Lumat: International Journal of Math, Science and Technology Education最新文献

{"title":"The effect of captions and written text on viewing behavior in educational videos","authors":"J. Persson, Eirik Wattengård, M. Lilledahl","doi":"10.31129/lumat.7.1.328","DOIUrl":"https://doi.org/10.31129/lumat.7.1.328","url":null,"abstract":"The use of videos as learning objects has increased together with an increased variation in the designs of these educational videos. However, to create effective learning objects it is important to have detailed information about how users perceive and interact with the different parts of the multimedia design. In this paper we study, using eye-tracker technology, how fast and for how long viewers focus on captions and written text in a video. An educational video on thermodynamics was created where captions were used to highlight important concepts. Screen recordings of written text from a tablet were used to illustrate mathematical notations and calculations. The results show that there is a significant delay of about 2 seconds before viewers focus on graphical objects that appear, both for captions and for written text. For captions, the viewers focus on the element for 2-3 seconds, whereas for written text blocks, it is strongly dependent on the amount and quality of the presented information. These temporal aspects of the viewers’ attention will be important for the proper design of educational videos to achieve appropriate synchronization between graphical objects and narration and thereby supporting learning.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115761860","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}

{"title":"Technology integration in education: Effectiveness, pedagogical use and competence","authors":"Evdokia Pittas, Adenike T. Adeyemi","doi":"10.31129/lumat.7.1.396","DOIUrl":"https://doi.org/10.31129/lumat.7.1.396","url":null,"abstract":"This cross-sectional study examined primary and secondary teachers’ and students’ views regarding technology integration into teaching and learning in Muscat, Oman. The target group consisted of teachers (N=44) and students (N=219) from two bilingual and two international schools in Oman. Results showed that the majority of students use technology to do projects and research. Both teachers and students enjoy the use of technology in teaching and learning, they feel competent in using it and they similarly evaluate the effectiveness of available technologies. Although the majority of teachers agreed that teaching has become easier and faster with technology, only a small percentage integrates technology into teaching. Factors hindering technology integration concern curriculum design, network issues, time constraint and other. In theory, the study contributes to our understanding of the reasons why teachers’ and students’ find it challenging to use technological innovations in school. Methodologically, this study provides the basis for examining Technological Pedagogical Knowledge in certain socio-geographical contexts. In practice, the study provides educational authorities with suggestions on how technology can be used to support, enhance and extend the curriculum.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128722086","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}

{"title":"Science at home: parents’ need for support to implement video-based online science club with young children","authors":"Jenni Vartiainen, M. Aksela","doi":"10.31129/LUMAT.7.1.349","DOIUrl":"https://doi.org/10.31129/LUMAT.7.1.349","url":null,"abstract":"Homes have remarkable possibilities to act as science learning environments for young children (3 - 6 years old). This qualitative case study investigated what kind of support parents need to do online science activities with their children at home. Data consisted of parent’s theme interviews (n=7).  As a main result, a model of parents’ need for support was produced. The model contains three dimensions: 1) the affective dimension, 2) the knowledge and skills dimension and 3) the organizational dimension. Parents’ own affective experiences, organization of the experiments and finding time to do experiments are important factors to consider, when looking at parents’ willingness to engage in science activities with their children. The parents might not necessarily be content with only the child’s interest in experimenting as a reason to carry out science activities at home, instead they need to be interested and engaged in activities themselves.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129685894","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}

{"title":"Gymnasiets laborationsundervisning i fysik – Vad påverkar lärares val av laborationer?","authors":"Simon Holmström, A-M Pendrill, Urban Eriksson, Nina Reistad","doi":"10.31129/LUMAT.7.1.364","DOIUrl":"https://doi.org/10.31129/LUMAT.7.1.364","url":null,"abstract":"Vilka faktorer påverkar svenska gymnasielärares laborationsundervisning i fysik? Frågan aktualiseras av den svenska läroplansrevisionen från 2011. I denna studie fick 17 lärare på fyra gymnasieskolor diskutera sin laborationsundervisning i fokusgruppsintervjuer. Baserat på en analys av dessa intervjuer genomfördes en kompletterande enkätundersökning med 66 lärare. Händelselogik användes som analysverktyg för att förstå hur lärarnas laborationsundervisning påverkas av olika faktorer. Resultaten från fokusgrupperna tyder på att lärare uppskattar laborationer som 1) bygger på enkel utrustning, 2) ger ett bra resultat avseende värdet på konstanter, samt 3) laborationer som eleverna tycker om. I enkätundersökningen framstod styrdokumenten som en starkare påverkansfaktor än i fokusgrupperna – men resultaten från båda delarna av undersökningen tyder på att styrdokumenten inte är den viktigaste faktorn i lärares val och upplägg av laborationer. \u0000In English \u0000What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work. \u0000FULL TEXT IN SWEDISH.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126001937","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}

