European Journal of Science and Mathematics Education最新文献

Evaluation of cooperative learning in science education: A mixed-meta method study 科学教育中合作学习的评估：混合模型法研究

European Journal of Science and Mathematics Education Pub Date : 2024-07-24 DOI: 10.30935/scimath/14872

M. Yaşar, Mustafa Erdoğan, V. Batdı, Ülkü Cinkara

{"title":"Evaluation of cooperative learning in science education: A mixed-meta method study","authors":"M. Yaşar, Mustafa Erdoğan, V. Batdı, Ülkü Cinkara","doi":"10.30935/scimath/14872","DOIUrl":"https://doi.org/10.30935/scimath/14872","url":null,"abstract":"The aim of this study is to reveal the effect of cooperative learning method in science education on academic achievement with mixed-meta method. For this purpose, various national and international databases were searched, and among 81 articles and 37 theses covering the period between 2001 and 2022, 46 articles and 31 theses that included pre-test-post-test data and included the statistical information required for experimental or quasi-experimental analysis were preferred for meta-analysis. The effect size of 77 studies included in the analysis was found to be g = 1.070 and it was seen that the cooperative learning method in science education had a positive and large effect on academic achievement. On the other hand, as a result of the meta-thematic analysis, it was determined that the cooperative learning method increased academic achievement due to the meaningful and permanent realisation of learning. In addition, thanks to the activities in which the student plays a central role, it is understood that it develops positive attitudes towards the science course depending on the results such as making the course enjoyable and fun, making it popular and interesting; it is effective in gaining 21st century skills such as creativity, communication and cooperation, productivity and entrepreneurship. It is thought that examining the effects of cooperative learning method in science education with mixed-meta method will contribute to the literature by providing comprehensive results on the subject.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"28 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810010","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 the use and impact of online digital resources in a mathematics module 探索在线数字资源在数学模块中的使用和影响

European Journal of Science and Mathematics Education Pub Date : 2024-07-01 DOI: 10.30935/scimath/14605

Violeta Morari, Catherine Palmer, Clodagh Carroll, Declan Manning, Shane O’Rourke

引用次数: 0

Fostering interaction and engagement in remotely delivered mathematics tutorials in an Irish university 在爱尔兰一所大学的远程数学辅导中促进互动和参与

European Journal of Science and Mathematics Education Pub Date : 2024-06-12 DOI: 10.30935/scimath/14715

Clodagh Carroll

{"title":"Fostering interaction and engagement in remotely delivered mathematics tutorials in an Irish university","authors":"Clodagh Carroll","doi":"10.30935/scimath/14715","DOIUrl":"https://doi.org/10.30935/scimath/14715","url":null,"abstract":"With the initial COVID-19 lockdown of March 2020 in Ireland, many modules in university programmes that were designed to be delivered face-to-face were suddenly switched to remote delivery. The difficulty for both lecturers and students in replicating face-to-face interaction and the frequent lack of lecturers’ visibility of students’ work in such a setting created challenges for teachers and learners alike. In the current study, students’ perspectives were sought on the format of remotely delivered tutorials for two first-year engineering mathematics modules. The format of the tutorials was designed to emulate face-to-face delivery as closely as possible and to promote student engagement, with an emphasis on real-time lecturer-student interaction as well as comprehensive visibility on student progress throughout each tutorial by combining an online mathematics assessment system Numbas with the video conferencing platform Zoom. Overall, students found the format to be a positive alternative to face-to-face tutorials and one that compared favourably with alternative delivery methods. It is hoped that the findings of this study would be of use to other practitioners engaged in remotely delivered mathematics tutorials.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"114 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352082","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

Education for sustainable development in primary school: Understanding, importance, and implementation 小学可持续发展教育：理解、重要性和实施

European Journal of Science and Mathematics Education Pub Date : 2024-06-10 DOI: 10.30935/scimath/14685

