Science education reform emphasizes innovative and constructivist views of science teaching and learning that promotes active learning environments, dynamic instructions, and authentic science experiments. Technology-based and hands-on instructional designs are among innovative science teaching and learning methods. Research shows that these two types of instructional methods designed with constructivist views of science are more beneficial for students in learning science concepts when compared to traditional science instruction. However, the comparison of effectiveness of the two approaches as well as their affordances has not been clearly addressed. This paper presents a case study comparing the effectiveness of computer-based versus hands-on instructional activity on learning electric circuits. The results show that both approaches significantly improved pre-service mathematics and science teachers' learning of electric circuits. The two types of instructional activities did not significantly differ from each other in terms of learning gains. However, hands-on activity provided ample opportunities for group interaction as well as task-related discussions. This study shows that both computer-based and hands-on activities can be effective when utilized in the right classroom environment.
Teachers' content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers'-who teach in high-poverty urban schools-professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students' math achievement. Hierarchical linear modeling (HLM) results indicated that although students' prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers' MKT and holding a bachelor's degree in mathematics had significant positive effects on students' math achievement. Results provide support for professional development (PD) to focus on improving mathematics teachers' mathematical knowledge for teaching. Results may also have implications for education policies at both the district and state level for teacher incentives to further develop teachers' mathematical knowledge for teaching, especially for urban school teachers.
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