European Journal of Science and Mathematics Education最新文献_第2页

Fostering students’ definitions and images in parallelism and perpendicularity: A paper folding activity 培养学生对平行和垂直的定义和形象：折纸活动

European Journal of Science and Mathematics Education Pub Date : 2024-04-01 DOI: 10.30935/scimath/14360

Emine Catman-Aksoy, Mine Işıksal-Bostan

引用次数: 0

Effect of didactic intervention in Einsteinian physics on students’ interest in physics 爱因斯坦物理学教学干预对学生学习物理兴趣的影响

European Journal of Science and Mathematics Education Pub Date : 2024-04-01 DOI: 10.30935/scimath/14303

Georgia Vakarou, Georgios Stylos, Konstantinos T. Kotsis

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Secondary school teachers’ interest and self-efficacy in implementing STEM education in the science curriculum 中学教师在科学课程中实施 STEM 教育的兴趣和自我效能感

European Journal of Science and Mathematics Education Pub Date : 2024-04-01 DOI: 10.30935/scimath/14383

Mirjam Ndaimehafo Asilevi, S. Havu-Nuutinen, Jingoo Kang

{"title":"Secondary school teachers’ interest and self-efficacy in implementing STEM education in the science curriculum","authors":"Mirjam Ndaimehafo Asilevi, S. Havu-Nuutinen, Jingoo Kang","doi":"10.30935/scimath/14383","DOIUrl":"https://doi.org/10.30935/scimath/14383","url":null,"abstract":"This study examines the role of Namibian secondary school science, technology, engineering and mathematics (STEM) teachers’ interest in STEM education and self-efficacy in implementing STEM education in science education curricula. Furthermore, it aimed to distinguish male and female Namibian teachers’ interests and self-efficacy regarding STEM education and investigate how different teaching subjects affect them. To achieve this goal, a survey was completed with (n=200) secondary school teachers, both males and females. Data were analyzed quantitatively using exploratory factor analysis and analyzed covariance. The results show that most teachers were highly interested and confident in implementing STEM subjects into science curricula. While Namibian teachers indicated a high level of interest, they also revealed a high lack of interest in STEM, implying that at least some teachers felt bored and meaningless in implementing STEM education. However, gender plays a significant role in teachers’ negative self-efficacy, with male teachers being less confident than female teachers in implementing STEM education. Moreover, teachers in the present study have high positive and negative self-efficacy levels regarding implementing STEM education. Therefore, these findings highlight the need for a paradigm shift, especially in the Namibian science curricula, to promote STEM subjects and to improve science education. Potential implications from this research also suggest that teachers’ participants benefit significantly from learning within a community by engaging in solutions to real-world problems.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"48 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140357843","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

Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice 教师在数学课研究中引导全班讨论：从初步理解到实践中的协调

European Journal of Science and Mathematics Education Pub Date : 2024-01-25 DOI: 10.30935/scimath/14149

Filipa Alexandra Baptista Faria, João Pedro Mendes Da Ponte, Margarida Rodrigues

{"title":"Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice","authors":"Filipa Alexandra Baptista Faria, João Pedro Mendes Da Ponte, Margarida Rodrigues","doi":"10.30935/scimath/14149","DOIUrl":"https://doi.org/10.30935/scimath/14149","url":null,"abstract":"This study aims to identify how mathematics teachers understand whole-class discussions and to know the influence of lesson study on the way they orchestrate these discussions. This is a qualitative study, conducted with two groups of middle school teachers. We analyze data concerning three teachers, Patrícia, Marta, and Diana, collected through initial individual interviews and observation of three research lessons. Data are analyzed by discourse analysis, establishing a relationship between the discourse about the teachers’ understanding of whole-class discussions in the initial interview and their subsequent orchestration of this lesson moment. From this relation, we consider the influence of the lesson studies on the teachers’ orchestration practice. The teachers’ discourse in the interviews suggest the existence of a tension between their understanding of the goals of a whole-class discussion and their practice in orchestrating the discussion, causing several challenges. The lesson study contributed to lower these tensions and challenges through the definition of a fluid lesson structure and the appreciation, selection and recording of the students’ activity, enriching the discussion. However, carrying out effective questioning and managing time proved to be complex challenges that deserve attention from further research.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"29 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139596105","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

Does a centralized written final examination in mathematics indeed improve pupils’ subject-related study ability? 数学期末集中笔试是否真的能提高学生与学科相关的学习能力？

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/13829

Pia Tscholl, F. Stampfer, Tobias Hell

{"title":"Does a centralized written final examination in mathematics indeed improve pupils’ subject-related study ability?","authors":"Pia Tscholl, F. Stampfer, Tobias Hell","doi":"10.30935/scimath/13829","DOIUrl":"https://doi.org/10.30935/scimath/13829","url":null,"abstract":"Since 2015/16, a standardized written final examination in mathematics or applied mathematics has been compulsory for nearly all pupils at the upper secondary level in Austria. While this standardized competence-oriented maturity examination is intended to increase pupils’ subject-related study ability, empirical research in this regard is scarce. Therefore, the subject-related study ability for six partially different control and experimental groups containing between 11 and 17 first-year STEM students is compared using a one-tailed two-sample Wilcoxon rank sum test. No significant differences in the subject-related study ability are detected between the control groups, comprising first-year Austrian STEM students who did not participate in the standardized written final examination in mathematics, and the experimental groups, comprising first-year Austrian STEM students who did participate in the standardized written final examination in mathematics. However, post hoc power analyses show that the sample sizes for each of the six sample cases would have to be much larger to prove significant results with a power of at least 80%. Additionally, no evidence for teaching-to-the test practices could be found in the experimental groups.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"43 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125255","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

