Eurasia Journal of Mathematics, Science and Technology Education最新文献_第10页

An approach to inferential reasoning levels on the Chi-square statistic 基于卡方统计的推理方法

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-16 DOI: 10.29333/ejmste/14119

Jesús Guadalupe Lugo-Armenta, L. Pino-Fan

引用次数: 1

The competence, interest, and perceived self-efficacy of undergraduate students in science communication 本科生在科学传播方面的能力、兴趣和自我效能感

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-16 DOI: 10.29333/ejmste/14118

G. I. Ibragimov, Sergei P. Zhdanov, Nonna Y. Volosova, S. Knyazeva, Svetlana V. Efimushkina, L. Kochneva

{"title":"The competence, interest, and perceived self-efficacy of undergraduate students in science communication","authors":"G. I. Ibragimov, Sergei P. Zhdanov, Nonna Y. Volosova, S. Knyazeva, Svetlana V. Efimushkina, L. Kochneva","doi":"10.29333/ejmste/14118","DOIUrl":"https://doi.org/10.29333/ejmste/14118","url":null,"abstract":"Science communication is an important part of science literacy that helps build trust in science, promotes the public interest, and supports informed decision-making on scientific issues. However, the literature lacks studies examining undergraduate student’s competence, interest, and self-efficacy in science communication. This study investigated undergraduate student’s competence, interest, and perceived self-efficacy skills in science communication. Two instruments were used to collect data from 226 undergraduate students in a public research university. The findings revealed that participants’ competence and interest in science communication were moderate. The data shows that STEM students lack confidence in their ability to engage in science communication and are not particularly interested in it. The study found no significant differences in competence, interest, perceived self-efficacy, and gender. Likewise, no significant differences were found in competence and perceived self-efficacy across different grade levels. However, there was a significant relationship between participants’ interests and their grade levels. The effect size was small for competence and interests in science communication. The conclusion discusses the implications of the findings for future studies.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139619580","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

Mathematics teachers’ self-efficacy beliefs and its relationship with teaching practices 数学教师的自我效能信念及其与教学实践的关系

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-16 DOI: 10.29333/ejmste/14123

B. Olawale, Winston Hendricks

{"title":"Mathematics teachers’ self-efficacy beliefs and its relationship with teaching practices","authors":"B. Olawale, Winston Hendricks","doi":"10.29333/ejmste/14123","DOIUrl":"https://doi.org/10.29333/ejmste/14123","url":null,"abstract":"Given that teachers’ self-efficacy belief is correlated with students’ performance and positive behavior in terms of teaching, the present study examined the teaching practices of mathematics teachers and their self-efficacy beliefs with regard to some variables (gender, educational background, teaching phase, and school type). This study is underpinned by a positivist paradigm and a quantitative research approach. The researchers employed a survey research design. The population for this study is made up of all mathematics teachers in schools located in the Eastern Cape Province, South Africa from which a total of 266 mathematics teachers teaching in senior phase, further education and training phase, and intermediate phase were randomly sampled. In order to collect data, teachers teaching practice self-efficacy scale, which consisted of 23 items and four dimensions was employed. One-way analysis of variance, independent samples t-test, and arithmetic mean were conducted in analyzing the collected data. Despite having a high degree of confidence in their instructional strategies, teachers’ low self-efficacy beliefs were found to be influenced by the kind of schools, where they were teaching and their level of education. Based on these findings, it was recommended that relevant stakeholders in the education sector should make schools conducive to learning through the provision of required instructional materials that supports the teaching and learning of mathematics.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139619814","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 do pre-service teachers view Galois theory? A questionnaire study 职前教师如何看待伽罗瓦理论？问卷调查

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-16 DOI: 10.29333/ejmste/14120

J. Veith, Boris Girnat, Bianca Winkler, Eleonore Becker, Richard Becher, P. Bitzenbauer

{"title":"How do pre-service teachers view Galois theory? A questionnaire study","authors":"J. Veith, Boris Girnat, Bianca Winkler, Eleonore Becker, Richard Becher, P. Bitzenbauer","doi":"10.29333/ejmste/14120","DOIUrl":"https://doi.org/10.29333/ejmste/14120","url":null,"abstract":"Abstract algebra is an important part of mathematics teacher education as it provides the rigorous mathematical foundations for many mathematics topics covered in school classrooms. Throughout their academic career, many secondary mathematics teachers even enroll in more advanced algebra courses, which often culminate in Galois theory. However, very little is known about educational aspects of Galois theory and respective mathematics education research is scarce. We contribute to closing this gap by reporting on the results of an exploratory questionnaire study with a sample of n=39 pre-service mathematics teachers, inquiring about the raison d’être of incorporating Galois theory into teacher education: Is Galois theory viewed as useful for their later profession and which connections are drawn to the secondary mathematics classroom? On the one hand, the results of our study indicate that a vast majority of pre-service teachers do not perceive studying Galois theory as meaningful and struggle to exemplify connections between Galois theory and secondary school mathematics. On the other hand, a small share of the participants experienced Galois theory as an important part of mathematics that elegantly connects a variety of algebraic and geometric notions.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618141","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

Impact of web-based learning platforms on primary school students’ academic performance in the UAE: Exploring the digital frontier 网络学习平台对阿联酋小学生学习成绩的影响：探索数字前沿

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-03 DOI: 10.29333/ejmste/14091

