International Journal of Science and Mathematics Education最新文献_第5页

Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions 为教师教育工作者设计教育性课程材料：支持职前小学教师掌握有关物质及其相互作用的教学内容知识

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-02-22 DOI: 10.1007/s10763-024-10453-7

Deborah Hanuscin, Emily Borda, Josie Melton, Jamie N. Mikeska

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A Framework to Design Creativity-Fostering Mathematical Tasks 设计培养创造力的数学任务的框架

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-02-21 DOI: 10.1007/s10763-024-10449-3

{"title":"A Framework to Design Creativity-Fostering Mathematical Tasks","authors":"","doi":"10.1007/s10763-024-10449-3","DOIUrl":"https://doi.org/10.1007/s10763-024-10449-3","url":null,"abstract":"<h3>Abstract</h3> <p>Fostering students’ mathematical creativity is important for their understanding and success in mathematics courses as well as their persistence in STEM, but it necessitates intentional instructional actions, such as designing and implementing tasks that have the potential to foster creativity. As teaching innovation requires support for instructors who implement them, we developed a creativity-fostering task design framework that can be used by instructors of undergraduate mathematics courses. In this paper, we share this framework and its research-based development process. The framework includes research-based task features and aligns with the Creativity-in-Progress Reflection (CPR) on problem-solving, a formative assessment instrument. We share two creativity-fostering task samples for Calculus 1 courses as we notice that this course could be enhanced with such tasks. We also discuss ways in which Calculus 1 instructors utilized task features and framework as they designed their own tasks. We observed that the multiple answers and open-ended features of creativity-fostering tasks were frequently incorporated in instructors’ tasks; meanwhile, the framework provided opportunities for instructors to be intentional about creating tasks that incorporate mathematical actions such as making connections and taking risks.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Improving Seventh-grade Students’ Scientific Vocabulary and Communicative Interactions: a Case of the “Cell and Divisions” Subject 提高七年级学生的科学词汇量和交流互动能力：以 "细胞和分裂 "学科为例

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-02-21 DOI: 10.1007/s10763-024-10448-4

Zeynep Kıryak, Muammer Çalık, Haluk Özmen

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The Effect of the Online Flipped Learning Model on Secondary School Students’ Academic Achievement, Attitudes Towards Their Mathematics Course, and Cognitive Load 在线翻转学习模式对中学生学业成绩、数学课程态度和认知负荷的影响

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-02-20 DOI: 10.1007/s10763-024-10455-5

Seda Kavaz, Omer Kocak

{"title":"The Effect of the Online Flipped Learning Model on Secondary School Students’ Academic Achievement, Attitudes Towards Their Mathematics Course, and Cognitive Load","authors":"Seda Kavaz, Omer Kocak","doi":"10.1007/s10763-024-10455-5","DOIUrl":"https://doi.org/10.1007/s10763-024-10455-5","url":null,"abstract":"<p>This study aims to investigate the effect of the online flipped learning model (OFLM) when integrated into a mathematics course in an emergency remote teaching process on seventh grade students’ academic achievement, their attitudes towards their mathematics course, and their cognitive load. The study was designed as a crossover experimental research model and conducted in two stages. In the first stage, 26 girls constituted the experimental group and 22 boys constituted the control group. In the second stage, the experimental and control groups were switched. In both stages, an academic achievement test was administered to the groups before and after implementation, an attitude test towards the mathematics course was applied to the experimental group before and after each stage, and a cognitive load test was administered to the groups after the live online classes each week. Also, the students’ views about OFLM were obtained through qualitative methods. The findings indicate that there is a significant difference between the academic achievement of the experimental and control groups in favour of the experimental group in the first stage. However, in the second stage, no significant difference was found between the groups. Students had a more positive attitude towards the mathematics course when the flipped learning model was used. There was a significant difference in favour of the experimental groups in the cognitive load of the experimental and control groups in both stages except for the first week. This study provides evidence that OFLM contributed positively to the mathematics learning of secondary school students in distance education.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"36 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139924411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Review of Analytic Frameworks for Noticing in Mathematics and Science: Comparing Noticing Frameworks Across Disciplines and over Time 回顾数学和科学中的注意分析框架：比较不同学科和不同时期的注意框架

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-02-20 DOI: 10.1007/s10763-024-10452-8

