Steven H. White

The Effects of G.I.S. on Students' Attitudes, Self-efficacy, and Achievement in Middle School Science Classrooms

Abstract This paper examines a non-equivalent quasi-experimental research effort, wherein two versions of a two week Project Based Learning unit were developed, implemented, and assessed. Students used a collaborative GIS or paper maps to support data analysis activities in this eighth grade Earth science unit. Attitude and self-efficacy in science as technology as well as student achievement in science process skills were measured. The study found significant improvement in attitudes toward technology, self-efficacy toward science, and modest, yet significant, improvements for geographic data analysis for students who used GIS.

What is a Hero? An exploratory study of students' conceptions of heroes

This article examines the responses given by 590 kindergarten to 12th-Grade students when they were asked about their conception of heroes. The sequence of questions asked students to define, describe, name, and justify their response about heroes. Students, regardless of age level, appear to use an operational definition of hero, but when asked to identify a hero, most students named a person with whom they have had personal experiences. Responses given over the age spans move from a specific behaviour to that of a sustained behaviour over a period of time. The change in responses demonstrates developmental changes in conceptual, cognitive, and social growth.

Teaching Vocabulary To Communicate Mathematically.

The National Council of Teachers of Mathematics (NCTM) published the Curriculum and Evaluation Standards for School Mathematics in 1989. Teachers have read and discussed this important document for a decade and such discussion has encouraged some change in thinking about what is important in the mathematics curriculum. The newest document from NCTM (2000) is Principles and Standards for School Mathematics. One of the prominent standards in both documents states that students need to be able to communicate about mathematics (NCTM, 1989,2000). This means being able to understand mathematical information that is read, as well as communicate with others both orally and in writing about mathematical ideas. One essential aspect of such communication is the understanding and use of mathematical language, that is the vocabulary and expressions that are unique to mathematical content. During the middle grades, many students take their first algebra or pre-algebra course. NCTM (1989) described algebra as the language through which most of mathematics is communicated. A first algebra course has a lot of new content for students (Flanders, 1987), and new content

Recapturing the History Standards: Historical Inquiry in the Middle Grades

One of the ironies within history and social studies teaching is that the curricular area most devoted to preparing young people for life in their community and civic society relies so heavily upon the textbook as the major instructional tool. Many other areas of the curriculum focus not only on learning the knowledge unique to that subject, but also on demonstrating how to use that knowledge in relevant settings. In music class, students play an instrument in a band. In a physical education class, students engage in exercise routines and sports. In a science course, students conduct laboratory experiments. In history why can students not recreate the past by turning their classroom into a history laboratory? Why not transform the class room into an interactive museum devoted to