European Journal of Science and Mathematics Education最新文献_第8页

What do we really know about students’ written arguments? Evaluating written argumentation skills 我们对学生的书面论点到底了解多少?评估书面论证能力

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/13284

M. Evagorou, E. Papanastasiou, M. Vrikki

{"title":"What do we really know about students’ written arguments? Evaluating written argumentation skills","authors":"M. Evagorou, E. Papanastasiou, M. Vrikki","doi":"10.30935/scimath/13284","DOIUrl":"https://doi.org/10.30935/scimath/13284","url":null,"abstract":"The purpose of this study was to explore the different sub-skills of students’ written arguments (i.e., writing an argument, choosing a convincing argument) that might exist, and the content dependency of arguments. This paper presents two written argumentation tools that were designed for 11-14 year-old students, and the main outcomes from applying the tools to evaluate the written arguments of 246 students. The analysis of the data implies that choosing a convincing argument is a different kind of skill than any of the other three aspects of argumentation that were evaluated in these tests; that argumentation is content specific, and that argument construction is easier when the students’ have knowledge of the topic, regardless of whether this is a scientific or an everyday life topic. A main contribution in this study is that we have identified the degree of complexity for all four sub-skills that were included in the test. By identifying that writing an argument is a more difficult skill to acquire, or that students are not acquainted with it, it can help educators to design better scaffolding structures to support students when writing counterarguments. Research implications arising from the findings include exploring in detail how students choose to agree or disagree with given claims in different situations – for example exploring the difference in agreeing with media claims on socioscientific issues as opposed to scientific claims in the science classroom. Implications for teaching include using different teaching approaches for scientific and everyday argumentation.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69240528","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

Conditions and constraints of implementing a mathematics lesson study-based PD program for Japanese pre-service teachers 日语职前教师实施数学课堂研究型PD计划的条件与制约

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12643

Yusuke Shinno, T. Yanagimoto

{"title":"Conditions and constraints of implementing a mathematics lesson study-based PD program for Japanese pre-service teachers","authors":"Yusuke Shinno, T. Yanagimoto","doi":"10.30935/scimath/12643","DOIUrl":"https://doi.org/10.30935/scimath/12643","url":null,"abstract":"In this study, we aim to explore the conditions and constraints of implementing a lesson study-based professional development (LSPD) program for Japanese pre-service primary teachers. Based on the anthropological theory of the didactic–a well-established theoretical framework in mathematics education research–it offers three dimensions (institutional, educational, and personal) to frame and analyze the various conditions to implement the LSPD program and the constraints that impede them. We used a case study of an LSPD program for Japanese pre-service primary teachers, which offered pre-service teachers an opportunity to engage in mathematics lesson planning and participate in a lesson study conference. The results illustrated the conditions of the institutional context in which the LSPD program appeared, and the constraints in the difficulty of making the lesson study and PD coexist. We also found that the personal constraints on pre-service teachers’ lesson preparation work were affected by the conditions and constraints in other dimensions (institutional or educational). Thus, this study contributes to a deeper understanding of the constraints that may shape or hinder teachers’ practice and knowledge in the LSPD program at diverse but interrelated levels.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69240613","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

Examining the relationship between TPACK and STEAM through a bibliometric study 通过文献计量学研究检验TPACK和STEAM之间的关系

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12981

K. Karampelas

引用次数: 1

Self-organized learning environments (SOLEs) pedagogy as a conduit to learners’ metacognitive skills and conceptual understanding of “S” in STEM: The South African study 自组织学习环境(SOLEs)教学法作为学习者元认知技能和STEM中“S”概念理解的渠道:南非研究

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/13038

Hodi Tsamago, A. Bayaga

{"title":"Self-organized learning environments (SOLEs) pedagogy as a conduit to learners’ metacognitive skills and conceptual understanding of “S” in STEM: The South African study","authors":"Hodi Tsamago, A. Bayaga","doi":"10.30935/scimath/13038","DOIUrl":"https://doi.org/10.30935/scimath/13038","url":null,"abstract":"The current study examined self-organized learning environments (SOLEs) pedagogy as a conduit to learners’ metacognitive skills and conceptual understanding in physical sciences and science, technology, engineering, and mathematics (STEM) as a whole in Capricorn District of Limpopo Province of South Africa. The aim was based on ongoing debates related to integrating technology and metacognitive skills in STEM education to improve educational outcomes. Anchored upon the aim and through experimental (one urban and one rural) groups and control (one urban and one rural) groups, the study employed a non-equivalent quasi-experimental (control group) design to glean and analyze data from 155 selected participants through a stratified sampling method. Data were collected using physical sciences pre- and post-tests and metacognition self-assessment scale questionnaire. Data analysis employed descriptive (mean [M], standard deviation, and effect size) and inferential (parametric t-test) analysis. The findings indicate that the mean gain score (M=6.37) of the experimental groups (that were taught through SOLEs pedagogy) was higher than that of their counterparts (M=2.60) in the control groups with a p-value (p=0.037) that is less than 0.005. Similarly, in terms of conceptual understanding, the findings indicate that the experimental groups improved significantly more than the control groups at a significant p-value of 0.00. Finally, the study concludes that SOLEs pedagogy improves learners’ metacognitive skills that, in turn, enhance conceptual understanding of physical sciences content. Furthermore, the current study recommends further longitudinal studies with larger sample sizes to explore SOLEs pedagogy in STEM.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69240409","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

Is there room for conjectures in mathematics? The role of dynamic geometry environments 数学中有猜想的余地吗?动态几何环境的作用

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/13204

I. Rizos, Nikolaos Gkrekas

引用次数: 0

Uncovering student errors in measures of dispersion: An APOS theory analysis in high school statistics education 揭示学生在离散度测量中的错误:高中统计教育中的APOS理论分析

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/13260

Chiew Leng Ng, C. Chew

引用次数: 0

Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study 准备，领导和反思全班讨论:未来的数学教师如何在课堂学习中发展他们的知识

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12432

Micaela Martins, J. Ponte, Joana Mata-Pereira

引用次数: 2

Fixed mindset as a challenge in teaching practice: A pre-service teacher’s experiences of received feedback 固定心态在教学实践中的挑战:一位职前教师的接收反馈体验

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12563

Sonja Lutovac, Matti Hasari, Raimo Kaasila

引用次数: 1

Shine a spotlight on the preparatory service within science teacher education in Germany: A systematic review 德国科学教师教育中的预备服务:系统回顾

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12980

Melina Doil, V. Pietzner

引用次数: 1

Drawing on a computer algorithm to advance future teachers’ knowledge of real numbers: A case study of task design 利用计算机算法提高未来教师实数知识:任务设计案例研究

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12640

Rongrong Huo

引用次数: 1