ABSTRACT

Background

Little research exists which describes how mathematics and science constructivist beliefs are developed in a dual content mathematics/science methods course, and if beliefs within one discipline inform the other. If mathematics and science beliefs inform one another, then this would enrich learning in both disciplines.

Purpose

The study’s purpose was to (a) understand how a dual content methods course centered on problem-solving was able to concurrently enrich PSTs’ mathematics and science beliefs, and (b) determine if PSTs entered the course with similar mathematics and science beliefs, and how these similar beliefs changed throughout the course.

Sample

PSTs (N = 113) participated in ten iterations of the course.

Design and methods

PSTs completed a mathematics and science belief instrument at the start and end of the course. An exploratory factor analysis was conducted to determine if PSTs entered the course with similar or different beliefs in mathematics and science, and independent samples t-test was conducted to look for significant changes between the factors from the pretest and posttest.

Results

Findings show that (a) the course caused PSTs’ beliefs to become more constructivist-based; and (b) PSTs entered and exited the course with similar beliefs in mathematics and science.

Conclusion

PSTs may have holistic constructivistic beliefs – which stand in contrast to discipline-specific beliefs – that inform the teaching and learning of both mathematics and science. Implications include that education programs should emphasize problem-solving and constructivism in courses outside of mathematics and science, to enrich instruction and learning in all courses.

中文翻译：

---

职前教师对数学/科学课程的信念

摘要

背景

很少有研究描述数学和科学建构主义信念是如何在双重内容的数学/科学方法课程中发展起来的，以及一个学科内的信念是否会影响另一个学科。如果数学和科学信念相互影响，那么这将丰富这两个学科的学习。

目的

该研究的目的是 (a) 了解以解决问题为中心的双重内容方法课程如何能够同时丰富 PST 的数学和科学信念，以及 (b) 确定 PST 是否以相似的数学和科学信念进入课程，以及这些相似的信念是如何在整个课程中发生变化的。

样本

PST (N = 113) 参加了课程的十次迭代。

设计和方法

PST 在课程开始和结束时完成了数学和科学信仰工具。进行探索性因素分析以确定 PST 是否以相似或不同的数学和科学信念进入课程，并进行独立样本 t 检验以寻找前测和后测因素之间的显着变化。

结果

调查结果表明 (a) 该课程导致 PST 的信念变得更加基于建构主义；(b) PST 进入和退出课程时对数学和科学有着相似的信念。

结论

PST 可能具有整体的建构主义信念——这与特定学科的信念形成鲜明对比——它们为数学和科学的教学和学习提供了信息。这意味着教育计划应在数学和科学之外的课程中强调解决问题和建构主义，以丰富所有课程的教学和学习。