European Journal of Science and Mathematics Education最新文献_第5页

Pre-service mathematics teachers' views of nature of science in the context of COVID-19 新冠肺炎背景下职前数学教师的科学本质观

European Journal of Science and Mathematics Education Pub Date : 2023-07-01 DOI: 10.30935/scimath/12982

O. Sengul

{"title":"Pre-service mathematics teachers' views of nature of science in the context of COVID-19","authors":"O. Sengul","doi":"10.30935/scimath/12982","DOIUrl":"https://doi.org/10.30935/scimath/12982","url":null,"abstract":"A framework for K-12 science education (National Research Council [NRC], 2012) supports science learning on social and political issues to make informed decisions and solve problems. Socio-scientific issues have been considered as a context to teach characteristics of nature of science (NOS). This study is a qualitative study in nature to examine how pre-service mathematics teachers define science and address different aspects of science and scientific literacy in the context of coronavirus (COVID-19). Data sources included written reports and reflections on basic science-related questions. Responses from 50 pre-service mathematics teachers were analyzed through thematic analysis. The results indicated that pre-service mathematics teachers defined science as a product in the form of systematic knowledge, fact or theories-laws-models, and they provided informed or partially informed views on empirical, sociocultural, tentativeness, and subjectivity aspects by referring to cognitive, developmental, and sociocultural dimensions of science literacy. Pre-service mathematics teachers’ definition of science as accumulated knowledge was not aligned with their desirable views on aspects of NOS. The study suggests possible implications for further studies.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41962000","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

Problem-Solving Models Using Procedural Knowledge in Solving Mathematics Problems of Junior High School Students 运用程序知识解决初中生数学问题的问题解决模式

European Journal of Science and Mathematics Education Pub Date : 2023-06-15 DOI: 10.12973/ejmse.4.2.95

Syaiful*, Puspayanti, Puspayanti Puspayanti

{"title":"Problem-Solving Models Using Procedural Knowledge in Solving Mathematics Problems of Junior High School Students","authors":"Syaiful*, Puspayanti, Puspayanti Puspayanti","doi":"10.12973/ejmse.4.2.95","DOIUrl":"https://doi.org/10.12973/ejmse.4.2.95","url":null,"abstract":"The ability of students to build problem-solving models using procedural knowledge can be viewed from several aspects, including Mastery of Mathematical Problem Solving (MPS), understanding concepts and application of concepts, the relationship between learning outcomes of mathematics and interest in learning, and examine the contribution of the ability to understand concept problems, the application of concepts to the ability of MPS, as well as student difficulties and some of the advantages of students in solving problems. This experimental study aims to explain the effect of the MPS model using procedural knowledge on solving mathematical problems for Junior High School Students (JHSS). The findings showed that 1) The MPS method using procedural knowledge significantly improved learning outcomes, but the mastery of MPS for JHSS was still unsatisfactory. 2) MPS teaching could still not improve meaningful learning outcomes. However, when JHSS applied the concepts, calculations, and problem-solving aspects, MPS teaching improved meaningful learning outcomes. 3) Students' interest in learning mathematics in the two sample classes was classified as positive. Shortly, MPS teaching accustoms students to think systematically and creatively and not just give up on the problems they face.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90529175","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 Influence of Teacher Clarity and Real-World Applications on Students’ Achievement in Modern Algebra 教师清晰度和现实应用对学生现代代数成绩的影响

European Journal of Science and Mathematics Education Pub Date : 2023-06-15 DOI: 10.12973/ejmse.4.2.111

Ahmad Khalid

引用次数: 0

Teaching Science Out-of-field: Beliefs and Practices 野外科学教学:信念与实践

European Journal of Science and Mathematics Education Pub Date : 2023-06-15 DOI: 10.12973/ejmse.4.2.133

Coral Campbell, C. Vale, Christopher Speldewinde

{"title":"Teaching Science Out-of-field: Beliefs and Practices","authors":"Coral Campbell, C. Vale, Christopher Speldewinde","doi":"10.12973/ejmse.4.2.133","DOIUrl":"https://doi.org/10.12973/ejmse.4.2.133","url":null,"abstract":"Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s specialist field and then a subsequent out-of-field lesson, were analysed using the framework of a belief that investigated the relationships between in-field and out-of-field beliefs and practices. Findings indicate that those who teach science out-of-field revert to traditional ways of teaching, despite being more open and adventurous in their in-field discipline areas. However, there were significant instances of boundary crossing with their pedagogy to support their teaching – both in-field and out-of-field. These findings support the development of structured mechanisms and strategies to assist teachers to cross boundaries to establish new and unique interdisciplinary practices.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84738283","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

