Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated to teaching in a specific discipline. Yet many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on assessment. Abstracts are presented according to a question examined in the published articles. Hopefully, such a format will trigger your reflections about exemplary math/science assessment as well as generate ideas about your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent journal articles. Please feel free to identify other useful research articles on a particular theme or to suggest future teaching themes to be examined. Please send your comments and ideas via email to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795

Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated to teaching in a specific discipline. Yet many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on background knowledge. Abstracts are presented according to a question examined in the published articles. Hopefully, such a format will trigger your reflections about the influence of students’ entering mathematical and scientific conceptions (and misconceptions,) as well as generate ideas about your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent journal articles. Please feel free to identify other useful research articles on a particular theme or to suggest future teaching themes to be examined. You may send your comments and ideas via email to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795

Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated to teaching in a specific discipline. Yet many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on action research. Abstracts are presented according to a question examined in the published articles. Hopefully, such a format will trigger your interest in how you might undertake an action research study in your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent journal articles. Please feel free to identify other useful research articles on a particular theme or to suggest future teaching or learning themes to be examined. Please send your comments and ideas via e-mail to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795

Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research studies are published in so many different academic journals and presented as so many different professional conferences, it is a rare public school teacher or college professor who is familiar with the range of recent reposts on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals and professional organizations dedicated to teaching in a specific discipline. Yet, many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on cutting edge research. Abstracts are presented according to a question examined at a recent national educational research conference. Hopefully, such a format will trigger your interest in how you might incorporate new educational findings in your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent research investigations. Please feel free to suggest future teaching or learning themes to be examined. Please send your comments and ideas via e-mail to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795

Gluon polarization in the proton

We combine heavy-quark renormalization group arguments with our understanding of the nucleon's wavefunction to deduce a bound on the gluon polarization Delta g in the proton. The bound is consistent with the values extracted from spin experiments at COMPASS and RHIC.Comment: 4 page

A polarised QCD condensate: nu p elastic scattering as a probe of U_A(1) dynamics

U_A(1) dynamics have the potential to induce a polarised condensate inside a nucleon. The formation of this condensate is related to the realisation of U_A(1) symmetry breaking by tunneling processes such as instantons. If it is present, the polarised condensate induces a term in g_1 which has support only at x=0. Tunneling processes then induce a net transfer of ``spin'' from finite x to x=0. The polarised condensate may be measured by comparing the flavour-singlet axial charges which are extracted from polarised deep inelastic and nu p elastic scattering experiments.Comment: 13 pages LaTeX, Section 3 improved to include discussion of the 3 flavour quark instanton interaction; to appear in Mod. Phys. Lett.

Electron and Phonon Thermal Waves in Semiconductors: an Application to Photothermal Effects

The electron and phonon temperature distribution function are calculated in semiconductors. We solved the coupled one-dimensional heat-diffussion equations in the linear approximation in which the physical parameters on the sample are independent of the temperature. We also consider the heat flux at the surface of the semiconductor as a boundary condition for each electron and phonon systems instead of using a fixed temperature. From this, we obtain an expression for electron and phonon temperature respectively. The characterization of the thermal waves properties is duscussed and some practical procedures for this purpose provide us information about the electron and phonon thermal parameters.Comment: 12 pages, amstex and amssymb macro package (LaTeX2e edition