Julie M. Amador, Tracy L. Weston

{"title":"A Review of Analytic Frameworks for Noticing in Mathematics and Science: Comparing Noticing Frameworks Across Disciplines and over Time","authors":"Julie M. Amador, Tracy L. Weston","doi":"10.1007/s10763-024-10452-8","DOIUrl":"https://doi.org/10.1007/s10763-024-10452-8","url":null,"abstract":"<p>We review analytic frameworks related to the study of noticing in mathematics and science education for the purpose of suggesting trends in research literature across both disciplines over time. We focus on highly cited articles in both mathematics and science noticing research, along with recent articles in both disciplines. We focus specifically on research articles that include an analytic framework, to understand the state of how data on noticing are analyzed. We conducted an extensive review of literature, intentionally related to population, temporality, methodology, and quality. The purpose was to provide an overview of the field of noticing, based on particular search criteria for articles including an analytic framework. To be considered an analytic framework, the article had to include a framework that could be used to analyze teacher noticing. We found frameworks in science education are frequently adapted from mathematics education and are moving toward pairing noticing with aspects of effective instruction (formative assessment, sense-making, pedagogical content knowledge), whereas the frameworks in mathematics education now consider context and equity, which was not an explicit focus in the initial noticing literature.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"17 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139924412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Scientist-School STEM Partnerships Through Outreach in the USA: A Systematic Review 美国科学家通过外联活动与学校建立 STEM 合作伙伴关系：系统回顾

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-02-03 DOI: 10.1007/s10763-024-10445-7

Brian Abramowitz, Megan Ennes, Brittany Kester, Pavlo Antonenko

{"title":"Scientist-School STEM Partnerships Through Outreach in the USA: A Systematic Review","authors":"Brian Abramowitz, Megan Ennes, Brittany Kester, Pavlo Antonenko","doi":"10.1007/s10763-024-10445-7","DOIUrl":"https://doi.org/10.1007/s10763-024-10445-7","url":null,"abstract":"<p>This systematic review investigated the literature between 1990—2021 to identify trends regarding science, technology, engineering, and math (STEM) scientists conducting K-12 outreach. The review identified 50 publications that reflected the scholarship on scientist-led K-12 outreach. This includes literature on the effective strategies regarding scientists’ outreach efforts and how scientist-teacher partnerships could be improved for more meaningful and impactful K-12 outreach. In addition to best practice recommendations, this review revealed patterns in outreach participants and barriers to effective scientist-teacher partnerships. The results of this study suggest that there is a need for more rigorous and published scholarship on scientist-led K-12 outreach so that scientists and K-12 stakeholders can better understand the best practices and barriers related to outreach. Additionally, the review calls for better integration of the perspectives of educators into educational outreach activities from the onset of outreach. These strategies may lead to more valuable scientist-led K-12 outreach programs that more effectively broaden participation in STEM, a major goal of broader impact activities.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"2 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139678723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pattern-Recognition Processes of First-Grade Students: An Explorative Eye-Tracking Study 一年级学生的模式识别过程：眼动跟踪探索性研究

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-01-25 DOI: 10.1007/s10763-024-10441-x

{"title":"Pattern-Recognition Processes of First-Grade Students: An Explorative Eye-Tracking Study","authors":"","doi":"10.1007/s10763-024-10441-x","DOIUrl":"https://doi.org/10.1007/s10763-024-10441-x","url":null,"abstract":"<h3>Abstract</h3> <p>Recognizing patterns is an essential skill in early mathematics education. However, first graders often have difficulties with tasks such as extending patterns of the form ABCABC. Studies show that this pattern-recognition ability is a good predictor of later pre-algebraic skills and mathematical achievement in general, or the development of mathematical difficulties on the other hand. To be able to foster children’s pattern-recognition ability, it is crucial to investigate and understand their pattern-recognition processes early on. However, only a few studies have investigated the processes used to recognize patterns and how these processes are adapted to different patterns. These studies used external observations or relied on children’s self-reports, yet young students often lack the ability to properly report their strategies. This paper presents the results of an empirical study using eye-tracking technology to investigate the pattern-recognition processes of 22 first-grade students. In particular, we investigated students with and without the risk of developing mathematical difficulties. The analyses of the students’ eye movements reveal that the students used four different processes to recognize patterns—a finding that refines knowledge about pattern-recognition processes from previous research. In addition, we found that for patterns with different units of repeat (i.e. ABABAB versus ABCABCABC), the pattern-recognition processes used differed significantly for students at risk of developing mathematical difficulties but not for students without such risk. Our study contributes to a better understanding of the pattern-recognition processes of first-grade students, laying the foundation for enhanced, targeted support, especially for students at risk of developing mathematical difficulties.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"280 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139586567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Applying Structural Equation Modeling to Assess Factors of Primary School Mathematics Teachers’ Knowledge of Students’ Misconceptions 运用结构方程模型评估小学数学教师对学生错误认知的影响因素

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-01-25 DOI: 10.1007/s10763-024-10444-8

