LUMAT: International Journal on Math, Science and Technology Education最新文献_第9页

Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy 运用同伴教学策略，通过翻转课堂提高学生的化学成绩

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2021-09-22 DOI: 10.31129/lumat.9.1.1598

Aprhodite Macale, M. Lacsamana, M. Quimbo, Edmund Centeno

{"title":"Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy","authors":"Aprhodite Macale, M. Lacsamana, M. Quimbo, Edmund Centeno","doi":"10.31129/lumat.9.1.1598","DOIUrl":"https://doi.org/10.31129/lumat.9.1.1598","url":null,"abstract":"This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation. ","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"258 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127542356","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: 1

Children's perceptions of scientists, and of themselves as scientists 孩子们对科学家的看法，以及他们自己作为科学家的看法

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2021-09-21 DOI: 10.31129/lumat.9.1.1605

M. Dickson, M. McMinn, D. Cairns, Sharon Osei-Tutu

{"title":"Children's perceptions of scientists, and of themselves as scientists","authors":"M. Dickson, M. McMinn, D. Cairns, Sharon Osei-Tutu","doi":"10.31129/lumat.9.1.1605","DOIUrl":"https://doi.org/10.31129/lumat.9.1.1605","url":null,"abstract":"In rapidly developing countries such as the United Arab Emirates (UAE), where this study took place, having a body of competent, dedicated key workers in STEM fields is critical to growing national economies. This, in turn, requires motivated, well-qualified graduates of STEM degrees. School students' perceptions of science, scientists and science careers have been shown in some research to affect uptake of science degrees later on. How much of their science classwork students experience as authentically 'feeling like scientists' is less understood, yet important. This study took place in upper primary science classrooms in the UAE. Immediately following a science lesson, children were interviewed in focus groups (n=66, with an approximately even gender split). Broad questions were explored, such as whether they felt like 'real scientists' when they 'performed' science in the classroom, whether they enjoyed science, and their science career aspirations. 83% of students stated enjoying science, while 61% would like to have a career involving science in the future. The interview data revealed that, overall, children mostly disagreed that their classroom science was reflective of work a 'real scientist' would do, chiefly due to perceptions of a lack of discovery element in their work, which suggested to them a lack of authentic science exploration, and of the work not being dangerous enough. Students frequently reported feeling that they were 'following steps' because the teacher 'already knew the answers', which was different from the work of a scientist. The implications of these findings to classroom practice are discussed.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"2 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130730289","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

Student teachers’ knowledge of students’ difficulties with the concept of function 学生教师对学生困难的认识与功能的概念

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2021-09-21 DOI: 10.31129/lumat.9.1.1661

Mikael Borke

{"title":"Student teachers’ knowledge of students’ difficulties with the concept of function","authors":"Mikael Borke","doi":"10.31129/lumat.9.1.1661","DOIUrl":"https://doi.org/10.31129/lumat.9.1.1661","url":null,"abstract":"An important part of the mathematics syllabuses at the secondary school level in most countries is the concept of function. However, secondary school students often experience difficulties with this concept. These difficulties are well-known in the research literature. The study applies the mathematical knowledge for teaching (MKT) framework, including the category knowledge of content and students (KCS). Teachers’ ability to anticipate students’ difficulties is one aspect of KCS. The aim of this study is to investigate secondary mathematics student teachers’ KCS regarding the concept of function. Ten mathematics student teachers participating in a Supplementary Teacher Education Program answered a questionnaire about fictive secondary school students’ various difficulties with the concept of function. Follow-up interviews were conducted with four of the respondents. Compared to the findings of previous research on students’ difficulties with the concept of function, the respondents in the study sometimes provide reasonable suggestions about the sources of students’ difficulties. Some of the respondents demonstrate an aspect of KCS when they suggest that students can reason that a function must be defined by one algebraic expression only, and that students only know about continuous functions. However, no respondent suggests that one source of students’ difficulties with a constant function with an implicit domain is the missing domain. In addition, some respondents take for granted that students can interpret the algebraic representation of a piecewise-defined function and translate it into a graph.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133058669","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: 1

Categories of intuitive reasoning and GeoGebra 3D: an experience with Brazilian students 直观推理和GeoGebra 3D的分类:与巴西学生的体验

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2021-08-19 DOI: 10.31129/lumat.9.1.1618

Renata Teófilo de Sousa, Francisco Régis Vieira Alves, Italândia Ferreira de Azevedo

