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

{"title":"Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies","authors":"Emmanuel Bizimana, D. Mutangana, A. Mwesigye","doi":"10.31129/lumat.10.1.1728","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1728","url":null,"abstract":"The effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) strategies on students' attitudes towards biology were investigated in this study to instill a positive attitude in students toward biology. The study adopted a quasi-experimental, non-equivalent control group design with pre-and post-tests. A total of 449 senior secondary students (SS2) from Nyamagabe District, Rwanda was studied. Pre- and post-administration of biology Attitude Questionnaire (BAQ) with the reliability (α= 0.95) was used to obtain data. Mean, standard deviation, analysis of covariance, and Bonferroni test were applied for data analysis. The findings showed that students exposed to the CM and CLM strategies have a significantly higher attitude towards biology than those taught using conventional teaching methods (CTM) (F (2, 445) =26.717, p=.000<.05). There was no significant difference in mean attitude scores between male and female students who were taught biology using CM (F (1,148) =.635, p=.427>0.05) and CML (F (1,141) =. 670, p=.796>0.05). Also, the results showed no significant interaction effect of treatment and gender on the attitude of students towards biology (F (2,442) =.586, p=.557>0.05). The study concluded that the CM and CML are effective teaching strategies in raising students’ attitudes towards biology regardless of gender. It is recommended among other things that biology teachers should adopt the CM and CML strategies during instruction to help students develop a positive attitude toward biology.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129324032","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":"A study on pre-service mathematics teachers’ criteria of proof evaluation","authors":"T. Öztürk, Bülent Güven","doi":"10.31129/lumat.10.1.1649","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1649","url":null,"abstract":"Proof is foundational to mathematics, and constructing proofs and establishing their validity are both important mathematical studies. Determining the validity of a proof is a part of the process of proof evaluation. Proof evaluation contributes to students’ ability to construct and revise their own proofs. The purpose of this study was to determine the criteria pre-service mathematics teachers take into account in evaluating a proof. The study was carried out with 50 first-year university students enrolled in an elementary mathematics teacher education program. The data were collected through activities relating to proving. The results of this study revealed that, when evaluating a proof, the participants regarded use of appropriate definitions, axioms, or theorems in the steps of the proof as the most important criterion with reference to justification, while in terms of mathematical language; they regarded appropriate use of symbolic language as the most important criterion. However, they tended to ignore situations where non-symbolic language was used. To address this issue, it is recommended that mathematics-learning environments include the use of non-symbolic language, as well as symbolic representations, in the definition of mathematical concepts.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126724036","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":"En modell som stöd för att utforska ekvationer","authors":"Charlotta Andersson, Jane Tuominen","doi":"10.31129/lumat.10.1.1581","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1581","url":null,"abstract":"Syftet med artikeln är att lyfta fram om, och i sådant fall på vilka sätt, en specifik strukturell modell kan utgöra stöd när elever utforskar matematiska strukturer i ekvationer. Artikeln bygger på en empirisk forskningsstudie där elever utforskade matematiska strukturer med stöd av modellen, vilken är avsedd att visualisera strukturer. Lärare och forskare arbetade i en kollaborativ och intervenerande studie i iterativa processer. Sammantaget 149 elever från grundskolans årskurser 3, 8 och 9 deltog i filmade forskningslektioner utifrån forskningsansatsen learning study. Lektionerna designades med inspiration från ramverket lärandeverksamhet och eleverna utmanades i ett teoretiskt arbete. Analysen utfördes utifrån tematisk ansats och två kvalitativt skilda kärnteman identifierades: Formulär respektive Lärandemodell. I analysen framträdde att undervisningen behöver vara tillräckligt utmanande för att eleverna ska finna modellen meningsfull. Undervisningen behöver möjliggöra för eleverna att urskilja relationer mellan alla tal i en ekvation, där relationerna kan beskrivas som en del-helhetsstruktur.