LUMAT: International Journal on Math, Science and Technology Education最新文献_第10页

Pre-service teachers' conceptions about the quality of explanations for the science classroom in the context of peer assessment 职前教师对同伴评价背景下科学课堂讲解质量的看法

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2020-12-03 DOI: 10.31129/lumat.8.1.1416

Valeria M. Cabello, K. Topping

{"title":"Pre-service teachers' conceptions about the quality of explanations for the science classroom in the context of peer assessment","authors":"Valeria M. Cabello, K. Topping","doi":"10.31129/lumat.8.1.1416","DOIUrl":"https://doi.org/10.31129/lumat.8.1.1416","url":null,"abstract":"This study explored student-teacher conceptions of explanations for the science classroom during teacher education programs through peer-assessments of 20 pre-service teachers from three universities. The peer-assessments were reciprocal and focused on the explanation of scientific concepts during microteaching episodes. Student-teacher conceptions about the quality of scientific explanations were obtained by analysing their assessment-feedback comments to peers and by focus groups. The results showed that student-teacher conceptions about the quality of explanations for the science classroom were related to constructivist theory applied to science teaching, for instance, the participants noticed that better explanations were those that connected the concepts with the students' ideas and experiences. A follow-up with a sub-sample of six participants during a practicum in schools explored through interviews the perceived enablers and obstacles that affected their explanation construction in real settings leading to reframing their conceptions. This study revealed that peer assessment and feedback could play a significant role in teacher education by eliciting student-teacher conceptions about essential teaching practices and the challenges of explaining in real teaching, which might enhance and empower their skill development. We discuss implications for research and practice, with emphasis on peer assessment as a tool for internalising assessment criteria for fruitful science teaching.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127899023","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}

引用次数: 0

University mathematics students' study habits and use of learning materials 大学数学学生的学习习惯和学习材料的使用

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2020-10-05 DOI: 10.31129/lumat.8.1.1317

T. Tossavainen, J. Gröhn, L. Heikkinen, Anna Kaasinen, Antti Viholainen

{"title":"University mathematics students' study habits and use of learning materials","authors":"T. Tossavainen, J. Gröhn, L. Heikkinen, Anna Kaasinen, Antti Viholainen","doi":"10.31129/lumat.8.1.1317","DOIUrl":"https://doi.org/10.31129/lumat.8.1.1317","url":null,"abstract":"In this article, we study a group (N=98) of students from two campuses of one Finnish university and their responses to a questionnaire that surveyed the respondents' study habits and how they use different kinds of learning materials in university mathematics courses. Our results show that the grades in the national matriculation exams in mathematics and mother tongue do not play a significant role in one's study habits or use of learning materials. The older students are more communicative with their teachers, whereas the younger students ask for help more often from fellow students. The sociomathematical norms that constitute the local study culture have a larger impact on the study habits and on the use of learning materials. For example, the use of videos and studying lecture materials before the lectures were clearly more usual at one campus than at the other. We also found some significant differences between the groups that are based on the study programmes. The students of mathematics without an intention to become a teacher were most traditional in their study habits, whereas the students of applied physics were most active to participate in teaching. The student teachers most often lie in the middle in the issues where the other groups differ from one another.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124335142","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}

引用次数: 6

The three-factor model: A study of common features in students' attitudes towards studying and learning science and mathematics in the three countries of the North Calotte region 三因素模型:北卡罗特地区三个国家学生学习态度和科学数学学习态度的共同特征研究

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2020-06-01 DOI: 10.31129/lumat.8.1.1369

Päivi Tomperi, I. Ryzhkova, Yulia Shestova, Oleg Lyash, I. Lazareva, A. Lyash, Mona Kvivesen, Saeed D. Manshadi, Stig Uteng

{"title":"The three-factor model: A study of common features in students' attitudes towards studying and learning science and mathematics in the three countries of the North Calotte region","authors":"Päivi Tomperi, I. Ryzhkova, Yulia Shestova, Oleg Lyash, I. Lazareva, A. Lyash, Mona Kvivesen, Saeed D. Manshadi, Stig Uteng","doi":"10.31129/lumat.8.1.1369","DOIUrl":"https://doi.org/10.31129/lumat.8.1.1369","url":null,"abstract":"This study investigated common features of students' attitudes towards studying science and mathematics in comprehensive and secondary schools in three countries. Data were obtained by conducting a survey (N = 581) in Norway, Finland and Russia. A Confirmatory factor analysis (CFA) provided a model with a three-factor solution consisting of factors: the perception of the teacher, anxiety towards science and mathematics, and motivation. The results suggest that most students are motivated to study sciences and mathematics. Data analysis indicate gender differences in attitudes to students' future studies and career plans. Most girls recognized the importance of these subjects for their future studies and careers, while boys showed more interest than girls in local career opportunities in industry. Teachers have a significant role in directing students' attitudes toward science and mathematics. Students experienced that the teachers who use innovative teaching approaches, both motivate and reduce anxiety, in their learning process.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123426129","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}

引用次数: 5

Educators’ perceptions of mathematically gifted students and a socially supportive learning environment – A case study of a Finnish upper secondary school 教育工作者对数学天才学生的看法和社会支持的学习环境——芬兰高中的案例研究

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2020-06-01 DOI: 10.31129/lumat.8.1.1368

E. Haataja, A. Laine, M. Hannula

引用次数: 2

Planning in mathematics teaching – a varied, emotional process influenced by others 数学教学中的规划——一个受他人影响的多变的、情绪化的过程

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2020-06-01 DOI: 10.31129/lumat.8.1.1326

Helena Grundén

引用次数: 5

The effects of using social biographical texts of scientists on students' attitudes in science courses: A qualitative study 使用科学家社会传记文本对学生科学课程态度的影响:一项质性研究

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 1900-01-01 DOI: 10.31129/lumat.9.1.1560

R. Salar, Ayhan Aksakalli

{"title":"The effects of using social biographical texts of scientists on students' attitudes in science courses: A qualitative study","authors":"R. Salar, Ayhan Aksakalli","doi":"10.31129/lumat.9.1.1560","DOIUrl":"https://doi.org/10.31129/lumat.9.1.1560","url":null,"abstract":"Biographies of scientists are often used in the teaching environment, both in textbooks and in course contents - sections from the lives of scientists are often included to encourage students to pursue and enjoy science. This research investigated the effect of social content biographical texts of scientists on students' attitudes towards science courses. The research was a mixed-method study and consisted of 51 science teachers. The participants were determined according to a convenience sampling method. Focus group interviews, repertory grid technique, and individual interviews were used to collect data in the study. Through focus group interviews with teachers, it was discussed what kind of changes biographical texts might make to students' attitudes to science. Later, 51 teachers explained the social biographical texts to their students and observed the changes in the students. Based on their observations, they scored the repertory grids. Finally, an individual interview was held with fifteen teachers. As a result, it has been determined that social biographical texts were able to increase students' interest, motivation and questioning skills, while able to decrease their anxiety.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114462639","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}

引用次数: 0

Linking to the real world: contextual teaching and learning of statistical hypothesis testing 联系现实世界:统计假设检验的情境教学与学习

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 1900-01-01 DOI: 10.31129/lumat.9.1.1571

Jeanne Marie L. Lago, Ruth A. Ortega-Dela Cruz

引用次数: 4