{"title":"Categories of intuitive reasoning and GeoGebra 3D: an experience with Brazilian students","authors":"Renata Teófilo de Sousa, Francisco Régis Vieira Alves, Italândia Ferreira de Azevedo","doi":"10.31129/lumat.9.1.1618","DOIUrl":"https://doi.org/10.31129/lumat.9.1.1618","url":null,"abstract":"This work presents the result of the application of a didactic sequence designed to understand the concept of the Cavalieri’s Principle, supported by the GeoGebra application in its version for mobile phones - 3D Calculator. For this study, the Theory of Categories of Intuitive Reasoning, by Efraim Fischbein, was used as a conceptual basis. The objective of this work was to elaborate and develop a didactic sequence aiming to subsidize the learning of the Cavalieri’s Principle from GeoGebra, as a way to help the student in the construction of geometric reasoning, through visualization, perception and intuition. The methodology of this work is qualitative research, exploratory type, being carried out from a didactic sequence developed in two meetings remotely, due to the scenario of the COVID-19 pandemic. The target audience of this research is a group of students aged 15-17 years from a public school in Fortaleza - CE, Brazil. In summary, it is pointed out that the intuitive reasoning categories mobilized from the use of GeoGebra have great potential to stimulate the evolution of the student's geometric thinking, through the development of perception, intuition and geometric visualization.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129948243","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: 1

Facilitating factors of scientific literacy skills development among junior high school students 初中生科学素养技能发展的促进因素

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2021-08-11 DOI: 10.31129/lumat.9.1.1520

Kareen Marie E. Palines, Ruth A. Ortega-Dela Cruz

{"title":"Facilitating factors of scientific literacy skills development among junior high school students","authors":"Kareen Marie E. Palines, Ruth A. Ortega-Dela Cruz","doi":"10.31129/lumat.9.1.1520","DOIUrl":"https://doi.org/10.31129/lumat.9.1.1520","url":null,"abstract":"The study used causal-comparative research design to examine the scientific literacy among randomly selected Junior High School students under the Science, Technology and Engineering Program (STEP) of a National High School in the Philippines. Specifically, it investigated the factors that facilitate and hinder the students’ ability to write and present scientific research. Quantitative and qualitative data were gathered from primary and secondary sources. Descriptive statistics were used to analyse the data obtained from the interviews and questionnaires. Findings showed that the scientific literacy of students in terms of writing was perceived as good while presenting the scientific research was described as fair. The study also revealed that teachers’ factors, learning environment, and school administrative support affect the scientific literacy skills development of the students. Thus, the study suggested that by promoting the identified factors, the scientific literacy skills of the students will be further developed. Additionally, increase of teacher’s availability during consultation hours, use of differentiated instructions, localization, contextualization, formulation of policy guidelines for the use of learning resources, plan of activities for STEP, as well as development of a module, research networks and linkages should be given importance.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129515910","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: 2

Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability 创新协作教学策略对中学生生物成绩的影响:受语言能力的调节

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2021-06-21 DOI: 10.31129/lumat.9.1.1397

S. Adejimi, W. Nzabalirwa, William Shivoga

{"title":"Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability","authors":"S. Adejimi, W. Nzabalirwa, William Shivoga","doi":"10.31129/lumat.9.1.1397","DOIUrl":"https://doi.org/10.31129/lumat.9.1.1397","url":null,"abstract":"Education is changing rapidly. Schools are gradually shifting away from the traditional mode of instruction and toward a more active model of learning, in which students are collaborating on projects in small groups and then sharing their work with the class. Africa cannot afford to be left behind in this change. Though collaborative teaching and learning are quite popular in Africa, its variants/forms, consensus group and cooperative reflective journal writing are not. The effect of collaborative instructional strategies (consensus group and cooperative reflective journal writing) on students' achievement in biology as moderated by verbal ability was determined in this study. Three hundred five senior secondary school II students from two local governments' area within Ibadan Metropolis participated in the study. The Students' Biology Achievement Test (SBAT) and the Students' Verbal Ability Test (SVAT) were the main data collection tools used for this study. Data generated were analysed using Analysis of Covariance (ANCOVA) and Bonferonni post hoc test. Results show that both forms of collaborative instructional strategies improved students' achievement in biology. Results showed that students exposed to the cooperative reflective journal writing achieved more in biology followed by students in the consensus group strategy. Collaborative strategy can be a feasible alternative approach to teaching biology as it fairly addresses issues of interaction in the classroom. This has helped students develop their communication and also improve their socialisation skills in the classroom and beyond.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132565375","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: 3

Quadratic equations in Swedish textbooks for upper-secondary school 瑞典高中教科书中的二次方程

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2021-06-21 DOI: 10.31129/lumat.9.1.1473

Wang Wei Sönnerhed

引用次数: 1

Project-based learning in integrated science education: Active teachers’ perceptions and practices 综合科学教育中的项目学习:主动教师的认知与实践

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2021-03-29 DOI: 10.31129/LUMAT.9.1.1392