\u0000A model to support exploring equations\u0000The aim of the article is to highlight whether, and if so in what ways, a selected model can constitute support when students explore mathematical structures in equations. The article is based on an empirical research study where students explored mathematical structures with support by the model, which is intended to visualize structures. Teachers and researchers worked in a collaborative and interventional study in iterative processes. A total of 149 students from compulsory school grades 3, 8 and 9 participated in video recorded research lessons based on the research approach learning study. The lessons were designed with inspiration from the framework of learning activity and the students were challenged in a theoretical work. The analysis was performed on the basis of a thematic approach and two qualitatively different core themes were identified: Template respectively Learning model. In the analysis, it emerged that the teaching has to be challenging enough for the students to find the model meaningful. The teaching needs to enable students to discern relationships between all numbers in an equation, where the relationships can be described as a part-whole structure.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131282410","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":"Facilitating educationally disadvantaged students' learning of torque using a design-based activity","authors":"Luecha Ladachart, Sirinapa Khamlarsai, Wilawan Phothong","doi":"10.31129/lumat.10.1.1664","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1664","url":null,"abstract":"Attention is increasingly being paid to integrated science, technology, engineering, and mathematics (STEM) education as a way to increase the workforce for STEM-related careers as well as to promote STEM literacy among citizens. This means that all students, including those who are educationally disadvantaged, are expected to not only acquire STEM knowledge but also to apply it to relevant situations in the future. Among the various approaches to STEM education, the design-based approach is promising. Although a significant amount of research has investigated students’ STEM learning as a result of the design-based approach, little research has addressed the transfer of such learning, especially in the case of socioeconomically disadvantaged students. This mixed-methods research with an embedded design examines whether 18 ninth-grade students, who are from low-income families and attend an underfunded school, developed an understanding of torque and examines their ability to apply such understanding to new situations. Data were collected using a multiple-choice test comprising both conceptual and application questions (i.e., quantitative data) with prompts for students to write the reasons for their answers (i.e., qualitative data). Based on Wilcoxon signed-rank tests, a non-parametric statistical method, the quantitative results indicate that the students’ scientific understanding significantly improved, but they struggled to apply that understanding to new situations. These quantitative results are augmented by an information-rich student and discussed based on a theory of learning transfer. Recommendations are proposed for improving the design-based activity to ensure STEM education is inclusive.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130099104","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":"Design Factory – Supporting technology students’ learning of general competences through university-industry collaboration","authors":"Juulia Lahdenperä, J. Jussila, Anne-Mari Järvenpää, Liisa Postareff","doi":"10.31129/lumat.10.1.1672","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1672","url":null,"abstract":"Many studies emphasise the need for supporting higher education students to develop general competences. In this study, we report on the first cycle of a design-based research project conducted in the Design Factory context. The aim of the project is to understand how general competences can be integrated into course modules and within university-industry collaboration in a successful way. In this study, we report on a theoretical problem analysis and describe the design solution, namely the Design Factory implementation. We then move on to an empirical problem analysis and investigate how students reported developing general competences in the implementation. When discussing the implications for further developing the design solution, we conclude that communication has a vital role in university-industry collaboration; it is essential in clarifying the multilevel learning opportunities (e.g., the subject content, development of general competences) for students, and in aligning industry interests with educational learning objectives. We also reflect on the first development cycle as a whole and provide implications for refining the design process. Finally, we draw conclusions from the whole DBR project and provide a new theoretical perspective (cf. Edelson, 2002), namely design-based education in the co-creation contexts, that can be utilised when investigating the development of general competences in the Design Factory context.