Eurasia Journal of Mathematics, Science and Technology Education最新文献_第9页

Protist literacy: A novel concept of protist learning in higher education 原生生物扫盲：高等教育中原生动物学习的新概念

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14157

Hardianto Hardianto, S. Mahanal, Hendra Susanto, S. Prabaningtyas

引用次数: 0

Evaluating problem-solving and procedural skills of first-year students in a Peruvian higher education institution 评估秘鲁高等院校一年级学生解决问题的能力和程序技能

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14154

Edgar Michel Marin Ballon, Fiorella Luz Romero Gomez, Antonio Erick Linares Flores Castro, Miriam Rosario Flores Castro Linares

{"title":"Evaluating problem-solving and procedural skills of first-year students in a Peruvian higher education institution","authors":"Edgar Michel Marin Ballon, Fiorella Luz Romero Gomez, Antonio Erick Linares Flores Castro, Miriam Rosario Flores Castro Linares","doi":"10.29333/ejmste/14154","DOIUrl":"https://doi.org/10.29333/ejmste/14154","url":null,"abstract":"In this study, we aim to compare the procedural and problem-solving skills of university students during their transition to higher education. A diagnostic test was administered to 374 first-year students at a Peruvian university in March 2023, assessing both their mathematical knowledge and the aforementioned skills. The results reveal that university entrants exhibit a deficient level of mathematical proficiency, with significantly lower scores in problem-solving skills compared to procedural skills. It is noted that while procedural skills are part of problem-solving skills, the discrepancy in scores suggests challenges in the practical application of mathematical knowledge by students. The study sheds light on the situation faced by university entrants in Peru and provides recommendations for improving mathematical skills in higher education. However, it emphasizes the limitation of generalizing the results to all universities due to the limited sample size and the scarcity of research in the field of higher mathematics education in Peru. Disparities based on gender and type of school are observed, indicating that males slightly outperform females in both skills, and students from private schools outperform those from national schools. These differences are analyzed in the article, offering a more comprehensive understanding.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139685379","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

Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics 分析协作学习法对六年级学生数学成绩和数学态度的影响

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14153

Hans-Stefan Siller, Sagheer Ahmad

{"title":"Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics","authors":"Hans-Stefan Siller, Sagheer Ahmad","doi":"10.29333/ejmste/14153","DOIUrl":"https://doi.org/10.29333/ejmste/14153","url":null,"abstract":"This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The experimental group received collaborative learning, while the control group received traditional teaching. Post-tests after a 12-week intervention showed significant improvements in the experimental group’s mathematics achievement, regardless of initial achievement levels. Positive changes in attitudes toward mathematics were also observed in the experimental group, with some progress in the control group. Collaborative learning appears promising for enhancing mathematics achievement and nurturing positive attitudes in elementary students.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139684698","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

User acceptance and adoption dynamics of ChatGPT in educational settings 教育环境中用户对 ChatGPT 的接受度和采用动态

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14151

Paul Bazelais, D. Lemay, Tenzin Doleck

{"title":"User acceptance and adoption dynamics of ChatGPT in educational settings","authors":"Paul Bazelais, D. Lemay, Tenzin Doleck","doi":"10.29333/ejmste/14151","DOIUrl":"https://doi.org/10.29333/ejmste/14151","url":null,"abstract":"Recent developments in natural language understanding have sparked a great amount of interest in the large language models such as ChatGPT that contain billions of parameters and are trained for thousands of hours on all the textual data of the internet. ChatGPT has received immense attention because it has widespread applications, which it is able to do out-of-the-box, with no prior training or fine-tuning. These models show emergent skill and can perform virtually any textual task and provide glimmers, or “sparks”, of artificial general intelligence, in the form of a general problem solver as envisioned by Newell and Simon in the early days of artificial intelligence research. Researchers are now exploring the opportunities of ChatGPT in education. Yet, the factors influencing and driving users’ acceptance of ChatGPT remains largely unexplored. This study investigates users’ (n=138) acceptance of ChatGPT. We test a structural model developed using Unified Theory of Acceptance and Use of Technology model. The study reveals that performance expectancy is related to behavioral intention, which in turn is related to ChatGPT use. Findings are discussed within the context of mass adoption and the challenges and opportunities for teaching and learning. The findings provide empirical grounding to support understanding of technology acceptance decisions through the lens of students’ use of ChatGPT and further document the influence of situational factors on technology acceptance more broadly. This research contributes to body of knowledge and facilitates future research on digital innovation acceptance and use.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139686829","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

The impact of a training cycle on statistics and probability for future primary schoolteachers with a gender-focused approach within the framework of education for sustainable development 在教育促进可持续发展框架内，采用注重性别平等的方法，对未来小学教师进行统计和概率培训周期的影响

