The teachings and writings of John Dewey, an American philosopher and educator, offer insightful influences on contemporary education, not only in the United States but also worldwide. His philosophy of education, commonly referred to as Pragmatism, focused on learning by doing as an alternative to rote knowledge and strict teaching. The purpose of this study is to investigate the extent to which this philosophical thought is implemented in Jordanian public schools according to Jordanian teachers. Both quantitative and qualitative methods were employed in this study. The findings reveal that Jordanian teachers believe Pragmatism is implemented in Jordan to a moderate degree.
This study investigated improvements in reflective journal writing and classroom performance among pre-service mathematics and science teachers as well as the correlation between reflective journal writing and classroom performance. The study was conducted during a clinical experience where pre-service mathematics and science teachers were placed in 10-week field-based learning experiences during their final semester of the Bachelor of Education degree in Primary Education. Study participants included 30 pre-service mathematics and science primary school teachers, and the study was conducted during the two academic semesters of spring 2017 and fall 2017. A quantitative research approach was followed, and descriptive statistics were determined using Statistical Packages for Social Sciences (SPSS). Data were gathered using two research instruments: the Clinical Experience Evaluation (CEE) survey and a weekly reflective journal. The results of the study revealed that within the 10-week study period, participants improved, with statistically significant differences (p ˂ 0.05), in most dimensions of reflective writing (reflectivity, thoroughness, variety, growth), with the exception of the professionalism dimension. Participants also improved, with statistically significant differences (p ˂ 0.05), in all domains related to classroom performance, except for the assessment domain. Furthermore, throughout the clinical experience, participants showed improvement in the reflective journal dimensions. Finally, we observed that the variety dimension of reflective journal writing contributed statistically to the development of classroom performance.
The purpose of this paper was to examine the perception pre-service teachers hold to the nature of the relationship between physics and mathematics. The study examined this relationship in reference to their performance in problem solving and strategies they used. The results of this empirical study suggested that most participants hold a naïve epistemological view that considers mathematics as an instrumental tool for learning physics. The results indicated that these views could be attributed to failure physics problem solving.
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