International Journal of Innovation in Science and Mathematics Education最新文献_第5页

Student Perspectives on Summer School Versus Term-Time for Undergraduate Mathematics 学生对暑期学校与学期数学的看法

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-12-22 DOI: 10.30722/ijisme.30.05.003

G. Papadopoulos, D. Easdown

引用次数: 0

Learning Mathematics with Interactive Technology in Kenya Grade-one Classes 在肯尼亚一年级课堂上用互动技术学习数学

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-12-22 DOI: 10.30722/ijisme.30.05.001

Larysa V. Lysenko, P. Abrami, Anne Wade, Enos Kiforo, Rose Iminza

{"title":"Learning Mathematics with Interactive Technology in Kenya Grade-one Classes","authors":"Larysa V. Lysenko, P. Abrami, Anne Wade, Enos Kiforo, Rose Iminza","doi":"10.30722/ijisme.30.05.001","DOIUrl":"https://doi.org/10.30722/ijisme.30.05.001","url":null,"abstract":"While countries in sub-Saharan Africa have made significant progress towards achieving universal school enrolment, millions of students lack basic numeracy skills. This paper reports the results of a pilot study that aimed at using the Emergent Literacy in Mathematics (ELM) software to teach mathematics in early primary grades in Kenya. Designed as a pre- and post-test non-equivalent group research, the study unfolded in 14 grade-one classes from 7 primary public schools. After having learned with ELM for about two terms, the experimental students (N = 283) considerably outperformed their peers (N = 171) exposed to traditional instruction with the effect sizes of +0.37 on the overall skills measured by a standardised test of mathematics. The impact of ELM activities was the greatest on students’ ability to take language and concepts of mathematics and apply appropriate operations and computation to solve word problems. On this set of skills, the magnitude of difference between the experimental and control groups was +0.77. This study also revealed some positive shifts in the teachers’ perceptions about their practice. The teachers who adopted ELM in their practice reported having gained more confidence in mathematics and comfort in teaching mathematics with computers.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73781512","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

Attendance Matters: Student Performance and Attitudes 出席问题:学生的表现和态度

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-09-09 DOI: 10.30722/ijisme.30.04.004

R. Khan

{"title":"Attendance Matters: Student Performance and Attitudes","authors":"R. Khan","doi":"10.30722/ijisme.30.04.004","DOIUrl":"https://doi.org/10.30722/ijisme.30.04.004","url":null,"abstract":"Most academics consider class attendance as key to performance, using various strategies to encourage students to attend classes and engage more fully with the course, often with limited if any success. In Part 1 of this paper, we investigate the relationship between student attendance and performance based on two units. In the first unit, students scanned their student-cards before entering the lecture venue; in the second unit, attendance was based on tutorial attendance records. For each unit, attendance records were merged with performance and demographic data from the university records. The data were analysed using statistical modelling to determine the effect of attendance on performance. In Part 2, we report on surveys of academic staff and students administered across Australia, New Zealand, South Africa, South America, Europe and the US. In particular, we investigate the relationship between attitude towards attendance and importance of attendance to student performance and demography. Similarly, we investigate the relationship between attitudes of staff towards attendance to staff demography. Some qualitative analyses of open-ended comments from both staff and students were also performed. Statistical analysis showed a significant relationship between attendance and performance, with an increase of 0.52% per lecture and 1.7% per tutorial attendance respectively for the two units. Further, students in Mathematics and Statistics, Arts, and Medicine and Dentistry thought lecture attendance was important, while staff overwhelmingly agreed that class attendance was important.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87119223","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

Cultivating a Design Thinking Mindset in Educationally Disadvantaged Students Using a Design-based Activity 利用设计活动培养弱势学生的设计思维

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-09-07 DOI: 10.30722/ijisme.30.04.001