Outi Haatainen, M. Aksela

{"title":"Project-based learning in integrated science education: Active teachers’ perceptions and practices","authors":"Outi Haatainen, M. Aksela","doi":"10.31129/LUMAT.9.1.1392","DOIUrl":"https://doi.org/10.31129/LUMAT.9.1.1392","url":null,"abstract":"Project-based learning (PBL) is a promising teaching method for integrated science education that has gained momentum in educational research and curriculum reforms, especially as a method to enhance 21st century skills and connected worldview. How teachers implement PBL greatly affects students’ content understanding and development of skills. The purpose of this qualitative study is to highlight active teachers’ PBL practices and their perceptions of the advantages and challenges of implementing PBL to better promote the implementation of PBL in teacher education programs and in integrated science education. This study consisted of two parts: (1) a qualitative-led survey and (2) a case study. First, the data for the survey was collected from January to March 2017 through an online reporting form of an international StarT programme. This programme supports the implementation of interdisciplinary and collaborative PBL in science, mathematics and technology education. 244 teachers from early childhood education to upper secondary school participated from 28 countries. Second, 12 PBL units reported by the teachers were chosen for a case study. The teachers exploited PBL practices that were theme- and inquiry-based, collaborative and engaging to students. However, closer inspection revealed variation and defects in the practices particularly in relation to assessment, using reflection and student-centred approach. In addition, teachers reported several challenges relating to the implementation of PBL. The results indicate that teachers see PBL as beneficial but need support with the implementation. Science teachers’ pedagogical competence in PBL could be promoted through collaborative learning in which students, teachers and other participants are learning from each other.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"33 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134619704","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: 17

A systematic review on teaching fraction for understanding through representation on Web of Science database using PRISMA 用PRISMA在Web of Science数据库上表示理解教学分数的系统回顾

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2021-02-23 DOI: 10.31129/LUMAT.9.1.1449

Rosmawati Mohamed, M. Ghazali, M. Samsudin

{"title":"A systematic review on teaching fraction for understanding through representation on Web of Science database using PRISMA","authors":"Rosmawati Mohamed, M. Ghazali, M. Samsudin","doi":"10.31129/LUMAT.9.1.1449","DOIUrl":"https://doi.org/10.31129/LUMAT.9.1.1449","url":null,"abstract":"Through a search executed on Web of Science database with general keywords pertaining to ‘teaching fractions’ or ‘understanding fractions’ and ‘representation’, this study utilized PRISMA’s procedure in analysing previously published articles. This review reveals seven articles in inclusion criteria and seventeenth articles in exclusion criteria with reasons. The included articles were reviewed for (a) studies characteristics, (b) instructional focus, (c) representation elements: real-world situation, manipulative aids, pictures, spoken and written symbols, and (d) the outcomes of each study. The metadata was analysed to organise the outcomes. Most of these articles focus on grade 3 and above and Western countries’ urban area. The result indicates most studies emphasize both conceptual and procedural understandings. Multi representations utilize sequential or parallel concept related to fractions improve students’ knowledge, particularly in understanding fractions. Meanwhile, developing fraction learning through multiple explicit representations at the initial Grade level of fraction instruction is for elementary school. However, less attention has been given to explicit representations in learning fractions at such a level.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123760867","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: 1

Draw-A-Science-Comic: Alternative prompts and the presence of danger 画一幅科学漫画:不同的提示和危险的存在

LUMAT: International Journal on Math, Science and Technology Education Pub Date : 2020-12-21 DOI: 10.31129/lumat.8.1.1385

Jaakko Lamminpää, Veli-Matti Vesterinen

{"title":"Draw-A-Science-Comic: Alternative prompts and the presence of danger","authors":"Jaakko Lamminpää, Veli-Matti Vesterinen","doi":"10.31129/lumat.8.1.1385","DOIUrl":"https://doi.org/10.31129/lumat.8.1.1385","url":null,"abstract":"The early years of primary school are important in shaping how children see scientists and science, but researching younger children is known to be difficult. The Draw-A-Scientist Test (DAST), in which students are asked to draw a scientist, has been one of the most popular ways to chart children’s conceptions of scientists and science. However, DAST tends to focus mainly on children’s conceptions about the appearance of scientists. To focus more on children’s conceptions of scientific activities as well as the emotions and attitudes associated with science, the Draw-A-Science-Comic test (DASC) was recently introduced. This study compares three alternative DASC prompts for two age groups of respondents (8- to 10-year-olds and 10- to 13-year-olds). The prompts asking students to draw a comic or a set of pictures produced significantly more sequential storytelling and depictions of science related emotions and attitudes than the prompt asking students to depict a story. The depictions of elements of danger, such as accidents and hazards in the laboratory, were also frequent in drawings with sequential storytelling. A more detailed analysis of the depictions showed that the frequency of elements of danger was closely associated with depictions of activity especially in the field of chemistry. For example, several comics included failed chemical experiments leading to explosions. Although depictions of danger are sometimes interpreted as a negative conception, in the children’s drawings the explosions and overflowing flasks were often seen also as a source of excitement and joy. Based on the result of this study, the use of DASC seems a suitable way for charting children’s conceptions of scientific activities as well as the emotions and attitudes associated with science from the early years of primary education until the beginning of secondary education.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115592911","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: 1