LUMAT: International Journal on Math, Science and Technology Education最新文献_第2页

Argument structure in explaining wave-particle duality of photons in double-slit experiment 解释双缝实验中光子的波粒二象性的论证结构

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-09 DOI: 10.31129/lumat.12.3.2082

I. Koponen, Karoliina Vuola, M. Nousiainen

{"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":"16 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139849711","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

Chemoentrepreneurship-based learning 基于化疗创业的学习

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-05 DOI: 10.31129/lumat.12.2.2076

Mohammad Agus Prayitno, Sri Haryani, Sri Wardani, N. Wijayati

{"title":"Chemoentrepreneurship-based learning","authors":"Mohammad Agus Prayitno, Sri Haryani, Sri Wardani, N. Wijayati","doi":"10.31129/lumat.12.2.2076","DOIUrl":"https://doi.org/10.31129/lumat.12.2.2076","url":null,"abstract":"The Sustainable Development Goals (SDGs) are global action plans that aim to address various problems globally in the social, economic, cultural, energy, and environmental fields. One of the global problems is the significant open unemployment rate due to the gap between graduates and available jobs. Therefore, we need an innovation in learning to train students to develop their competencies. Competency development can be done through chemoentrepreneurship-based chemistry learning (CEP). CEP-based learning is chemistry learning through projects in product manufacturing and marketing. This study aims to measure students' social and vocational skills through CEP learning. This research was conducted at Islamic Senior High School in Rembang, Indonesia. The research subjects were 47 students. The results of the N-gain test showed that the social skills of the experimental and control groups experienced an increase in the low/effective less category. The N-gain value of the experimental group's social skills was 50.06, while the control group was 41.32. The results of the N-gain test for vocational skills in the experimental group were better than those in the control group. The increase in the vocational skills of the experimental group was in the medium/quite effective category (58.32), while the control group experienced a very low/ineffective increase in the category (33.47).","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"10 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803808","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

Chemoentrepreneurship-based learning 基于化疗创业的学习

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-05 DOI: 10.31129/lumat.12.2.2076

Mohammad Agus Prayitno, Sri Haryani, Sri Wardani, N. Wijayati

{"title":"Chemoentrepreneurship-based learning","authors":"Mohammad Agus Prayitno, Sri Haryani, Sri Wardani, N. Wijayati","doi":"10.31129/lumat.12.2.2076","DOIUrl":"https://doi.org/10.31129/lumat.12.2.2076","url":null,"abstract":"The Sustainable Development Goals (SDGs) are global action plans that aim to address various problems globally in the social, economic, cultural, energy, and environmental fields. One of the global problems is the significant open unemployment rate due to the gap between graduates and available jobs. Therefore, we need an innovation in learning to train students to develop their competencies. Competency development can be done through chemoentrepreneurship-based chemistry learning (CEP). CEP-based learning is chemistry learning through projects in product manufacturing and marketing. This study aims to measure students' social and vocational skills through CEP learning. This research was conducted at Islamic Senior High School in Rembang, Indonesia. The research subjects were 47 students. The results of the N-gain test showed that the social skills of the experimental and control groups experienced an increase in the low/effective less category. The N-gain value of the experimental group's social skills was 50.06, while the control group was 41.32. The results of the N-gain test for vocational skills in the experimental group were better than those in the control group. The increase in the vocational skills of the experimental group was in the medium/quite effective category (58.32), while the control group experienced a very low/ineffective increase in the category (33.47).","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"7 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863752","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

Characterizing students’ beliefs about mathematics as a discipline 了解学生对数学作为一门学科的看法

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.31129/lumat.12.1.2113

M. Østergaard

引用次数: 0

Relationship between affective-motivational constructs and heart rate 情感-动机结构与心率之间的关系

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.31129/lumat.12.1.2144

F. Pielsticker, Magnus Reifenrath

引用次数: 0

Investigating the complex relations among affective variables in the context of gambling 调查赌博背景下情感变量之间的复杂关系

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.31129/lumat.12.1.2148

Chiara Andrà, Eleonora Averna, Ilaria Copelli, Gianluca Sini Cosmi, Elisa Paterno, Claudia Chiavarino

