LUMAT: International Journal on Math, Science and Technology Education最新文献

{"title":"Parental involvement and children’s mathematical outcomes","authors":"A. Fiskerstrand, Markku S. Hannula, A. Topphol","doi":"10.31129/lumat.12.3.2146","DOIUrl":"https://doi.org/10.31129/lumat.12.3.2146","url":null,"abstract":"Parental involvement is considered essential for children’s educational outcomes. Previous research has connected parental involvement to children’s mathematical achievement. However, it remains unclear how parental values and communication regarding education and academic achievement relate to children’s mathematical achievement and attitudes. The current study aims to fill this gap by building on an earlier project with quantitative data conducted twice, consisting of mathematical tests for children and surveys for children, parents, and teachers. Based on exploratory factor analyses and a theoretically constructed model, we conducted confirmatory factor analyses to establish a structural equation model. The results showed that children’s mathematical achievement and attitudes correlated with the parent’s educational values. In addition, the analyses revealed that the children’s mathematical outcomes were more strongly related to the parents’ values than to the parents’ communication with the children. Limitations of the study and implications for the importance of parents’ values and communication were discussed.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"137 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Process drama as a tool for participation in explorations of ‘wicked problems’ in upper secondary chemistry education","authors":"Kerstin Danckwardt-Lillieström, Maria Andrée, Carl-Johan Rundgren","doi":"10.31129/lumat.12.2.2132","DOIUrl":"https://doi.org/10.31129/lumat.12.2.2132","url":null,"abstract":"This study targets a special form of educational drama called process drama, as a potential means for enabling student engagement with wicked problems. The overarching aim is to explore how process drama may afford student agency in dealing with wicked problems in upper secondary chemistry education. It is a design-based study with two cycles of intervention in two schools. A process drama plan was designed to focus on the wicked problem of plastic pollution. The interventions were video- and audiotaped and thereafter transcribed. The data were analysed using a combination of qualitative content analysis and a sociocultural framework of the two dialectics agency|structure and margin|centre. The analysis resulted in three themes regarding how plastic pollution and plastic use was explored in the process drama. The students participated in a constant flow between margin and centre where different spaces for students’ agency was afforded. In brief, our main finding is that process drama enables students and teachers to participate in a variety of ways in the exploration of wicked problems, and talk about plastic pollution and plastic use, while drawing on knowledge and perspectives of science as well as values and societal and social science perspectives and knowledge.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"21 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Programming as a mediator of mathematical thinking","authors":"Timo Tossavainen, Claes Johansson, Alf Juhlin, Anna Wedestig","doi":"10.31129/lumat.12.3.2155","DOIUrl":"https://doi.org/10.31129/lumat.12.3.2155","url":null,"abstract":"We report on three episodes from a case study where upper secondary students numerically explore the definite integral in a Python environment. Our research questions concern how code can mediate and support students' mathematical thinking and what kind of sociomathematical norms emerge as students work together to reach a mutual understanding of a correct solution. The main findings of our investigation are as follows. 1) Students can actively use code as a mediator of their mathematical thinking, and code can even serve as a bridge that helps students to develop their mathematical thinking collaboratively. Further, code can help students to perceive mathematical notions as objects with various properties and to communicate about these properties, even in other semiotic systems than the mathematical language. 2) For the participating students, a common norm was that an acceptable solution is a sufficient condition for the correctness of the solution method although students were aware of a problem in their code, yet also other norms emerged. This demonstrates that learning mathematics with programming can have an effect on what kind of sociomathematical norms emerge in classroom.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"46 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"We are not being taught sustainable citizenship!