Conceptions of Mathematics Teacher Educators Depicting Essential Mathematics Teacher Educator Knowledge 数学教师教育者的概念:数学教师教育者的基本知识

European Journal of Science and Mathematics Education Pub Date : 2023-06-15 DOI: 10.12973/ejmse.4.2.121

Priestly Malambo

{"title":"Conceptions of Mathematics Teacher Educators Depicting Essential Mathematics Teacher Educator Knowledge","authors":"Priestly Malambo","doi":"10.12973/ejmse.4.2.121","DOIUrl":"https://doi.org/10.12973/ejmse.4.2.121","url":null,"abstract":"Research into knowledge which mathematics teachers require to teach abounds. There is also mounting interest among mathematics teacher education researchers to characterize mathematics teacher educator knowledge (MTEK). However, there is a generic dearth of studies focusing on conceptions of mathematics teacher educators (MTE) regarding MTEK. This article is a product of a qualitative case study underscoring teacher educator conceptions in that regard and the investigation involved two MTE who were practicing in a university. The research site was conveniently chosen, and participants were intentionally selected to respond to interview questions which elicited espoused views. Narrative analysis was used through exploration and subsequent interpretation of transcripts which aligned with questions posed. Analyses suggested a complexity to exhaustively categorize the MTEK necessary for MTE to train mathematics teachers. Notwithstanding, MTE believed that MTEK should include understanding of research in mathematics teacher education and teaching, mathematics teacher knowledge, and MTE professional development. Additionally, the findings suggested that MTE acquire mathematics teacher educator knowledge through postgraduate studies, on the job practice, mentorship, and participation in professional development activities. Research in other contexts is recommended to identify mathematics teacher educators’ understandings of MTEK and how that knowledge should be acquired.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83829243","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

Application of the Blended Learning Model to Improve the Mathematical Creative Thinking Skills of GeoGebra-Assisted Junior High School Students in Mathematics Lessons 应用混合学习模式提高geogebra辅助初中生数学创造性思维能力

European Journal of Science and Mathematics Education Pub Date : 2023-06-15 DOI: 10.12973/ejmse.4.2.149

Asri Ode, Rusdyi Habsyi

{"title":"Application of the Blended Learning Model to Improve the Mathematical Creative Thinking Skills of GeoGebra-Assisted Junior High School Students in Mathematics Lessons","authors":"Asri Ode, Rusdyi Habsyi","doi":"10.12973/ejmse.4.2.149","DOIUrl":"https://doi.org/10.12973/ejmse.4.2.149","url":null,"abstract":"In terms of learning and academic level, this study compares the development of mathematical creative thinking skills between students who use the Blended Learning Model with GeoGebra support (BLM-G) and students who use the Blended Learning Model without GeoGebra aid (BLM-non-G). A nonequivalent control-group design and a quasi-experimental research methodology are being used. The participants in this study were eighth-grade SMPN students in Ternate City, Indonesia. The research sample was 125 people from two schools with different grade levels. The instrument used is a mathematical creative thinking ability test. Research result; Learning using BLM-G influences students' mathematical creative thinking abilities at high and medium school levels, with very high categories. When compared to kids who learn using BLM-non-G learning, students who use BLM-G learning exhibit greater growth in their capacity for both mathematical and creative thought. This is based on high school level pupils. Kids who study using BLM-G learning and students who learn using BLM-non-G learning exhibit equal increases in their capacity for mathematical and creative thought at the middle school level.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81025049","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

Establishing a physics concept inventory using computer marked free-response questions 利用计算机标记的自由回答问题建立物理概念量表

European Journal of Science and Mathematics Education Pub Date : 2023-04-01 DOI: 10.30935/scimath/12680

Mark A. J. Parker, Holly Hedgeland, S. Jordan, N. J. Braithwaite

引用次数: 0

Assessing Greek pre-service primary teachers’ scientific literacy 评估希腊小学职前教师的科学素养

European Journal of Science and Mathematics Education Pub Date : 2023-04-01 DOI: 10.30935/scimath/12637