{"title":"Teaching kinematic graphs in an undergraduate course using an active methodology mediated by video analysis","authors":"R.-L. Vaara, Daniel Guilherme Gomes Sasaki","doi":"10.31129/LUMAT.7.1.374","DOIUrl":"https://doi.org/10.31129/LUMAT.7.1.374","url":null,"abstract":"This work address the preconceptions of first year engineering students about the kinematic graphs and the outcomes of a pedagogical strategy that relies on Predict – Observe – Explain learning method mediated by a video analysis software. The whole learning procedure was accompanied by a written material as students’ worksheets which enabled a formal record of the students’ conceptions throughout the process. The Test of Understanding of Kinematics Graphs was utilized to evaluate the students’ preconceptions and learning gains. It was found that first year engineering students had serious difficulties in drawing and interpreting kinematic graphs. Although interpretation of graphs and the understanding of the velocity and acceleration concepts improved, the preconceptions were quite resilient.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"273 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125728146","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}

{"title":"Multimodaalisuus 1. ja 4. luokan suomalaisissa matematiikan oppikirjoissa","authors":"Daranee Lehtonen","doi":"10.31129/LUMAT.6.1.341","DOIUrl":"https://doi.org/10.31129/LUMAT.6.1.341","url":null,"abstract":"Tässä tutkimuksessa tarkasteltiin 1. ja 4. luokan matematiikan oppikirjojen multimodaalista tekstiympäristöä eli moninaisten semioottisten resurssien käyttöä, joka on keskeistä matematiikan oppimisessa. Tavoitteena oli selvittää, 1) millaisia semioottisia resursseja oppikirjoissa on sekä luettavaksi annettuna (ts. tekstien tulkinnassa) että tehtäviksi annettuna (ts. tehtävien tekstien tuottamisessa), 2) miten niitä hyödynnetään merkitysten luomisessa ja 3) kuinka monipuolisesti semioottisia resursseja hyödynnetään oppikirjoissa. Tutkimuksen lähestymistapana on monimenetelmä (mixed-methods). Aluksi tarkastelin aineistojen diskurssia yleisellä tasolla soveltaen metafunktiota ja aikaisempia tutkimuksia. Sen jälkeen erittelin aineiston sisältöjä määrällisesti: onko kyseessä tekstien tulkinta vai tuottaminen ja mitä semioottisia resursseja käytetään. Lopuksi tarkastelin eriteltyjen aineistojen diskurssia. Tutkimustulokset osoittavat, että multimodaalisuuden näkökulmasta monipuolisia tekstiympäristöjä huomioidaan hyvin vähän tutkituissa oppikirjoissa. Matematiikan symbolikieli on selkeästi dominoiva erityisesti tekstien tuottamisessa. Kaikissa oppikirjoissa erilaisia semioottisia resursseja hyödynnetään enimmäkseen vain oppilaan luku- ja laskutaitojen perusteella sekä matematiikan opetettavien sisältöalueiden kannalta. Oppilaan monilukutaidon kannalta matematiikan oppikirjojen tekstiympäristö voisi olla monipuolisempi: oppilaalle voitaisiin tarjota enemmän multimodaalista luettavaa ja tuotettavaa. \u0000In English \u0000This study investigated first- and fourth-grade mathematics textbooks’ multimodal text environment. It aimed to discover 1) what semiotic resources are utilised for interpreting and producing texts, 2) how they are used for meaning-making and 3) how diversely. The inquiry strategy was mixed-methods. First, I analysed discourse of the research data generally using metafunction and previous research. Then, I quantified each semiotic resource’s distribution in terms of text interpretation and production and types of semiotic resources. Finally, I analysed discourse of each quantified data. Research findings demonstrate that from a multimodal perspective, diverse textual environment is barely paid attention to. The symbolic language is dominant, especially to text production. In all textbooks, semiotic resources are used mainly on the basis of student’s literacy and numeracy and to-be-leant mathematics contents. In favour of a student’s multiliteracies, mathematics textbooks’ text environment should be more diverse: offer more multimodal text interpretation and production. \u0000FULL TEXT IN FINNISH.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133234371","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}