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123515848","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":"Examination of the attitudes of grade 7 and 8 students towards STEM education in Turkey and Ghana","authors":"M. Ibrahim, Hasan Şeker","doi":"10.31129/lumat.10.1.1657","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1657","url":null,"abstract":"The purpose of this study is to examine the attitudes of middle school 7th and 8th grade students towards STEM education in Turkey and Ghana. The research was conducted to a total of 974 grade 7 & 8 middle school students (480 from Turkey-Mugla Province and 494 from Ghana-Accra Province) during the spring semester of 2018-2019 academic year. A quantitative research method was used in this research. The attitudes of the students towards STEM show statistically significant difference in each dimension depending on which country the schools are located. The study revealed that the students' attitudes towards STEM education were “positive”. While there was no significant relationship between students' attitudes towards STEM and their gender and grade levels, there was a significant difference between their attitudes and the place where their schools were located.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129391282","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":"A scientometric review of multimedia in teaching and learning of physics","authors":"Pascasie Nyirahabimana, E. Minani, Mathias Nduwingoma, I. Kemeza","doi":"10.31129/lumat.10.1.1634","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1634","url":null,"abstract":"A subject of physics includes various complex and sophisticated concepts that pose a challenge for both instructors to teach and students to grasp the clarity in the subject. Many researchers have discussed this challenge toward adopting an appropriate approach to teach physics in the institution. Therefore, the study reviews the research articles towards multimedia in improving the knowledge delivery system of physics published in various standard databases/indexes. The study conducts a literature review based on five-stage methodology comprising of: (1) research article collection from the databases, (2) research article inclusion/exclusion norms, (3) reviewing the processed research articles, (4) analyzing the research articles to extract the information, and (5) inferring the extracted information to derive at the future research direction. The paper contributes to reviewing thirty-three research articles specific to the usage of multimedia towards improving the methodologies involved in teaching and learning physics. The core idea of this study is to extract the research gaps on the usage of multimedia in the current knowledge delivery system of the physics domain to provide future research directions. Further, a bibliometric analysis comprises co-occurrence of keywords, citation, and co-citation using VOSviewer software. It is followed by content analysis to analyze the research method and multimedia tool used. The study outcome shows that most of the existing work found is Quasi-experimental design-based or qualitative design-based. The study outcome also highlights various themes of accepted papers and research gaps on the usage of multimedia in the knowledge delivery system of the physics domain.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"58 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120839563","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":"Evaluating usability in educational technology: A systematic review from the teaching of mathematics","authors":"Odiel Estrada Molina, D. Fuentes-Cancell, Alién García-Hernández","doi":"10.31129/lumat.10.1.1686","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1686","url":null,"abstract":"The objective of this article is to determine which are the international standards and norms of usability that are used in educational technology applied to the teaching of mathematics at secondary and higher education levels, focused on two scenarios: (1) digital educational resources and virtual learning environments (VLEs), and (2) game-based learning. The PRISMA protocol was used and the Scopus and IEEE Xplorer databases, the Springer publishing House and the ACM Digital Library were used for the search strategy. Forty-seven primary studies were selected, emphasizing the use of the ISO/IEC 9241-11 standard. However, the isolated use of criteria to usability assessment without achieving engineering integration is reflected. Primary studies in the teaching of mathematics mainly use the ISO 9241-11:2018 and ISO/IEC 9126-1:2004 standards. Game-based learning scenario uses ISO 9241-11:2018 standards and procedures that guarantee, at least, the integration between efficiency, effectiveness, and ease of use. Digital educational resources and VLEs scenario uses ISO/IEC 9126-1:2004 and ISO/IEC 9241-11:2018 standards, and procedures that guarantee at least the integration between efficiency and ease of use; effectiveness and ease of use; ease of use and accessibility; and effectiveness, ease of use, accessibility, and efficiency.