\"","authors":"Valeria M. Cabello, Carmen Gloria Zúñiga, Cesar Amador Valbuena, Franklin Manrique, María Jesús Albarrán, Ana Moncada-Arce","doi":"10.31129/lumat.12.2.2135","DOIUrl":"https://doi.org/10.31129/lumat.12.2.2135","url":null,"abstract":"Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"79 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fysiikan, käsityön ja kemian opettajaopiskelijoiden käsityksiä monialaisesta opettajuudesta ja teknologiakasvatuksesta","authors":"Risto Leinonen, Anssi Salonen","doi":"10.31129/lumat.11.4.2030","DOIUrl":"https://doi.org/10.31129/lumat.11.4.2030","url":null,"abstract":"Tutkimuksessa tarkastellaan eräiden tulevien teknologiakasvatuksen opettajien käsityksiä monialaisesta opettajuudesta ja heidän suhtautumistaan siihen. Aineisto kerättiin käsityön, fysiikan ja kemian opettajaopiskelijoille suunnatulla syventävällä opintojaksolla. Aineistoksi kerättiin alkuessee liittyen monialaisen opettajuuden piirteisiin, mahdollisuuksiin ja haasteisiin. Lisäksi opiskelijoilla teetettiin Likert-asteikollinen kysely, jolla selvitettiin opiskelijoiden näkemyksiä monialaisen opettajuuden käyttökelpoisuudesta eri oppiaineiden kanssa, opiskelijoiden asenteita ja halukkuutta monialaiseen opettajuuteen sekä heidän arvionsa omista valmiuksistaan ja kyvyistään toteuttaa monialaista opettajuutta. Kurssin lopussa opiskelijoilla teetettiin SWOT-analyysi monialaisesta teknologiakasvatuksesta. Aineistoa saatiin 16–21 tutkimusluvat antaneelta opiskelijalta. Tulosten perusteella opiskelijoilla on monipuolinen käsitys monialaisesta opettajuudesta, ja heidän vastauksissaan korostuu erityisesti moniammatillinen yhteistyö. Heillä on positiivisia näkemyksiä sen toimivuudesta liittyen sekä opettajan että oppijan saamiin hyötyihin, mutta he esittävät aitoa huolta esimerkiksi resurssien riittävyydestä koulumaailmassa. Opiskelijoiden mielestä monialaista opettajuutta voidaan toteuttaa useiden oppiaineiden kanssa. Positiivisesta suhtautumisestaan huolimatta opiskelijat ovat epäileviä omien monialaisen opettajuuden toteuttamisen kykyjensä ja valmiuksiensa suhteen. Kurssin lopussa opiskelijat näkevät heillä olevan valmiuksia monialaiseen opettajuuteen teknologiakasvatuksessa, ja he näkevät sen mahdollisuudet herättää oppijoiden kiinnostus aloja kohtaan. Opiskelijat kuitenkin näkevät sen viemisessä käytäntöön haasteita: eri alojen sisältöjen ja menetelmien hallinnan lisäksi tämänkaltainen opetus vaatii erityisjärjestelyitä ja resursseja, joita kouluilla ei välttämättä ole. Tutkimustulokset pääosin vahvistavat aiempien työelämässä toimiviin opettajiin kohdistuvien tutkimusten löydöksiä, mutta opiskelijoiden vastauksissa ei nähty juurikaan heidän asenteistaan kumpuavia haasteita. Näiden tulosten pohjalta voidaan kehittää koulutusta ja tukea tulevia aineenopettajia monialaisen opettajuuden taitojen ja osaamisen vahvistamiseksi.\u0000Physics, crafts, and chemistry pre-service teachers’ conceptions about transversal teaching and technology education\u0000In this study, pre-service technology education teachers’ conceptions and attitudes towards transversal teaching are evaluated. The data were gathered in an advanced level course designed for crafts, physics, and chemistry teacher students. The data included students’ pre-essays related to the characteristics, possibilities, and challenges of transversal teaching. In addition, a Likert-scale survey was utilized in evaluating students’ views concerning the usefulness of transversal teaching with other subjects, their attitudes and willingness to implement transversal teaching, and their evaluation about their skills to im","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"38 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140229456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attitudes towards and expectations on the role of artificial intelligence in the classroom among digitally skilled Finnish K-12 mathematics teachers","authors":"Ray Pörn, Mats Braskén, Mattias Wingren, Sören Andersson","doi":"10.31129/lumat.12.3.2102","DOIUrl":"https://doi.org/10.31129/lumat.12.3.2102","url":null,"abstract":"The growing impact and importance of artificial intelligence in society has led to an increasing interest for the potential of artificial intelligence as an educational tool in schools to aid both students and teachers. In this study we investigate digitally skilled K-12 mathematics teachers’ (N=85) attitudes towards and expectations on the role of artificial intelligence in the classroom. The study was done by conducting and analyzing the results of a web-based survey among Swedish and Finnish speaking mathematics teachers using a mixed methods strategy. The Will, Skill and Tool framework was used for the analysis. The survey was done before the introduction of ChatGPT-3. The results indicate that the teachers’ attitudes toward AI tools in school are characterized by interest, openness, and awareness. Teachers have a balanced view on the possibilities and risks of AI use in school. However, the teachers also stress that there is a risk that AI tools will shift the focus from learning key mathematical skills towards learning and interaction with the AI tools themselves. The research concluded that the K-12 mathematics teachers surveyed have broad experience with digital tools and will likely become early adopters of AI tools in the classroom.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"65 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140229022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What is technology education?","authors":"John R. Dakers","doi":"10.31129/lumat.11.4.2207","DOIUrl":"https://doi.org/10.31129/lumat.11.4.2207","url":null,"abstract":"The trouble with answering the question ‘What is technology education?’ is that there is no precise and well-defined answer. This is attributable, in one important respect, to the breadth of subject domains that exist in technology education today. These vary across the world but may include woodwork, metalwork, working in plastics, technical drawing or graphic communication, CAD, electronics, pneumatics, mechanics, design or learning about the concept of becoming technologically literate. Each of these subject domains tends to be taught independently from one another and assessed likewise. You cannot teach and assess technical drawing in a woodwork or metalwork classroom setting. This particular issue has now become further confused with the introduction of STEM education.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"24 5‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140228308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional classroom climate from a psychological perspective","authors":"A. Kuzle","doi":"10.31129/lumat.12.1.2152","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2152","url":null,"abstract":"Classroom climate is a rich and an important research concept due to the early discovery of a relationship between positive classroom climate and academic performance and motivation, engagement, participation, and attitude towards school and teaching. In this paper, I focus on the elements of the psychological dimension of emotional classroom climate and the kind of emotional classroom climate in Grade 3 (N = 25) and Grade 6 (N = 28) school mathematics in the context of geometry lessons by using participant-produced drawings. The students illustrated different elements of the psychological dimension of the emotional classroom climate through physical facial and body features as well as thoughts. Furthermore, the results showed that the emotional classroom climate in both grades was mainly positive, with a negative tendency in Grade 6. The results are discussed not only regarding the research goals, but also regarding their theoretical, practical, and methodological implications.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs","authors":"Jaana Herranen, M. Aksela","doi":"10.31129/lumat.12.3.2085","DOIUrl":"https://doi.org/10.31129/lumat.12.3.2085","url":null,"abstract":"This is a mixed-methods case study aiming to understand teachers` self-efficacy beliefs for sustainability education in the context of climate change education. Therefore, we studied teachers` self-efficacy beliefs from their own perspective as well as the connection between self-efficacy and related concepts, perceived content knowledge (pCK) and perceived pedagogical content knowledge (pPCK). Twenty-two teachers from 18 countries participating on a climate change education professional development camp answered to a questionnaire, and 19 of them were interviewed using semi-structured interviews. The results of this study show that, according to the interviews, the studied teachers have willingness to continuous learn and develop their sustainability teaching. They have beliefs not only about sustainability education but also about themselves as sustainability educators, which is something that the future instruments on teachers` beliefs should acknowledge. The questionnaire results however showed that teachers had the lowest self-efficacy beliefs on supporting students` actions for sustainability. Teachers` pCK and their pPCK were shown to correlate with their self-efficacy, especially with items related to action. In conclusion, teacher education could focus on supporting teachers pCK and pPCK to develop teachers` action-related self-efficacy beliefs thus supporting students to act for sustainability.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"21 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Argument structure in explaining wave-particle duality of photons in double-slit experiment","authors":"I. Koponen, Karoliina Vuola, M. Nousiainen","doi":"10.31129/lumat.12.3.2082","DOIUrl":"https://doi.org/10.31129/lumat.12.3.2082","url":null,"abstract":"We  analyze here how pre-service teachers explicate their views about the wave-particle duality of photons and what role it plays in their arguments supporting the quantum nature of light. The data for the analysis is provided by 12 written reports about the double-slit experiment with feeble light. The analysis is based on constructing semantic networks corresponding to pre-service teachers’ written texts. Contingency-like associative correlation between word-pairs is used to differentiate between word-pairs, where associations of two terms or words is systematic. Such associations indicate connections, which are significant for key term vocabularies in construction of inferences and arguments. Based on that information of the key vocabulary we then construct the structure of pre-service teachers’ argument for the nature of the photon and its wave-particle duality, in the form of directed argument graphs (DAGs). The results show that argument structures in four to six out of 12 cases meet the goals set for pre-service teacher education. In these cases, experimental aspects and wave-particle duality play an important role in the pre-service teachers’ argument and its structure.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139789864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}