{"title":"Matematiikan opettajien ja opettajaopiskelijoiden käsityksiä vertailumenetelmästä","authors":"Riikka Palkki","doi":"10.31129/LUMAT.6.1.327","DOIUrl":"https://doi.org/10.31129/LUMAT.6.1.327","url":null,"abstract":"Matematiikan opetuksessa voidaan käyttää niin sanottua vertailumenetelmää, jossa oppilaat tuottavat yhteen tehtävään useamman eri ratkaisutavan tai ne näytetään heille. Tämän jälkeen ratkaisutavoista keskustellaan vertaillen. Tavoitteena on lisätä oppilaiden matemaattista joustavuutta. Tässä fenomenografisessa tutkimuksessa selvitetään, millaisia käsityksiä 25 suomalaisella matematiikan opettajalla ja opettajaopiskelijalla on vertailumenetelmästä heidän tutustuttuaan siihen ensimmäistä kertaa. Osallistujat toivat esiin erilaisia hyötyjä: oppilaat voisivat oppia useita tapoja nähdä asioita, löytää itselleen sopivan ratkaisumenetelmän, opettajasta tulisikin valmentaja ja keskustelu lisääntyisi. Tutkimukseen osallistuneet olivat huolissaan, että oppilaita ei välttämättä kiinnosta useiden ratkaisutapojen käyttö, heillä ei ole valmiuksia siihen tai menetelmä vaatisi opettajalta liikaa. \u0000In English \u0000In mathematics teaching, the comparison method means that students produce or are shown multiple methods for the same problem. Following that, the methods are compared in discussion. The goal is to develop the students’ mathematical flexibility. In this study, phenomenography was used to discover the conceptions of 25 Finnish mathematics teachers and teacher students after they were familiarized with the comparison method for the first time. Participants brought up a wide variety of benefits of using the comparison method: students could learn to see things from different perspectives, they could discover the method that is most suitable for them, and the teacher would become more like a coach; discussion would also increase. Participants worried that students may not be interested in using multiple solving methods, students may not possess the skills necessary for it, or the method could be too demanding on the teacher. \u0000FULL TEXT IN FINNISH.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"209 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134157372","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}

{"title":"The relevance of non-formal Biology Olympiad training for upper secondary school students","authors":"Justus Mutanen, M. Aksela","doi":"10.31129/LUMAT.6.2.311","DOIUrl":"https://doi.org/10.31129/LUMAT.6.2.311","url":null,"abstract":"Science competitions, such as the International Biology Olympiad, are non-formal education targeted to upper secondary school students with high abilities. However, there is little knowledge about what is the relevance of training for a science competition. In this study, Finnish Biology Olympiad training participants were researched in the context of relevance of science education. In total, 28 students filled in questionnaires and participated in interviews. It was found out that the students experienced the training to be especially individually relevant for them, and there was no significant difference between genders. Based on the results, vocational and societal topics should be taken into more account in designing Olympiad trainings.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131848056","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}

{"title":"Building natural science learning through youth science camps","authors":"Piia Nuora, Jouni Välisaari","doi":"10.31129/LUMAT.6.2.326","DOIUrl":"https://doi.org/10.31129/LUMAT.6.2.326","url":null,"abstract":"This study focuses on a youth science camp for pupils in sixth to ninth grades that is organized annually by the University of Jyväskylä, Finland. The main idea of the science camp is to learn to do guided inquiry in nature. The study investigates the significance of science camp for encouraging young participants to learn science and how the camp supports their learning. The research method used was a survey. Altogether, 47 youth participated in the camp in 2012 and 2013. The results show that the participants wanted to learn more about science than secondary school could offer, and science camp had a positive impact on their interest in science. It was possible to introduce important concepts of chemistry and biology in a comprehensible manner through experimentation in an authentic context. The participants worked as researchers in a positive and non-formal learning environment and they received concrete experience with the various phases of scientific research.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125392599","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}

{"title":"Outdoor chemistry in teacher education – a case study about finding carbohydrates in nature","authors":"J. Höper, Hans-Georg Köller","doi":"10.31129/lumat.6.2.314","DOIUrl":"https://doi.org/10.31129/lumat.6.2.314","url":null,"abstract":"In this case study, we describe an inquiry-based approach to enhancing tuition in chemistry by taking student teachers out of the lab and into nature. We used video observation and interviews to gain insight into student teachers’ expectations and experiences of such fieldwork. Through thematic analysis, we found that the participants perceived the approach as individually relevant and worthy of integrating as a teaching method in future practice. Further, we discussed challenges presented by outdoor chemistry and ways to overcome these. Overall, we show that fieldwork in chemistry contributed to a better understanding of chemistry as an integral part of nature.","PeriodicalId":380132,"journal":{"name":"Lumat: International Journal of Math, Science and Technology Education","volume":"250 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132855478","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}