Assessing the Effectiveness of a New Course in Math and Science Education in Recruiting Math and Science Majors into Education
5. Conclusions
The key findings of our study of the Changing Pedagogies course are:
Our study provides evidence that within the context of a Liberal Arts College, having a general course on math and science education aimed at math and science majors can contribute to these students going on to become certified in education after graduation as well as completing graduate studies in education. As the requirements for certification grow and it becomes increasingly difficult for students to complete certification requirements as undergraduates, the value of a general course on math and science education to entice students into education careers could increase.
The findings of our study suggest that a program aimed at encouraging students to pursue careers in math and science education (and indeed education more generally) should include:
We note that these components are all included in the Uteach program.
References:
- The course had little impact on students' decisions to become certified in education while undergraduates. The few undergraduates who did become certified had already decided to do so before taking the course.
- There were a noticeable number of students who took the course and then went on to get certified and study for a Master's degree in Education after completing their undergraduate studies. Many of these students felt that the Changing Pedagogies course had influenced them to some degree in these decisions. In so far as data collection at an IHE focuses on the number of students who become certified while undergraduates, the contributions of the IHE to the teacher workforce could be severely under-counted.
- Students felt it was valuable to have at least one course in the Education Program that had math and science education as a focus and to have math and science education practitioners participate as guest presenters in the class.
- The Praxis (fieldwork) component of the course was deemed valuable by all respondents. It allowed the students to see and participate in math and science education, including attempts at teaching in non-traditional ways.
Our study provides evidence that within the context of a Liberal Arts College, having a general course on math and science education aimed at math and science majors can contribute to these students going on to become certified in education after graduation as well as completing graduate studies in education. As the requirements for certification grow and it becomes increasingly difficult for students to complete certification requirements as undergraduates, the value of a general course on math and science education to entice students into education careers could increase.
The findings of our study suggest that a program aimed at encouraging students to pursue careers in math and science education (and indeed education more generally) should include:
- field experience(s) that permits students to engage in aspects of teaching early in their teacher education track;
- having students interact with Master Teachers, as for example through the field experience or by having the Master Teachers participate in the classroom experiences; and
- course(s) specifically focused on math and science education.
We note that these components are all included in the Uteach program.
References:
- Before It's Too Late: A Report to the Nation from The National Commission on Mathematics and Science Teaching for the 21st Century (Glenn Commission). 2002. (available at www.ed.gov/americacounts/glenn).
- Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. National Academy of Sciences. National Academies Press. 2007.
- How People Learn: Brain, Mind, Experience and School, Bransford, J.D., Brown, A.L., Cocking, R.R.. National Academy Press. Washington, D.C. 1999.