Vincentas Lamanauskas, D. Malinauskienė

{"title":"Education for sustainable development in primary school: Understanding, importance, and implementation","authors":"Vincentas Lamanauskas, D. Malinauskienė","doi":"10.30935/scimath/14685","DOIUrl":"https://doi.org/10.30935/scimath/14685","url":null,"abstract":"There is no doubt that education for sustainable development (ESD) is important because it covers all areas: social, emotional, intellectual, physical, moral, etc. ESD helps people acquire the skills, knowledge, and values necessary for a successful life and a constructive contribution to society. If earlier early ESD was not at the centre of attention, recently it has become increasingly clear that early education has great potential for fostering values, behaviours, and skills that contribute to sustainable development. Despite this, ESD remains problematic due to the inadequate preparation of pre-service primary teachers in this area. It is obvious that ESD implementation in primary education is still poorly integrated.\u0000Empirical qualitative research aimed to reveal how pre-service primary school teachers understand ESD in primary school. Generally, 86 students from two Lithuanian universities, pre-service teachers of preschool and primary education, took part in the research. Verbal research data were analysed using the quantitative content analysis method.\u0000The results suggest that although ESD in early childhood is understood as significant and reasonable, however, the understanding of pre-service teachers is rather one-sided. ESD is understood as social welfare, while the natural and physical environment is the least expressed in their understanding structure. Meanwhile, the implementation of ESD is understood as a normal educational process, applying known techniques and methods. It is necessary to strive for the young generation to be characterised by responsibility, a sense of community, conservation, and citizenship, to understand the harmony of the surrounding world and their activities. For that purpose, changes in the education are needed to integrate the necessary ESD elements, including both managerial and educational processes.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":" 60","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366170","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

Demetriou’s tests and levels of algebraic abilities and proportional reasoning in seventh, eighth, and ninth grades Demetriou 的测试以及七年级、八年级和九年级的代数能力和比例推理水平

European Journal of Science and Mathematics Education Pub Date : 2024-04-11 DOI: 10.30935/scimath/14460

Amalija Žakelj, Marina Cotic, Daniel Doz

{"title":"Demetriou’s tests and levels of algebraic abilities and proportional reasoning in seventh, eighth, and ninth grades","authors":"Amalija Žakelj, Marina Cotic, Daniel Doz","doi":"10.30935/scimath/14460","DOIUrl":"https://doi.org/10.30935/scimath/14460","url":null,"abstract":"Developing algebraic thinking is a key factor in learning mathematics. Despite its importance, many students still struggle with algebraic concepts. This research investigates students’ achievements in algebraic thinking using Demetriou’s test across 7th (approximately 12-13 years old), 8th (approximately 13-14 years old), and 9th (approximately 14-15 years old) grades. The study analyzes performance in different levels of algebraic tasks (i.e., [1] extrapolation of relationships, [2] coordinating simple structures, [3] operating with undefined symbolic structures, and [4] coordination with undefined structures), revealing a significant developmental leap in algebraic abilities during the 9th grade. While no statistically significant differences were found in the first level, 9th grade students demonstrated superior performance in levels 2, 3, and 4, suggesting cognitive readiness for abstract algebraic concepts around the age of 14. The research unveils a disjointed development in algebraic abilities, indicating a progression from basic arithmetic operations to proportional reasoning before the full integration of algebraic thinking. Notably, tasks involving variables in the third level pose persistent challenges for students. The findings contribute to understanding the optimal age for introducing algebraic concepts and underscore the importance of considering cognitive development in mathematics education. The study proposes implications for educators, such as emphasizing proportional reasoning in earlier grades and employing differentiated instruction based on individual students’ abilities.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"45 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140716021","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

Middle school mathematics teachers’ knowledge of integers 初中数学教师对整数的认识

European Journal of Science and Mathematics Education Pub Date : 2024-04-04 DOI: 10.30935/scimath/14439

Ahu Canogullari, Mine Işıksal-Bostan

引用次数: 0

Exploring transdisciplinary, technology-assisted, and architectural modelling STEAM practices through a cultural lens 从文化视角探索跨学科、技术辅助和建筑建模 STEAM 实践

European Journal of Science and Mathematics Education Pub Date : 2024-04-01 DOI: 10.30935/scimath/14304

Shereen El Bedewy, Z. Lavicza, B. Sabitzer, T. Houghton, Farida Nurhasanah

{"title":"Exploring transdisciplinary, technology-assisted, and architectural modelling STEAM practices through a cultural lens","authors":"Shereen El Bedewy, Z. Lavicza, B. Sabitzer, T. Houghton, Farida Nurhasanah","doi":"10.30935/scimath/14304","DOIUrl":"https://doi.org/10.30935/scimath/14304","url":null,"abstract":"In this paper, we propose novel transdisciplinary STEAM practices to enable students and teachers to model architecture using technology. Architectural modelling can foster students’ mathematical knowledge and computational thinking while connecting them to other disciplines such as culture and history. Our study focuses on enabling architectural, cultural, and historical diversity in educational practices. Moreover, the study tries to foster participants’ modelling skills and innovative technology use as augmented reality and 3D printing. Thus, this paper will describe three case studies from Austria, Libya, and Indonesia and how these STEAM practices were used in different ways to allow participants to express their diversities through modelling diverse architectural constructions cross-culturally. We followed a qualitative data analysis approach for the participants’ interviews, questionnaires and artefacts including architectural modelling, disciplines connections and lesson plans. The data analysis resulted in emerging themes emphasizing STEAM practices’ possibilities to connect architecture to culture and history and highlighting the participants’ cultural diversities in each of the three case studies.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"9 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140354836","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