Georgios Stylos, Olga Siarka, K. Kotsis

引用次数: 7

Developing and Validating a Contextualized Science Literacy Assessment for Adults: The Case of Parents of Hard of Hearing Children 发展与验证成人情境化科学素养评估:以重听儿童家长为例

European Journal of Science and Mathematics Education Pub Date : 2023-03-15 DOI: 10.12973/ejmse.4.1.29

Sophie Shauli, A. Baram‐Tsabari

{"title":"Developing and Validating a Contextualized Science Literacy Assessment for Adults: The Case of Parents of Hard of Hearing Children","authors":"Sophie Shauli, A. Baram‐Tsabari","doi":"10.12973/ejmse.4.1.29","DOIUrl":"https://doi.org/10.12973/ejmse.4.1.29","url":null,"abstract":"The diversity of definitions of science literacy has resulted in a diversity of measurement tools. However, adult science literacy is mainly assessed on short standardized and non-contextualized questions, thus making the study of adult science literacy more qualitative than quantitative. Here we describe the rationale, development, and validation of a questionnaire that associates the use of science in the specific science-related setting of parents of hard of hearing children with general and topic-specific science knowledge. The questionnaire went through four developmental steps: (1) gathering input from hearing rehabilitation experts and parents, (2) testing the close-ended questionnaire (n=10), (3) open-ended questionnaire (n=24), (4) online close-ended questionnaire (n=91). These all assessed general science knowledge, contextual science knowledge in the field of hearing and parents' advocacy knowledge and attitudes. These steps and the resulting assessment tool can thus inform the further development of measures of adult science literacy in context. The findings suggest that although general science knowledge enables the application of science to everyday science-related problems it only explained a small proportion of the variance in contextual science knowledge. Thus, the results strongly point to the importance of measuring adults' science literacy in a context that is relevant to the responders. The findings also underscored the disappointing outcomes of secondary science education, in that formal scientific background predicted general science knowledge but did not account for contextual science knowledge at all. This should elicit concern as to the ability of students to use science knowledge in future personally important science related contexts.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83459378","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

Investigating ‘A’ Level Biology Teachers’ Content Knowledge on Biodiversity in Midlands Urban: A Case of Four Selected Teachers 中部城市A级生物教师生物多样性内容知识调查——以4位入选教师为例

European Journal of Science and Mathematics Education Pub Date : 2023-03-15 DOI: 10.12973/ejmse.4.1.49

J. M, J. Mukaro, W. Parawira

{"title":"Investigating ‘A’ Level Biology Teachers’ Content Knowledge on Biodiversity in Midlands Urban: A Case of Four Selected Teachers","authors":"J. M, J. Mukaro, W. Parawira","doi":"10.12973/ejmse.4.1.49","DOIUrl":"https://doi.org/10.12973/ejmse.4.1.49","url":null,"abstract":"This paper reports on part of an ongoing large-scale research on the need to improve science teaching and learning through investigating the Pedagogical Content Knowledge (PCK) of biology teachers for the topic Biodiversity. Six factors have been seen to affect teacher PCK, i.e., content knowledge, knowledge of students, science teaching orientations, knowledge of assessment, knowledge of instructional strategies and knowledge of the curriculum. This research aimed to examine the teacher’s level of content knowledge (CK). A qualitative research paradigm was adopted, and a case study research design used. The case (unit of analysis) was Biology teacher CK, and the subjects were the four teacher participants purposively selected. Lesson observations, teacher interviews and learner questionnaires were used to collect data on teacher CK. A content knowledge analytical framework consisting of five constructs was designed and used to analyse the teacher CK and data triangulated with data collected from interviews and questionnaires. This research revealed that ‘A’ level Biology teachers’ CK vary from teacher to teacher depending on several factors which include teacher identity, planning, workshopping, and motivation among others. Of the four Biology teacher participants, two had adequate CK and the other two exhibited inadequate CK. Inadequate CK was attributed to lack of planning, non-exposure to workshops and lack of teacher motivation. Consequently, this research recommends supervision of teachers from school level to national level, a series of teacher workshops on the demands of the competence-based curriculum and constructive teacher identity as well as introduce factors that enhance teacher motivation. Further research on the content knowledge of Biology teachers in other learning areas is recommended.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81177671","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