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Reflection and Problem Solving: Integrating Methods of Teaching Mathematics and Science
Author(s) -
Stuessy Carol L.,
Naizer Gilbert L.
Publication year - 1996
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1996.tb10220.x
Subject(s) - mathematics education , context (archaeology) , reflection (computer programming) , perception , task (project management) , science education , teaching method , pedagogy , computer science , psychology , engineering , paleontology , systems engineering , neuroscience , biology , programming language
An innovative teacher preparation course which integrates methods of teaching elementary mathematics and science was the context of this study. The course was developed as a prototype for the Teachers As Reflective Problem Solvers model for the preparation of elementary mathematics and science teachers. Data from 35 preservice elementary teachers' performance‐portfolios were analyzed to reveal patterns of change in their reflections and problem‐solving performance during the semester. Many of the students' reflections changed from task‐focused learning to broader teaching applications. No relationship was discerned between changes in students' reflections and changes in their levels of problem‐solving performance, although both increased during the semester. A significant correspondence was found, however, between students' perceptions of their problem‐solving abilities and their actual performance in solving teaching problems in integrated mathematics and science contexts.