{"title":"Applying Structural Equation Modeling to Assess Factors of Primary School Mathematics Teachers’ Knowledge of Students’ Misconceptions","authors":"","doi":"10.1007/s10763-024-10444-8","DOIUrl":"https://doi.org/10.1007/s10763-024-10444-8","url":null,"abstract":"<h3>Abstract</h3> <p>The study assessed the relationship between career preparation, beliefs, attitudes, in-service training, and peer communication of primary school mathematics teachers and their knowledge of students’ misconceptions. Seven hundred one Chinese teachers were selected for the test and questionnaire survey. The mathematics teacher test paper had good reliability and content validity. The coefficient omega (<span> <span>({varvec{omega}})</span> </span>) and the confirmatory factor analysis (CFA) were used to test the reliability and validity of the questionnaire items on mathematics teachers’ beliefs, attitudes, in-service training, and peer communication. The structural equation model (SEM) was used to explain the relationship between factors. SEM results showed that career preparation had no significant influence on mathematics teachers’ knowledge of students’ misconceptions. Mathematics teachers’ attitudes towards students’ misconceptions, student-centered beliefs, and peer communication positively influenced their knowledge of students’ misconceptions. Furthermore, peer communication was the mediating variable between mathematics teachers’ attitudes and knowledge of students’ misconceptions, meanwhile between the student-centered beliefs and the knowledge of students’ misconceptions. These results of the study have indicated the direction for education departments and schools to improve teacher education courses and teacher activities in classroom practice.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"77 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139586569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is Immersion in 3D Virtual Games Associated with Mathematical Ability Improvement in Game-Based Learning? 沉浸于三维虚拟游戏是否与游戏式学习中数学能力的提高有关？

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-01-04 DOI: 10.1007/s10763-023-10440-4

Athanasios Christopoulos, Stylianos Mystakidis, Justyna Kurczaba, Mikko-Jussi Laakso, Chrysostomos Stylios

{"title":"Is Immersion in 3D Virtual Games Associated with Mathematical Ability Improvement in Game-Based Learning?","authors":"Athanasios Christopoulos, Stylianos Mystakidis, Justyna Kurczaba, Mikko-Jussi Laakso, Chrysostomos Stylios","doi":"10.1007/s10763-023-10440-4","DOIUrl":"https://doi.org/10.1007/s10763-023-10440-4","url":null,"abstract":"<p>Previous studies have found positive effects of Game-Based Learning for mathematics. While most studies assume that this effect is explained by the presence of flow/immersion during games, this has not yet been established. The aim of the current study is to verify if immersion indeed is associated with mathematical skills improvement when using a Game-Based Learning intervention. This was tested among 59 Greek high school students, using authentic design. After having received a traditional education module, the students were tested and then engaged for four weeks in a desktop-based 3D Virtual Learning Environment where they could play mathematic minigames. They were subsequently re-tested to verify if they showed a significant increase in mathematical skills. The students showed an improvement in their mathematical skills (Cohen’s <i>d</i> = 1.26), with significant results for functions, geometry, and thinking skills and methods. On the individual level, about half of the students showed a 10% increase in one of the domains (numbers & calculations, functions, geometry, thinking skills and methods, and algorithms and number theory). Immersion was found to be reflected by engagement and presence, but neither one of these aspects was associated with mathematical achievement after the intervention. It is concluded that Game-Based Learning is an effective approach to increasing mathematical skills, yet the underlying mechanisms are not yet understood. The authors discuss several alternative mechanisms based on the literature that can be verified in future studies.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"88 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University 拼图中缺少的一块？探索科学资本和 STEM 身份是否与大学 STEM 学习有关

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-01-04 DOI: 10.1007/s10763-023-10438-y

Spela Godec, Louise Archer, Julie Moote, Emma Watson, Jennifer DeWitt, Morag Henderson, Becky Francis

{"title":"A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University","authors":"Spela Godec, Louise Archer, Julie Moote, Emma Watson, Jennifer DeWitt, Morag Henderson, Becky Francis","doi":"10.1007/s10763-023-10438-y","DOIUrl":"https://doi.org/10.1007/s10763-023-10438-y","url":null,"abstract":"<p>Internationally, there are concerns that more needs to be done to address the inequalities in participation in science, technology, engineering, and mathematics (STEM) subjects at the degree level. In response, research focused on better understanding what influences young people’s STEM participation has focused on a range of factors. This paper contributes to the existing research with an analysis of how “science capital” and “STEM identity” relate to STEM participation. We draw on data from 3310 young people aged 21–22 who had undertaken an undergraduate degree, 523 of whom studied a STEM subject. We found that science capital and STEM identity were statistically significantly related to studying a STEM degree (with science capital being weakly and STEM identity strongly associated with STEM study at university). Adopting a Bourdieusian lens, we discuss what our findings mean for higher education and what more could be done to support students, especially those who are currently under-represented in STEM, such as through better recognising and developing their science capital and supporting their sense of belonging in STEM.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"29 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0