Qualitative research in science education: A literature review of current publications 科学教育中的定性研究：当前出版物文献综述

European Journal of Science and Mathematics Education Pub Date : 2024-04-01 DOI: 10.30935/scimath/14293

Sabrina D. Stanley, William Boden Robertson

{"title":"Qualitative research in science education: A literature review of current publications","authors":"Sabrina D. Stanley, William Boden Robertson","doi":"10.30935/scimath/14293","DOIUrl":"https://doi.org/10.30935/scimath/14293","url":null,"abstract":"This study analyzed articles from the last four years regarding how science education research is framed and discussed as qualitative research. The research question that guided this study was: To what extent do qualitative secondary science teaching research publications reflect high-quality practices found in mainstream methodological texts? The researchers utilized a systematic literature review methodology by (1) creating search terms based on the research question; (2) choosing relevant databases in which to search; (3) conducting the search and gathering articles; and (4) selecting articles based on inclusion criteria. The researchers chose “secondary education” and “science teaching” as search terms relevant to this study. Articles included in the review were peer-reviewed for credibility, available free online as full-text for accessibility, and available in English, which is the authors’ first language. The researchers conducted three levels of screening on the full collection of articles–title, abstract, then methods, to efficiently narrow the large sample of qualitative science education research articles to a manageable and characteristic selection. The findings include that few articles addressed science teaching and learning with deep qualitative engagement. Some articles claimed to use specific qualitative methodologies without adequately expressing aspects of those methodologies, which lend support to the credibility, transferability, dependability, or confirmability of the articles such as the researchers’ subjectivity or member-checking. Those studies that did are indeed diamonds in the ruff.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140354297","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

Enhancing mathematics education through collaborative digital material design: Lessons from a national project 通过合作设计数字教材加强数学教育：国家项目的经验教训

European Journal of Science and Mathematics Education Pub Date : 2024-04-01 DOI: 10.30935/scimath/14323

Edith Lindenbauer, Eva-Maria Infanger, Z. Lavicza

{"title":"Enhancing mathematics education through collaborative digital material design: Lessons from a national project","authors":"Edith Lindenbauer, Eva-Maria Infanger, Z. Lavicza","doi":"10.30935/scimath/14323","DOIUrl":"https://doi.org/10.30935/scimath/14323","url":null,"abstract":"This article offers insights into a national-scale project aimed at developing and disseminating digital learning materials for mathematics education in Austrian lower secondary schools. The design-phase and context of the project outline the noteworthy aspect of this project, namely the close collaboration of a diverse group of experts, including technology-experienced educators, GeoGebra developers, proficient GeoGebra users, and researchers specializing in technology’s role in mathematics education. This approach reveals the various needs and perspectives of all stakeholders for the designing process. To meet these needs the project design is utilizing three different research-related ideas, the didactic tetrahedron, the instrumental approach, and the didactical functionalities provided by digital technologies. We will present the resulting and constantly readjusted workflow and how such collaborative efforts ensure the quality of materials from different perspectives, aligning with best practices in technology integration in mathematics education. The comparison of five carefully selected materials for different learning scenarios brings out various possible technology-added values that can be achieved through collaboration. Selected qualitative methods such as thematic analysis of learning diaries, evaluation of a qualitative questionnaire and analyzing notes from the project team leader during the ongoing project let us extract diverse lessons learned in form of opportunities and drawbacks (e.g., discussions with experts, missing knowledge about GeoGebra). This project exemplifies potential for collaborative material design to enhance mathematics education at a wide scale, offering valuable lessons for similar endeavors in field.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140354069","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

An analysis of the essential understandings in elementary geometry and a comparison to the common core standards with teaching implications 对小学几何基本理解的分析，以及与共同核心标准的比较和教学意义

European Journal of Science and Mathematics Education Pub Date : 2024-04-01 DOI: 10.30935/scimath/14361

Helen Crompton, Sarah Ferguson

引用次数: 0