Zuhrieh Shana, Khadijah Naser, Eman Zeitoun

{"title":"Impact of web-based learning platforms on primary school students’ academic performance in the UAE: Exploring the digital frontier","authors":"Zuhrieh Shana, Khadijah Naser, Eman Zeitoun","doi":"10.29333/ejmste/14091","DOIUrl":"https://doi.org/10.29333/ejmste/14091","url":null,"abstract":"The three-month quasi-experimental study examined the impact of Purple Mash, an educational website, on grade four students’ academic achievement and perception. The study involved 28 participants, divided into control and experimental groups. Initial assessment scores were similar between the groups, but after the intervention, the experimental group showed a significant increase in post-test scores compared to the control group. The experimental group achieved an average score of 89.9, while the control group scored 77.2. Additionally, the students reported high levels of satisfaction with the interactive learning experiences provided by Purple Mash. Based on these findings, the study recommends the development of dedicated websites for each lesson to enhance accessibility and improve academic achievement and student perception in information and communication technology (ICT) courses. The integration of various data sources, such as pre- and post-test scores, classroom observations, and interviews, supported the credibility and dependability of the research findings. This thorough approach allowed for a deeper understanding of ICT class dynamics and the establishment of robust conclusions. The findings of this study provide compelling evidence of the positive impact of Purple Mash, a web-based mathematics learning platform, on primary school students’ mathematics achievement.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451152","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

Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers 探索科学教师对科学本质的看法及其对教学内容知识的影响：以 11 名南非在职教师为例

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-03 DOI: 10.29333/ejmste/14090

Karabo Justice Chuene, Suresh Kamar Singh

引用次数: 0

Making quadratic functions interesting: Students teams-achievement division instructional strategy 让二次函数变得有趣学生团队成就分割教学策略

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-03 DOI: 10.29333/ejmste/14092

Adesegun Olayide Odutayo, Katleen Fonseca

{"title":"Making quadratic functions interesting: Students teams-achievement division instructional strategy","authors":"Adesegun Olayide Odutayo, Katleen Fonseca","doi":"10.29333/ejmste/14092","DOIUrl":"https://doi.org/10.29333/ejmste/14092","url":null,"abstract":"Algebra plays a central role in school mathematics as it is a critical factor for success in mathematics courses such as calculus and geometry. This investigation aimed to establish the effectiveness of students teams-achievement division (STAD) strategy on students’ academic achievement in algebra, Lagos State, Nigeria. A quasi-experimental model was employed for the study, which lasted for six weeks. Two secondary schools were chosen randomly and divided into experimental and control groups. The sample comprised 136 students (61 students in control group and 75 students in experimental group) from Ikorodu City, Lagos State, Nigeria. The quadratic functions assessment test, four questions (each with four items) with appropriate validation, served as the tool for data collection. Reliability was attained using the test-re-test method, with Pearson’s product-moment correlation analysis yielding a reliability index of 0.86. Three hypotheses were generated and analyzed using analysis of covariance at a significance level of 0.05. The results showed that students exposed to STAD had enhanced performance in algebra. Likewise, gender did not impact the achievement of the participants in algebra. It was recommended that the Nigerian Educational Research Development Council arrange workshops, training, and seminars on incorporating learner-friendly instructional strategies such as STAD.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389623","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

Design-based research–Tension between practical relevance and knowledge generation–What can we learn from projects? 基于设计的研究--实用性与知识生成之间的矛盾--我们能从项目中学到什么？

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-01 DOI: 10.29333/ejmste/13928

C. Haagen-Schützenhöfer, Markus Obczovsky, Paula Kislinger

引用次数: 0

Introduction of Taiwanese literacy-oriented science curriculum and development of an aligned scientific literacy assessment 引进台湾以读写能力为导向的科学课程，开发与之相匹配的科学素养测评

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-01 DOI: 10.29333/ejmste/13930

Tin-Chang Chang, Yi-Ming Lyu, Huang-Ching Wu, Kao-Wei Min

{"title":"Introduction of Taiwanese literacy-oriented science curriculum and development of an aligned scientific literacy assessment","authors":"Tin-Chang Chang, Yi-Ming Lyu, Huang-Ching Wu, Kao-Wei Min","doi":"10.29333/ejmste/13930","DOIUrl":"https://doi.org/10.29333/ejmste/13930","url":null,"abstract":"This article reports on the introduction of Taiwanese new literacy-oriented science curriculum reform and the development of a measure of scientific literacy (SL). Curriculum reform has always been received increasing attention from educators in many countries around the world. Meanwhile, trends in science education policy have emphasized the importance of SL as a transferable outcome and the main goal of science education (Fives et al., 2014). It would seem reasonable, therefore, that the new science curriculum guidelines (NSCG) would be developed for grade 3-grade 12 in Taiwan for making progress toward the goal of SL. In this article, the authors (a) discuss the background of science education reform in Taiwan, (b) introduce and describe the features of NSCG, (c) evaluate the relative strengths and limitations of the present assessments, (d) describe a framework for aligning assessment with NSCG, and (e) conduct a pilot study for item analysis. For the 6th grade level, the pilot test reported an acceptable reliability coefficient, high item difficulty and good discrimination value of scientific literacy assessment (SLA). Further revision is necessary to make available a series of validated and reliable items being developed for assessing students’ SL at various science learning stages. Hopefully, SLA will finally fill the gap of the assessment part of the current science curriculum reform in terms of guiding educators to precisely evaluate students’ SL.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125380","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

Teaching life sciences while integrating teachers’ and learners’ cultural belief systems 在教授生命科学的同时整合教师和学生的文化信仰体系

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-01 DOI: 10.29333/ejmste/13929

Lydia Mavuru

引用次数: 0