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• W180108340 abstract "This paper documents a 3-year longitudinal study designed to track changes in preservice teachers' attitudes toward teaching and learning mathematics and science while enrolled in an Urban Preservice Degree Articulation in Teacher Education (UPDATE) Project. The primary goal of this project was to-provide a pathway for urban para-educators of color to become certified teachers. The pilot project was designed to address the need for more teachers that reflect the ethnicities of the student population in urban public school districts. Data indicate that constructivist instructional methods used in science and mathematics courses had a positive impact on preservice teachers' understanding of mathematical and scientific concepts and their attitudes. (Contains 42 references.) (ASK) Reproductions supplied by EDRS are the best that can be made from the original document. 1 A LONGITUDINAL STUDY OF THE IMPACT OF CONSTRUCTIVIST INSTRUCTIONAL METHODS ON PRESERVICE TEACHERS' ATTITUDES TOWARD TEACHING AND LEARNING MATHEMATICS AND SCIENCE PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Dr. Helen L. Gibson Science Specialist for the Holyoke Public Schools Kelly School 216 West Street Holyoke, MA 01040 413-534-2312 hgibson@k12s.phast.umass.edu Dr. Georgena A. Van Strat Director of Special Academic Projects Springfield Technical Community College One Armory Square Springfield, MA 01105 413-781-7822 ext. 4470 vanstrat@stccadm.stcc.mass.edu U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ,9 T. 'document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position cr policy. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, NARST. March 26-29, 2001 in St. Louis, MI. The preparation of this manuscript was supported by grants from the Fund for the Improvement of Postsecondary Education (Award No. P116B70866), and the Massachusetts Eisenhower Higher Education Development Program. Any opinions, findings, and conclusions or recommendations expresses in this paper are those of the authors and do not necessarily reflect the views of those who funded the program. 1 BEST COPY AVAILABLE" @default.
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• W180108340 title "A Longitudinal Study of the Impact of Constructivist Instructional Methods on Preservice Teachers' Attitudes toward Teaching and Learning Mathematics and Science." @default.
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