The Effect of a Cross-Curricular Course on Pre-Service Teachers’ Sustainable Development Attitudes and Mathematical Modeling Self-Efficacy Beliefs

IF 1.9 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education Pub Date : 2024-08-30 DOI:10.1007/s10763-024-10497-9

Naz Fulya Çibik, Burçak Boz-Yaman

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引用次数: 0

Abstract

Considering the interdisciplinary nature of the sustainable development concept, this study aims to investigate the effect of a cross-curricular mathematical modeling course on pre-service teachers’ sustainable development attitudes and mathematical modeling self-efficacies and to investigate their opinions about the course. The sample for this mixed-method study with concurrent triangulation design was 44 pre-service mathematics teachers who were enrolled in a university from the western region of Türkiye. The data for the study is gathered through the sustainable development attitude scale, the mathematical modeling self-efficacy scale, and open-ended questions administered before and after the cross-curricular mathematical modeling course. Findings and analysis of the quantitative and qualitative data revealed that pre-service teachers showed a statistically significant improvement in both sustainable development attitude and mathematical modeling self-efficacy scores. Their statements from open-ended questions also supported the quantitative findings.

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跨学科课程对职前教师可持续发展态度和数学建模自我效能信念的影响

考虑到可持续发展概念的跨学科性质，本研究旨在调查跨学科数学建模课程对职前教师的可持续发展态度和数学建模自我效能的影响，并调查他们对该课程的看法。这项采用并行三角测量设计的混合方法研究的样本是来自土耳其西部地区一所大学的 44 名职前数学教师。研究数据通过可持续发展态度量表、数学建模自我效能量表以及跨学科数学建模课程前后的开放式问题收集。定量和定性数据的结果和分析表明，职前教师在可持续发展态度和数学建模自我效能感方面的得分都有显著提高。他们在开放式问题中的陈述也支持了定量研究结果。

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来源期刊

International Journal of Science and Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.10

自引率

9.10%

发文量

期刊介绍： The objective of this journal is to publish original, fully peer-reviewed articles on a variety of topics and research methods in both science and mathematics education. The journal welcomes articles that address common issues in mathematics and science education and cross-curricular dimensions more widely. Specific attention will be paid to manuscripts written by authors whose native language is not English and the editors have made arrangements for support in re-writing where appropriate. Contemporary educators highlight the importance of viewing knowledge as context-oriented and not limited to one domain. This concurs with current curriculum reforms worldwide for interdisciplinary and integrated curricula. Modern educational practice also focuses on the use of new technology in assisting instruction which may be easily implemented into such an integrated curriculum. The journal welcomes studies that explore science and mathematics education from different cultural perspectives.