Luecha Ladachart, Sirinapa Khamlarsai, Wilawan Phothong

{"title":"Cultivating a Design Thinking Mindset in Educationally Disadvantaged Students Using a Design-based Activity","authors":"Luecha Ladachart, Sirinapa Khamlarsai, Wilawan Phothong","doi":"10.30722/ijisme.30.04.001","DOIUrl":"https://doi.org/10.30722/ijisme.30.04.001","url":null,"abstract":"Science, technology, engineering, and mathematics (STEM) education, as an educational policy, provides opportunities for students to learn these disciplines in more integrated ways than traditional methods. This can be pedagogically accomplished via a design-based approach where students engage collaboratively in solving engineering problems using various domains of knowledge and skills. In this pedagogical process, design thinking is vital. However, little is known about whether students develop this kind of thinking and its mindset when engaging in design-based activities. The purpose of this study is to examine the influence of a design-based activity on design thinking. Participants included 18 ninth-grade students in a small rural school. The data were collected using a Likert-scale questionnaire before and after the design-based activity, in combination with classroom observations and focus group interviews with the students. The Wilcoxon signed-rank test was used to analyse the quantitative data and a thematic analysis method was utilised for the qualitative data. The results indicate that the students were significantly more comfortable with solving engineering problems, even though other aspects of design thinking mindset (e.g., user empathy, collaboratively working with diversity, orientation toward learning, and creative confidence) were not significantly different. These results are discussed based on the enacted nature of the activity.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81827148","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

Co-designing Integrated Mathematics and Science Lesson Learning Sequences for Primary Education 共同设计小学数学与科学综合课程学习顺序

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-09-07 DOI: 10.30722/ijisme.30.04.005

Sally Hughes, J. Russo, Jennifer Mansfield, Anita Green, David C. Jones, C. Vale, A. Berry

引用次数: 0

Written Reflection Influences Science Students’ Perceptions of Their Own and Their Peers’ Teamwork and Related Employability Skills 书面反思影响理科生对自己和同伴的团队合作和相关就业技能的看法

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-09-07 DOI: 10.30722/ijisme.30.04.002

Thomas J. Hiscox, T. Papakonstantinou, Gerry M. Rayner

{"title":"Written Reflection Influences Science Students’ Perceptions of Their Own and Their Peers’ Teamwork and Related Employability Skills","authors":"Thomas J. Hiscox, T. Papakonstantinou, Gerry M. Rayner","doi":"10.30722/ijisme.30.04.002","DOIUrl":"https://doi.org/10.30722/ijisme.30.04.002","url":null,"abstract":"The impact of written reflection on tertiary students’ self-efficacy, and corresponding evaluation of their peers’ abilities, is often imprecise and lacking in clarity. This study thus sought to assess the effects of a written reflective diary on science undergraduates’ teamwork-related and other employability skills. Employability skills, in particular students’ teamwork-related skills, are crucial to students’ career development and progression. Assessment was carried out using a series of pre- and post-reflection online surveys, the TeamQ assessment rubric, and student focus groups. Participants identified five key teamwork skills, the importance of which remained constant over time. Written reflection had a significant, positive effect on students’ self-efficacy of their oral communication skills. Students’ written reflections were also important in shaping their perceptions about the domain of fostering a team climate, both in terms of their own self-efficacy and perceptions of their peers’ abilities. This study has interesting implications for future research into science students’ teamwork and other employability skills.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77038999","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

Effects of a Digital Math Training Intervention on Self-Efficacy: Can Clipart Explainers Support Learners? 数字数学训练干预对自我效能感的影响:剪贴画解释器能支持学习者吗?

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-09-07 DOI: 10.30722/ijisme.30.04.003

