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6. The Effect of the NOVA Model on University Courses
6. The Effect of the NOVA Model on University Courses
6. The Effect of the NOVA Model on University Courses
6. The Effect of the NOVA Model on University Courses
6. The Effect of the NOVA Model on University Courses
6. The Effect of the NOVA Model on University Courses
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
7. The Impact of the NASA Mission, Data and Information, and
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
8. Aspects of NOVA Professional Development Model that are Effective
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
9. Impact of the NOVA Model on Classrooms and Students
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Презентация: «The Effect of the NOVA Model on University Courses». Автор: Patti Gensemer. Файл: «The Effect of the NOVA Model on University Courses.ppt». Размер zip-архива: 72 КБ.

The Effect of the NOVA Model on University Courses

содержание презентации «The Effect of the NOVA Model on University Courses.ppt»
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1 6. The Effect of the NOVA Model on University Courses

6. The Effect of the NOVA Model on University Courses

A total of 135 courses were developed and offered at 84 NOVA institutions. 24% - biology, life science, life in space, or environmental science 21% - earth and space science 20% - combined categories of mathematics, mathematics and technology, mathematics and science, or statistics 16% - chemistry alone or chemistry, physics, or physical science 10% - nature of science, inquiry science, or integrated mathematics and science 5% - mathematics or science methods for preservice teachers 4% - engineering based for preservice teachers.

2 6. The Effect of the NOVA Model on University Courses

6. The Effect of the NOVA Model on University Courses

NOVA Phase I Course Levels by Percent of Total

400 8%

500 1%

300 15%

100 60%

200 16%

3 6. The Effect of the NOVA Model on University Courses

6. The Effect of the NOVA Model on University Courses

Course Level for Modified and Created Phase I Courses

No. Courses 81 21 20 11 2

4 7. The Impact of the NASA Mission, Data and Information, and

7. The Impact of the NASA Mission, Data and Information, and

Fundamental Questions on the NOVA Courses

NASA Strategic Enterprise Representation

Institution 18 3 74 39 51

5 7. The Impact of the NASA Mission, Data and Information, and

7. The Impact of the NASA Mission, Data and Information, and

Fundamental Questions on the NOVA Courses

6 7. The Impact of the NASA Mission, Data and Information, and

7. The Impact of the NASA Mission, Data and Information, and

Fundamental Questions on the NOVA Courses

During workshop sessions, the research program of each NASA Strategic Enterprise is described and participants are provided: NASA Strategic Plan NASA Implementation Plan for Education, 1999-2003 NSES & NCTM standards NRC’s Project 2061 & Science for All Americans NSTA’s College Pathways to the Science Education Standards ISTE’s standards

7 7. The Impact of the NASA Mission, Data and Information, and

7. The Impact of the NASA Mission, Data and Information, and

Fundamental Questions on the NOVA Courses

Many institutions have 3 or more connections to NASA Enterprises Number of NASA Enterprises implemented remains similar across institutions by Carnegie Classification.

8 7. The Impact of the NASA Mission, Data and Information, and

7. The Impact of the NASA Mission, Data and Information, and

Fundamental Questions on the NOVA Courses

An assessment instrument identifying NASA resources indicated: 78% were able to readily identify NASA Enterprises relevant to their proposed course 70% had course materials that clearly indicated the NASA Enterprises relevant to the courses being taught 91% stated they had used NASA resources to develop college level activities

9 7. The Impact of the NASA Mission, Data and Information, and

7. The Impact of the NASA Mission, Data and Information, and

Fundamental Questions on the NOVA Courses

Examples of use of NASA resources: University of Tennessee at Chattanooga offers 2 courses using NASA materials through Phase III NASA Field Center projects Brescia University used spreadsheets involving NOVA data as part of course activities University of the Incarnate Word integrated NASA research data and NASA Internet sources in laboratory investigations

10 8. Aspects of NOVA Professional Development Model that are Effective

8. Aspects of NOVA Professional Development Model that are Effective

in Creating and Sustaining Change

a. What are the faculty perceptions of effective elements in the NOVA professional development process?