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133997525","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":"Videostimuloidun reflektion koettu tuki matematiikan ohjatussa harjoittelussa vuosiluokilla 1–6","authors":"Pasi Eskelinen, Kari Sormunen","doi":"10.31129/lumat.10.1.1619","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1619","url":null,"abstract":"Tutkimuksessa tarkastellaan, kuinka luokan- ja erityisluokanopettajaopiskelijat kokivat videostimuloidun reflektion tukevan heitä matematiikan ohjatussa harjoittelussa. Tutkimuksen aineisto kerättiin syksyllä 2019 ja syksyllä 2020; siihen osallistui 36 perusharjoittelun opiskelijaa, joista 33 osallistui videostimuloituun reflektioon ja kolme perusteli, miksi he eivät käyttäneet videoita ohjauskeskustelun tukena. Tutkimusaineisto analysoitiin määrällisesti pääkomponenttianalyysin avulla muodostuttujen summamuuttujien keinoin ja laadullisesti sisällönanalyysiin perustuen. Tulosten perusteella opiskelijat kokivat videostimuloidun reflektion hyödylliseksi etenkin oman toiminnan tiedostamisen ja oman matematiikan opetuksen kehittämisen näkökulmista. Videoiden tarkastelu auttoi opiskelijoita palauttamaan mieleen tunnin kulun ja huomaamaan asioita, joita opetuksen aikana ei havaitse. Videot ja niiden tarkastelu auttoivat opiskelijoita kehittämään puhetta sekä yleisesti että matematiikkaan liittyen. Opiskelijat kokivat, että videoiden tarkastelu antoi realistista palautetta ja reflektointi auttoi kehittymisen suuntaamisessa. Videonäytteiden tarkastelu antoi tukea opetustilanteiden organisointiin ja vuorovaikutukseen oppilaiden kanssa. Videointi koettiin kannustavana eikä videointi yleisesti häirinnyt opetustilanteita. Opiskelijoiden suhtautuminen videoiden tarkasteluun ohjaustilanteessa oli myönteistä; tärkeäksi he kuitenkin kokivat säilyttää päätäntävaltansa videostimuloidussa reflektiossa itsellään. Perusteluissa videoinnin hyödyntämättömyyteen nousivat esille puuttuva kuvauslupa, videoinnin käytännön toteutus ja arastelu videon näyttämiseksi. Tämän pilottitutkimuksen tulokset rohkaisevat kehittämään videostimuloidun reflektion käyttöä myös muiden oppiaineiden ohjatussa harjoittelussa.\u0000Abstract in English\u0000The study examines how primary and special education teacher students experienced the support of video-stimulated reflection in mathematics teaching practicum. The data was collected in autumn 2019 and autumn 2020.  It consists of 36 student responses. The data was analysed quantitatively using sum variables formed using principal component analysis and qualitatively based on content analysis. Based on the results, the students found the video-stimulated reflection useful, especially considering the perspectives of raising awareness of their own activities and developing their own mathematics teaching. Watching the videos helped the students to recall the course of the lesson and register things they did not notice during teaching. The students experienced that watching the videos provided realistic feedback about their own teaching and the reflection helped their development. Reviewing the video samples provided support for organizing teaching situations and interacting with pupils. Students held positive attitudes toward watching videos in a supervision situation; however, they felt it was important to retain control over the video-stimulated reflec","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":" 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132188313","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":"Elevator speech: Students’ discussions of forces and acceleration by means of a scale in an elevator","authors":"Astrid Johansen, Berit Bungum","doi":"10.31129/lumat.10.1.1475","DOIUrl":"https://doi.org/10.31129/lumat.10.1.1475","url":null,"abstract":"Students’ challenges in learning mechanics are well documented from test situations, and group discussions are considered a fruitful way to meet these challenges. In this paper, we present a study from an authentic teaching setting where upper secondary students in groups solve the task of calculating the acceleration of an elevator by means of a scale. The group work was audio recorded in three groups with different ability levels. Analysis was performed inductively using the analytical tool of semantic gravity and semantic waves. The results reveal multiple challenges solving the task, even among high-achieving secondary physics students. The study shows that for group discussions to be fruitful, students must be able to negotiate for meaning by alternating between different levels of semantic gravity. In this study, only the group consisting of relatively high-achieving students was able to do this. For the groups that did not succeed, this is found to be due to insufficient knowledge base, poor integration of the required concepts in their own language and inappropriate epistemological framing of the situation. It is concluded that more effort should be put into learning basic concepts than curricula and teaching traditions normally provide. This should include tasks carefully adapted to students’ ability, where students can practice alternation between levels of semantic gravity.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128522056","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}