Management of semiotic representations in mathematics: Quantifications and new characterizations 数学符号表征的管理：量化和新特征

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/13827

F. Ferretti, Alessandro Gambini, Camilla Spagnolo

引用次数: 0

Teachers’ use of inquiry and language scaffolding questions when preparing an experiment 教师在准备实验时使用的探究和语言支架问题

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/14074

Anne Bergliot Øyehaug, Marilyn Kouns, E. Savelsbergh

{"title":"Teachers’ use of inquiry and language scaffolding questions when preparing an experiment","authors":"Anne Bergliot Øyehaug, Marilyn Kouns, E. Savelsbergh","doi":"10.30935/scimath/14074","DOIUrl":"https://doi.org/10.30935/scimath/14074","url":null,"abstract":"This study analyze data from three national contexts in which teachers worked with the same teaching materials and inquiry classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program. The data material is collected from three case studies from the Netherlands, Norway, and Sweden, respectively. Each case is from a teaching unit about green plants and seed sprouting. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in three national settings. The main research question is, as follows: How do primary teachers use questions to scaffold conceptual understanding and language use in inquiry science activities? The data analysis shows that teachers ask different kind of questions such as open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and content-specific meaning-making. However, both open, closed, orienting and influencing questions can scaffold student language and conceptual understanding. Often, teacher questions scaffold both language content-specific meaning-making at the same time. The study shows the subtle mechanisms through which teachers can use questions to scaffold student science literacy and thereby including them in classroom interaction.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"83 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139395529","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 cognitive reflection test and students’ achievements in mathematics and physics 认知反思测试与学生的数学和物理成绩

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/13832

Daniel Doz, J. Sliško

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Primary school teachers’ attitudes towards experimentation in physics teaching 小学教师对物理教学实验的态度

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/13830

Ioannis Vlachos, Georgios Stylos, Konstantinos T. Kotsis

{"title":"Primary school teachers’ attitudes towards experimentation in physics teaching","authors":"Ioannis Vlachos, Georgios Stylos, Konstantinos T. Kotsis","doi":"10.30935/scimath/13830","DOIUrl":"https://doi.org/10.30935/scimath/13830","url":null,"abstract":"The physics’ subject aims to provide the student with a broad understanding of the physical phenomena that occur around them every day and introduce them to the scientific search. The use of experiments in the teaching of the subject contributes to the understanding of these phenomena, the development of skills and critical thinking and has many benefits for the emotional, social and psychomotor fields of the students. In total, 178 primary school teachers who have taught physics from West Greece, were enrolled in our study. All participants completed a questionnaire electronically, based on teachers’ attitudes towards physics teaching on specific factors. No differences were found between genders, teachers’ attitudes towards the use of physics experiments are not affected by their years of service with minor exceptions, while teachers develop more positive attitudes towards experiments over the years of teaching physics. Moreover, teachers’ field of study plays an important role on their attitudes towards experiments, there are no differences to the age group of teachers and their attitude towards the use of experiments in the teaching of physics with an exception. Though further research is needed, our questionnaire helps to identify factors that affect teachers’ attitudes towards performing experiments in physics teaching.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"47 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125503","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

Special tutorials to support pre-service mathematics teachers learning differential equations and mathematical modelling 支持职前数学教师学习微分方程和数学建模的特别辅导班

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/13831

William Guo

{"title":"Special tutorials to support pre-service mathematics teachers learning differential equations and mathematical modelling","authors":"William Guo","doi":"10.30935/scimath/13831","DOIUrl":"https://doi.org/10.30935/scimath/13831","url":null,"abstract":"Special tutorials both online and off-line were experimented in order to provide extra support for the senior pre-service mathematics teachers at an Australian regional university to improve their learning experience and achieve the best possible learning outcomes in an advanced mathematics course focusing on solving ordinary differential equations and applying mathematical modelling. Two types of special tutorials were offered to the students, the progressive tutorials on solving the same problem with different methods according to the learning progression and student’s instant requests, and the targeted tutorials to address the common problems shared by many students in attempting questions in the formal assessments. The experiments on these special tutorials indicated that the targeted tutorials were immensely useful for the students to either expand the scientific knowledge related to a real-world scenario described by words so as to begin problem solving with correct setting-ups or streamline multiple mathematical processes together to solve a complicated real-world problem described in words. This approach motivated most students to achieve their best possible learning outcomes. The progressive tutorials were effective in addressing student’s curiosity of solving the same problem by multiple techniques and hence improving student’s mathematical thinking and problem-solving skills in general. This exploratory study also found that there were common problems with a lack of general science knowledge and retention of the previously learnt mathematical techniques among most students. There also existed a portion of students who showed no interest in engaging with learning regardless of how much extra learning support provided to them.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"13 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127114","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