Sunal, Hodges, Sunal, Whitaker, Freeman, & Edwards (2001) examined faculty conceptions about effective teaching and learning at 30 universities. Information was gathered on faculty attitude, knowledge, teaching efficacy, course planning, and classroom interactions. Results showed that faculty who described themselves as facilitators of learning and those with higher self-efficacy were more likely to follow through on implementing change. Successful implementation of change was also dependent upon knowledge of pedagogy and course design.

11 8. Aspects of NOVA Professional Development Model that are Effective

8. Aspects of NOVA Professional Development Model that are Effective

in Creating and Sustaining Change

a. What are the faculty perceptions of effective elements in the NOVA professional development process?

Nine important criteria emerged for successful implementation of change. For example: interaction between science/mathematics and education faculty administrative and collegial support a sense of common purpose and similar goals among faculty interpersonal skills and trust between faculty developmental and incremental change importance of action research component network of faculty as a support mechanism

12 8. Aspects of NOVA Professional Development Model that are Effective

8. Aspects of NOVA Professional Development Model that are Effective

in Creating and Sustaining Change

b. Does action research conducted as a regular part of faculty teaching facilitate development of effective courses in science and mathematics?

Fifty-two action research plans were analyzed: Eight were in the novice-apprentice range Thirty-two in the apprentice-proficient range Thirteen in the proficien-distinguished range Most were weak on the data analysis component Some did not devise actual research questions or hypotheses Most were a mixture of qualitative and quantitative; most common was pre-posttest design

13 8. Aspects of NOVA Professional Development Model that are Effective

8. Aspects of NOVA Professional Development Model that are Effective

in Creating and Sustaining Change

b. Does action research conducted as a regular part of faculty teaching facilitate development of effective courses in science and mathematics?

Emphasis of action research resulted in the use of a range of techniques for student assessment: • journals • on-line tasks • performance tasks • rubrics • observations • interviews • concept maps • discussion groups • discourse analysis • video and audio tape • self-evaluation • peer review

14 8. Aspects of NOVA Professional Development Model that are Effective

8. Aspects of NOVA Professional Development Model that are Effective

in Creating and Sustaining Change

b. Does action research conducted as a regular part of faculty teaching facilitate development of effective courses in science and mathematics?

Most institutions saw students as the only source of data or unit of analysis Research focused on student content knowledge, student skills, student attitudes, etc. Cleveland State University used an approach where instructors focused on their own teaching: Two instructors constructed portfolios that included personal reflections, philosophies, methods, student surveys and suggestions for improvement

15 8. Aspects of NOVA Professional Development Model that are Effective

8. Aspects of NOVA Professional Development Model that are Effective

in Creating and Sustaining Change

b. Does action research conducted as a regular part of faculty teaching facilitate development of effective courses in science and mathematics?

Cyclical nature of change is indicated in action research

Planning

Reflecting

Acting

Observing

Does it answer the problem?

Followed by

Results in

Leads to

16 8. Aspects of NOVA Professional Development Model that are Effective

8. Aspects of NOVA Professional Development Model that are Effective

in Creating and Sustaining Change

b. Does action research conducted as a regular part of faculty teaching facilitate development of effective courses in science and mathematics?

Sixteen action research papers presented at the NOVA Leadership Development Conferences, 2001 & 2002: 13 described improvement in science or math content knowledge, attitudes to the subject, process skills, and teaching efficacy Others dealt with instructor issues such as classroom environment and teaching strategies Studies of student outcomes showed improved student outcomes as a result of new courses

17 8. Aspects of NOVA Professional Development Model that are Effective

8. Aspects of NOVA Professional Development Model that are Effective

in Creating and Sustaining Change

c. What factors relate to sustaining change brought about through the NOVA professional development process?

2002 LDC surveys showed 91% agreed that NOVA workshop provided opportunities to learn about NASA resources Site Evaluation Visit interviews showed that continued interaction between disciplines was a valuable form of professional development There was a relationship between a shift to a more student-centered approach and the effectiveness of NOVA teams

18 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

a. Course Disciplinary Content

Most common title was interdisciplinary course in science Second most typical was a course in a single discipline Third - “NOVA Project” Fourth - integration of science, mathematics, and technology Fifth - mathematics course for preservice teachers Sixth - connection between pedagogy and science or mathematics Others involved nature of science, inquiry-based science, etc.

