Ph.D. In Mathematics Education and Science Education

The Science and Mathematics Teaching Center (SMTC) at the University of Wyoming has been collaborating with the College of Education on revising the Ph.D. program for Mathematics Education and the Ph.D. program for Science Education. Currently the only option for graduate students is to pursue a college wide Ph.D. program in Education which requires a significant number of generalized education graduate courses (16–18 hours), advanced research methodology courses (12 hours), and the conventional independent research dissertation hours (16 hours). Upon closer inspection, such a large generalized core of courses leaves far too little room for innovative cognate sequences in mathematics or science content, focused mathe–matics and science education research, or apprenticeship experiences (we define a cognate to be a connected set of two to four courses with a common interrelated theme, for example cognition courses in mathematics and science education). In response, we are striving to create a novel Ph.D. program that integrates concepts of complexity and uncertainty in mathematics and science, integrated science and mathematics cognates, and apprenticeship experiences in content and mathematics and science education.