{"title":"Investigating the complex relations among affective variables in the context of gambling","authors":"Chiara Andrà, Eleonora Averna, Ilaria Copelli, Gianluca Sini Cosmi, Elisa Paterno, Claudia Chiavarino","doi":"10.31129/lumat.12.1.2148","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2148","url":null,"abstract":"Gambling disorder is a dramatic phenomenon that is spreading, in Italy as well as around the world, among younger and younger people every year. Activities in mathematics lessons at school can help pre-vent it, but it is necessary to know with which attitudes and beliefs students approach such mathematics lessons, as well as the role of the social environment. Thus, in this study, within a sample of secondary school students who experienced gambling at various levels of addiction (from none to high), we investigate the role of: mathematics-related beliefs, emotions, social relationships, attitudes towards gambling and behaviour, through a set of calibrated self-report multiple-choice questionnaires. This represents for us an opportunity to understand the complex relations among affective variables in mathematics educational activities aimed at preventing gambling disorder. For example, we found a positive correlation between mathematics-related beliefs and gambling frequency, and a negative correlation between emotional regulation and gambling frequency. Hence, we can say that affective variables such as emotions and beliefs have an effect on gambling behavior.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"63 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139827553","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

Investigating the complex relations among affective variables in the context of gambling 调查赌博背景下情感变量之间的复杂关系

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.31129/lumat.12.1.2148

Chiara Andrà, Eleonora Averna, Ilaria Copelli, Gianluca Sini Cosmi, Elisa Paterno, Claudia Chiavarino

{"title":"Investigating the complex relations among affective variables in the context of gambling","authors":"Chiara Andrà, Eleonora Averna, Ilaria Copelli, Gianluca Sini Cosmi, Elisa Paterno, Claudia Chiavarino","doi":"10.31129/lumat.12.1.2148","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2148","url":null,"abstract":"Gambling disorder is a dramatic phenomenon that is spreading, in Italy as well as around the world, among younger and younger people every year. Activities in mathematics lessons at school can help pre-vent it, but it is necessary to know with which attitudes and beliefs students approach such mathematics lessons, as well as the role of the social environment. Thus, in this study, within a sample of secondary school students who experienced gambling at various levels of addiction (from none to high), we investigate the role of: mathematics-related beliefs, emotions, social relationships, attitudes towards gambling and behaviour, through a set of calibrated self-report multiple-choice questionnaires. This represents for us an opportunity to understand the complex relations among affective variables in mathematics educational activities aimed at preventing gambling disorder. For example, we found a positive correlation between mathematics-related beliefs and gambling frequency, and a negative correlation between emotional regulation and gambling frequency. Hence, we can say that affective variables such as emotions and beliefs have an effect on gambling behavior.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"15 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139887422","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

How to deal with and utilize (mathematics (education)) researchers’ beliefs 如何对待和利用（数学（教育））研究人员的信念

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.31129/lumat.12.1.2140

Gero Stoffels

引用次数: 0

Examining interpersonal aspects of a mathematics teacher education lecture 研究数学教师教育讲座中的人际关系问题

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.31129/lumat.12.1.2147

Andreas Ebbelind, Tracy Helliwell

引用次数: 1

Connotative aspects of epistemological beliefs 认识论信念的内涵方面

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.31129/lumat.12.1.2138

Anna Schreck, Jana Groß Ophoff, Benjamin Rott

{"title":"Connotative aspects of epistemological beliefs","authors":"Anna Schreck, Jana Groß Ophoff, Benjamin Rott","doi":"10.31129/lumat.12.1.2138","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2138","url":null,"abstract":"Various studies have shown that epistemological beliefs affect personal learning and teaching performances. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative aspects of beliefs, the former being reflected upon, explicit beliefs, whereas the latter being associative and evaluative judgements on (in our case: mathematical) epistemological beliefs. The present study used the instrument Connotative Aspects of Epistemological Beliefs by Stahl and Bromme to collect data from university students in mathematics in the years of 2017, 2018 and 2019. The pseudo-longitudinal data analysis showed 1. that students hold different connotative beliefs regarding the two domains “mathematics at university” and “mathematics at school” regardless their study progress, 2. that the beliefs remain relatively stable within the domains overtime and 3. that – considering the different mathematical programmes of study (e.g., pre-service teachers vs. mathematics majors) – the students’ connotative beliefs mainly differ regarding beliefs about the simplicity of mathematical knowledge at school.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139887744","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