The University of Tennessee at Chattanooga
NOVA Phase III Proposal
Deborah A. McAllister
Dawn Ford
Graduate Student or Technical Specialist
We have selected workshop participation at Johnson Space Center because of the
NASA Enterprise emphasis of Human Development and Exploration of Space and the
link to the International Space Station. Our Web module development will impact
three content courses and five methods courses, including our original NOVA
course, Math 214:
Math 214 Principles of Elementary Mathematics
Education 414 Teaching Mathematics in the Elementary School
Education 451 Teaching Strategies and Materials in Secondary Mathematics
University Studies 311 Science Concepts and Perspectives
Education 412 Teaching Science in Elementary School
Education 454 Teaching Strategies and Materials in Secondary Natural Science
University Studies 440 Social Studies Topics, Concepts and Perspectives
Education 411 Teaching Social Studies in Elementary School
This project will design, implement, and evaluate interdisciplinary Web modules
based upon NASA and related World Wide Web sites. With an interdisciplinary
focus, target areas of mathematics, science, geography (social studies), and
technology (across all areas) will be included, along with language arts and
reading skills. The Web module's main interface might be a graphic of the ISS,
with its components set on the Web page as a map, linking to each area for
exploration of data. The development and use of spreadsheets from NASA and
related data will form the core of each module, allowing students to interact
with real data in the areas of mathematics, science, and social studies. Data
representation and interpretation are emphasized in the national standards for
K-12mathematics and science (NCTM, 2000; AAAS, 1993; NRC, 1996).
Spreadsheets will be designed as interactive Web forms, and students will be
encouraged to develop their own spreadsheets through subsequent class activities
using Web data and data collected through calculator and CBL exercises. The
objective for developing the spreadsheet is to enhance higher order thinking
skills through the processes of analysis and synthesis (Bloom, cited in
Treffinger, Hohn, & Feldhusen, 1979; cited in Freiberg, Driscoll, &
Stetson, 1991). Creating an interactive form will continue those processes while
developing an online, interactive activity to be shared worldwide with
educators, students, and those with interest in the curriculum topics selected.
Several studies have discussed the use of spreadsheets in relation to developing
and enhancing higher order thinking skills and constructivism (Jonassen, 1995,
1996; Jonassen, Carr,& Yueh, 1998; Rodgers, 1990).
A very simple example of the type of interactive form (no spreadsheet present)
to be designed and created can be found on the Web at http://cecasun.utc.edu/~tpa/mcallister/lockerform.html
(adapted from Snover & Spikell, 1982). This is a form, but the information
is not sent to a Perl or Java script. An interactive activity such as this would
meet the following standards:
-- NCTM Standard 10 Representation, Gradees 6-8 - create and use representations
to organize, record, and communicate mathematical ideas; select, apply, and
translate among mathematical representations to solve problems; use
representations to model and interpret physical, social, and mathematical
phenomena.
-- NCTM Standard 2 Algebra, Grades 6-8 - model and solve contextualized problems
using various representations, such as graphs, tables, and equations.
The Challenger Learning and Teaching Center of Chattanooga is located on the UTC
campus. One or more Challenger Center missions are contained within the
preservice teacher curriculum. Through this project, we will emphasize the
interdisciplinary nature of living and working in space as it compares to living
and working on the Earth. Students will gain knowledge of the kinds of questions
that can be posed and answered in an interrelated, interdependent context. The
missions titled 'Rendezvous with Comet Halley' and 'Encounter Earth' have been
presented at this center.
Both faculty members have been active in UTC's Title II Teacher Quality grant
through the U.S. Department of Education. Participation in the Phase III NOVA
grant will mesh with the course refinements under study in the Title II grant.
Women form the majority of students who will enroll in the courses listed above.
In a recent study, the AAUW Education Foundation (2000) researched girls'
preferences for computer software and computer games. Findings particularly
relevant to this project, and which we will stress, include (a) girls'
preferences for simulations, strategy games, and interaction, which also appeal
to boys; (b) the importance of interpretation of information made available
through technology, rather than static environments such as a PowerPoint
presentation; (c) use of educational software applications within the content
area; (d) preparation of tech-savvy teachers as empowered users; and (e) gender
equity in computer access, knowledge, and use that emphasizes computer fluency.
References
American Association for the Advancement of Science. (1993). Benchmarks for
science literacy. New York, NY: Oxford University Press, Inc.
American Association of University Women Educational Foundation. (2000).
Tech-savvy: Educating girls in the new computer age [On-line]. Available:
http://www.aauw.org/9000/search.html
Freiberg, H. J., Driscoll, A., & Stetson, R. H. (1991). Universal teaching
strategies. Boston, MA: Allyn & Bacon.
Jonassen, D. H. (1995). Computers as cognitive tools: Learning with technology,
not from technology. Journal of Computing in Higher Education, 6(2), 40-73.
Jonassen, D. H. (1996). Computers in the classroom. Englewood Cliffs, NJ:
Prentice-Hall, Inc.
Jonassen, D. H., Carr, C, & Yueh, H. (1998). Computers as mindtools for
engaging learners in critical thinking. TechTrends, 43(2), 24-32.
National Council of Teachers of Mathematics. (2000). Principles and standards
for school mathematics. Reston, VA: Author. Also available [On-line]: http://standards.nctm.org/
National Research Council. (1996). National science education standards.
Washington, DC: National Academy Press.
Rodgers, R. J. (1990). Learning, information, technology, evolution for
improved, revitalized, education. ERIC Document Reproduction Service No. ED
327536.
Snover, S. L., & Spikell, M. A. (1982). Mathematical problem-solving with
the microcomputer. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Treffinger, D. J., Hohn, R. L., and Feldhusen, J. F. (1979). Reach each you
teach. Buffalo, NY: D.O.K. Publishers, Inc.