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14177

Chia-Shih Su, Danilo Díaz-Levicoy, Chuan Chih Hsu

引用次数: 0

Assessing conceptual difficulties experienced by pre-service chemistry teachers in organic chemistry 评估职前化学教师在有机化学教学中遇到的概念性困难

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14156

Sakyiwaa Boateng

{"title":"Assessing conceptual difficulties experienced by pre-service chemistry teachers in organic chemistry","authors":"Sakyiwaa Boateng","doi":"10.29333/ejmste/14156","DOIUrl":"https://doi.org/10.29333/ejmste/14156","url":null,"abstract":"Organic chemistry is a mandatory component of chemistry II and chemistry III within the curriculum for pre-service chemistry teachers (PSCTs) pursuing a degree in chemistry teaching. The organic chemistry course sequence is well recognized as challenging and unapproachable for students, despite its significant relevance and impact across several sectors. While efforts have been made to recognize and deal with challenges faced by students in the cognitive and psychomotor aspects, there has been less attention given to identifying PSCTs’ conceptual difficulties and misconceptions of organic chemistry. This includes the subsequent strategies to design instructions to enhance students’ learning experiences, which are crucial elements in addressing their achievements in organic chemistry. The study aimed to identify the conceptual difficulties and misconceptions encountered by PSCTs in organohalides and stereochemistry. Furthermore, the study aimed to suggest strategies to enhance PSCTs’ understanding of the course. The study was situated within the theoretical framework of constructivism and employed an interpretivist qualitative case study design. The population under study consisted of all individuals who were enrolled in the Bachelor of Education program within the faculty of educational sciences. A cohort of 33 whole-class PSCTs who had registered for the chemistry III course, where organohalides and stereochemistry were taught as units, were purposefully selected to participate in the study. The main instruments were document analysis, formal written tests, and interviews. Data were analyzed using thematic analysis. The study revealed that PSCTs encountered difficulties when attempting to solve problems related to organohalides and stereochemistry. In addition, PSCTs had misconceptions about these concepts. The study, therefore, recommends the implementation of suitable and appropriate instructional strategies to enhance PSCTs’ conceptual understanding and reduce misconceptions.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139685187","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

A study of mathematical understanding levels in set theory based on the APOS framework by using python programming language for secondary school students 使用 python 编程语言研究基于 APOS 框架的中学生集合论数学理解水平

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14158

Khemjira Tiengyoo, Sayun Sotaro, Sermsri Thaithae

引用次数: 0

The impact of a training cycle on statistics and probability for future primary schoolteachers with a gender-focused approach within the framework of education for sustainable development 在教育促进可持续发展框架内，采用注重性别平等的方法，对未来小学教师进行统计和概率培训周期的影响

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14177

Chia-Shih Su, Danilo Díaz-Levicoy, Chuan Chih Hsu

引用次数: 0

A physics instructor’s enactment of three-dimensional learning: Action research 物理教师的三维学习方法：行动研究

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-16 DOI: 10.29333/ejmste/14121

Ozden Sengul

引用次数: 0

Research on mentoring in science education: A bibliometric analysis 科学教育指导研究：文献计量分析

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-01-16 DOI: 10.29333/ejmste/14122

A. Masalimova, M. Kabardov, Yuliya P. Kosheleva, Leyla B. Omarova, Elena I. Zamaraeva, D. Dobrokhotov, Sarbinaz F. Fattakhova

{"title":"Research on mentoring in science education: A bibliometric analysis","authors":"A. Masalimova, M. Kabardov, Yuliya P. Kosheleva, Leyla B. Omarova, Elena I. Zamaraeva, D. Dobrokhotov, Sarbinaz F. Fattakhova","doi":"10.29333/ejmste/14122","DOIUrl":"https://doi.org/10.29333/ejmste/14122","url":null,"abstract":"Mentoring plays a crucial role in the professional development of science teachers by providing invaluable career-long support, guidance, and resources. Numerous prior studies have emphasized the significance of mentoring for the professional development of beginning and experienced science teachers. This study analyzed articles published in Scopus-indexed, peer-reviewed journals on STEM mentoring. Based on the inclusion and exclusion criteria, 67 articles were chosen for analysis. The data were analyzed using VOSviewer software. According to the results, almost half (n=33) of the journal articles indexed in the database were published between 2019 and 2022. The articles with the most citations were published between 2012 and 2015. Journal of Science Education and Technology had the most citations on mentoring. Most research has been conducted in developed countries such as the United States, Australia, and Germany. The United States has performed the most mentoring research. Rockinson-Szapkiw, Wendt, and Mondisa are the authors who published the most mentoring-related articles. In addition, mentoring, STEM, women, higher education, and science education were the most frequently used keywords. The co-citation analysis of the cited sources yielded two distinct clusters, one of which consisted of a comprehensive evaluation and synthesis of research works focusing on mentorship and practices at the undergraduate level. Our co-citation study of published sources resulted in the categorization of the 13 sources into three distinct clusters.","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":"139618231","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