19 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

a. Course Disciplinary Content

Exemplary action research projects San Francisco State University Kansas State University Alaska Pacific University Brescia University

20 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

a. Course Disciplinary Content

San Francisco State University NOVA Geology Course Higher scores in attitudes toward science as inquiry and nature and study of climate Better connections between concepts

21 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

a. Course Disciplinary Content

Kansas State University NOVA Geology Course Students had significantly higher teaching efficacy More positive attitudes toward geology

22 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

a. Course Disciplinary Content

Alaska Pacific University Significant gains in content knowledge Gains did not depend on gender, class standing, or major Students with lower initial scores made more gains

23 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

a. Course Disciplinary Content

Brescia University Significant gains in content knowledge No significant difference in students’ science literacy although NOVA groups scored higher Students valued hands-on, collaborative approach Revised methods improved course in second year

24 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

b. Classroom Pedagogy

68% were using inquiry-based lessons Majority of faculty have shifted to more student-centered approaches and others are in transtition Team approach was seen as essential 98% used technology of some sort 80% of instructors had high full-scale scores on the ESTEEM Science Classroom Observation rubric Content-specific pedagogy subscale was lowest indicating more NOVA workshop time should be spent on pedagogy

25 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

c. Specific Disciplinary Pedagogy

100% indicated national standards were referred to in development of course Students reported hands-on methods with little or less lecture, lots of group work, motivational instructors, improved content knowledge, and enhancement of learning by technology Three NOVA institutions experienced poor implementation of the NOVA model Instructors were not original NOVA team members

26 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

c. Specific Disciplinary Pedagogy

Overall, typical NOVA courses emphasized: construction of knowledge through hands-on, inquiry-based activities focusing on solving relevant problems support from technology enhancement from cross-college faculty collaboration

27 9. Impact of the NOVA Model on Classrooms and Students

9. Impact of the NOVA Model on Classrooms and Students

c. Specific Disciplinary Pedagogy

Doctoral dissertation studies showed: Modeling, active engagement, project-based activities, and cooperative learning positively affected science teaching efficacy (Staples, 2002) Higher achievement in elementary students of teachers experienced in NOVA (Staples, 2002) Cross-college faculty collaboration is effective but time consuming (Hodges, 1999)

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Impact of the NOVA Model on Science and Mathematics Literacy of University Students

a. What are students’ perceptions of effective learning in science, mathematics, or engineering classrooms resulting from the NOVA course?

Integration of lab & lecture to promote a hands-on approach Goal should be understanding, not just content Awareness of prior knowledge Ability to explain on students’ level Use diverse ways of teaching Make science “come to life” NOVA model “improved content knowledge, attitude and confidence”

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Impact of the NOVA Model on Science and Mathematics Literacy of University Students

b. What changes in attitude toward science and mathematics are found in the students who experienced the NOVA course?

Increased content knowledge Appreciation and enjoyment in becoming comfortable with technology aids High rates of employment and admission to graduate school Positive impact on minority students Overall improvement in attitude toward science and mathematics More confidence in future ability to teach science

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Impact of the NOVA Model on Science and Mathematics Literacy of University Students

c. What changes in teaching efficacy and learning outcomes resulted from students taking the NOVA course?

Increased self-efficacy in science Greater understanding of mathematical concepts Increased ability and willingness to teach science and mathematics Improvement in attitudes toward the language of mathematics Decrease in misconceptions Long-term retention of science content Improvements in achievement on science content assessments A variety of ways to teach mathematical content were learned

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Impact of the NOVA Model on Science and Mathematics Literacy of University Students

d. What changes in the nature of science and nature of mathematics, related to the literacy goals in the national standards, are found in students taking the innovative NOVA courses?

Overall increase in science and mathematics literacy Increase seen in minorities and females Increased understanding of the nature of science More positive learning climate Positive impact on attitudes toward mathematics Long-term effects such as incorporation of relevant nature of science topics in secondary content

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Impact of the NOVA Model on Science and Mathematics Literacy of University Students

e. What are the indicators of change in students in NOVA courses related to knowledge and performance of standards-driven reforms as a K-12 teacher of science and mathematics?

Overall achievement improvement in all areas of science and mathematics understanding related to national standards Improvement in achievement on science content assessments More comfortable attitudes toward the idea of teaching science Improved Personal Science Teaching Self-Efficacy Comfort with constructivist learning environments

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