Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
Social constructivism is a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others.
In contemporary education, mathematics education is the practice of teaching and learning mathematics, along with the associated scholarly research.
A didactic method is a teaching method that follows a consistent scientific approach or educational style to present information to students. The didactic method of instruction is often contrasted with dialectics and the Socratic method; the term can also be used to refer to a specific didactic method, as for instance constructivist didactics.
Founded in 1920, The National Council of Teachers of Mathematics (NCTM) is the world's largest mathematics education organization.
A Praxis test is one of a series of American teacher certification exams written and administered by the Educational Testing Service. Various Praxis tests are usually required before, during, and after teacher training courses in the U.S.
Constructionist learning is the creation by learners of mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use what they already know, to acquire more knowledge. Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.
Physics education refers to the methods currently used to teach physics. Physics Education Research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in active learning for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts.
The New York State Education Department (NYSED) is the department of the New York state government responsible for the supervision for all public schools in New York and all standardized testing, as well as the production and administration of state tests and Regents Examinations. In addition, the State Education Department oversees higher education, cultural institutions such as museums and libraries, vocational rehabilitation, and the licensing of numerous professions. It is headed by the Board of Regents of the University of the State of New York (USNY) and administered by the Commissioner of Education.
Lee S. Shulman is an American educational psychologist and reformer. He has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science, and mathematics.
Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
The Association of Teachers of Mathematics (ATM) was established by Caleb Gattegno in 1950 to encourage the development of mathematics education to be more closely related to the needs of the learner. ATM is a membership organisation representing a community of students, nursery, infant, primary, secondary and tertiary teachers, numeracy consultants, overseas teachers, academics and anybody interested in mathematics education.
The University of Florida College of Education is the teacher's college, or normal school, of the University of Florida. The College of Education is located on the eastern portion of the university's Gainesville, Florida, campus in Norman Hall, and offers specializations in special education, higher education, educational policy, elementary education, counseling, teaching, and other educational programs. It is consistently ranked one of the top schools of education in the nation. The college was officially founded in 1906. In fiscal year 2020, the College of Education generated $102.8 million in research funding.
Virtual math manipulatives are visual representations of concrete math manipulatives that are digitally accessed through a variety of websites or apps on digital devices including tablets, phones and computers. Virtual math manipulatives are modeled after concrete math manipulatives that are commonly used in classrooms to concretely represent abstract mathematical concepts and support student understanding of mathematical content.
Statistics education is the practice of teaching and learning of statistics, along with the associated scholarly research.
Miriam G. Sherin is a professor in the School of Education and Social Policy and the Learning Sciences Department at Northwestern University. Her areas of research include mathematics teaching and learning, teacher cognition, and teacher education. Sherin has published articles in Journal of Teacher Education, Teaching and Teacher Education, and Journal of Mathematics Teacher Education. Her most recent book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes, was publish in 2011 by Taylor & Francis. Since 2018 she has been associate provost for undergraduate education at Northwestern University. She is the sister of sociology scholar Adam Gamoran, currently president of the William T. Grant Foundation.
Said Hadjerrouit is a professor of informatics and computer science at the University of Agder in Kristiansand, Norway. He got a doctoral degree (Dr.Ing) in 1992 in the field of medical expert systems and artificial intelligence, and a master's degree (1985) in software engineering from the Technische Universität Berlin, Germany. His teaching in Berlin focused mostly on informatics and society, philosophical and ethical issues of computing, and computers in developing countries. In 1991, he moved from Berlin to Kristiansand, Norway, and worked at the Institute of Electronic Data processing at the University of Agder. In 1994, he moved to the Institute of Mathematical Sciences at the same university, where he was appointed as an associate professor for teaching object-oriented programming, Web engineering, software development, and databases. From 2004, his work shifted to didactics of informatics and computer science education, ICT in mathematics education, ICT-enhanced learning, Web-based learning resources, social software, and Web 2.0 technology. In 2008, Hadjerrouit made a major shift in his research focus from didactics of informatics and Computer Science to mathematics education and use of digital tools in teaching and learning mathematics. He has been teaching the doctoral course “Theories in the Learning and Teaching of Mathematics” since 2014. He is also supervising two PhD students in the field of Flipped Classroom and documentational approach to mathematics education. Hadjerrouit has more than 140 publications in international journals and conference proceedings. He was awarded for Best Paper at Society for Information Technology and Teacher Education Conference in San Diego, California, United States, and IADIS e-Society conference 2012 in Berlin, Germany.
Jo Boaler is a British education author and Nomellini-Olivier Professor of Mathematics Education at the Stanford Graduate School of Education. Boaler is involved in promoting reform mathematics and equitable mathematics classrooms. She is the co-founder and faculty director of youcubed, a Stanford centre that markets and sells mathematics education resources to teachers, students and parents. She is the author of nine books, including Limitless Mind (2019), Mathematical Mindsets (2016), What's Math Got To Do With It? (2009) and The Elephant in the Classroom (2010), all written for teachers and parents with the goal of improving mathematics education in both the US and UK. Her 1997 book, Experiencing School Mathematics, won the "Outstanding Book of the Year" award for education in Britain.
Gila Hanna is a Canadian mathematics educator and philosopher of mathematics whose research interests include the nature and educational role of mathematical proofs, and gender in mathematics education. She is professor emerita in the Department of Curriculum, Teaching and Learning at the University of Toronto, affiliated with the Ontario Institute for Studies in Education, the former director of mathematics education at the Fields Institute, and the founder of the Canadian Journal of Mathematics, Science and Technology Education.