Editors' Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated to teaching in a specific discipline. Yet many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on "background knowledge." Abstracts are presented according to a question examined in the published articles. Hopefully, such a format will trigger your reflections about the influence of students’ entering mathematical and scientific conceptions (and misconceptions,) as well as generate ideas about your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent journal articles. Please feel free to identify other useful research articles on a particular theme or to suggest future teaching themes to be examined. You may send your comments and ideas via email to firstname.lastname@example.org or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Bass, G. Jr.
"Educational Research Abstracts,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 3
, Article 21.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol3/iss1/21