Markus H. Hefter, Rudolf vom Hofe, Kirsten Berthold

{"title":"Effects of a Digital Math Training Intervention on Self-Efficacy: Can Clipart Explainers Support Learners?","authors":"Markus H. Hefter, Rudolf vom Hofe, Kirsten Berthold","doi":"10.30722/ijisme.30.04.003","DOIUrl":"https://doi.org/10.30722/ijisme.30.04.003","url":null,"abstract":"In the mathematics domain, learning from worked examples is a best practice method for initial skill acquisition. However, open questions refer to effective digital training interventions in the field. Subject to these questions are the potential effects of self-explanations on self-efficacy, and the role of clip art explainers currently in vogue (cartoon teachers plus explanations in speech bubbles). We thus developed and field-tested a short-term (approximately 45 minutes) digital training intervention on mathematical proportionality with 113 German secondary school students (Mage: 14.12 years). We applied a quantitative experimental research design to analyse learning processes and outcomes with tests and questionaires. To investigate the potential supportive effects of the clipart explainers, we compared two versions of our intervention: with clip art explainers (clipart condition) and without them (control condition). Our training intervention revealed a significant positive within-subjects effect on the learners’ mathematical self-efficacy related to proportionality tasks. The clipart explainers had a significant negative between-subject effect on the subjective difficulty of the instructional material—with no indications of being detrimental to learning. Finally, we detected self-explanation quality and task engagement to be significant predictors for learning outcomes. Our findings underscore the importance of having learners deeply process the given materials.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87650569","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: 2

Driving Course Engagement Through Multimodal Strategic Technologies 通过多模式战略技术推动课程参与

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-08-08 DOI: 10.30722/ijisme.30.03.002

Michael Gladys, Lachlan Rogers, G. Sharafutdinova, Nicholas Barnham, Patrick Nichols, P. Dastoor

{"title":"Driving Course Engagement Through Multimodal Strategic Technologies","authors":"Michael Gladys, Lachlan Rogers, G. Sharafutdinova, Nicholas Barnham, Patrick Nichols, P. Dastoor","doi":"10.30722/ijisme.30.03.002","DOIUrl":"https://doi.org/10.30722/ijisme.30.03.002","url":null,"abstract":"This paper describes the development of a new second-year level undergraduate Physics course at the University of Newcastle, comprising three four-week modules (encompassing Special Relativity, Nuclear and Particle Physics) for a combined roster of both Newcastle and James Cook students. A series of multimodal digital learning technology platforms were employed to see if they could maximise student engagement. Specifically, a flipped classroom system was trialled whereby students were tasked with creating their own lecture notes from online videos (created using Lightboard and PowerPoint). This approach resulted in 90% of the class actively engaging with the lecture content. Weekly online tutorial workshops consistently achieved an attendance rate of approximately 85% and included an online quiz based on embedded questions within the lecture videos. In addition, innovative STEM laboratory workshops exploited active engagement strategies including purely online worksheets to blended and remote experiments. The inclusion of a Slack-based project management hub enabled students to work seamlessly under constantly changing COVID-19 restrictions while exposing them to planning, management and Python control coding, under the visage of “embracing technology and best practice to deliver the greatest possible student experience”. A review of students’ view of the Lightboard and PowerPoint lecture content was conducted with Lightboard being the student’s outright preference.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73295872","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

Student Perceptions and Engagement in Video-based Learning for Microbiology Education 学生对微生物学教学视频学习的认知与参与

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-08-08 DOI: 10.30722/ijisme.30.03.001

A. H. Chan, Ethan Y. Y. Kok, Muhammad Asyraf M. Razali, G. Lawrie, Jack T. H. Wang

{"title":"Student Perceptions and Engagement in Video-based Learning for Microbiology Education","authors":"A. H. Chan, Ethan Y. Y. Kok, Muhammad Asyraf M. Razali, G. Lawrie, Jack T. H. Wang","doi":"10.30722/ijisme.30.03.001","DOIUrl":"https://doi.org/10.30722/ijisme.30.03.001","url":null,"abstract":"Online learning increases the physical distance between instructors and students and depending on the mode of delivery, it can be challenging to close this gap. To ameliorate this potential for student isolation, instructors need to communicate to students in a variety of ways, blending original online resources with synchronous interactive learning activities. During 2020, 34 lecture videos were created for a large undergraduate microbiology and immunology course offered at The University of Queensland. The teaching team applied a subset of Mayer’s multimedia learning design principles – embodiment, mixed perspectives, segmenting, signalling – to create videos featuring instructor presence, multiple presentation styles, and dynamic pacing. When compared to voice-over presentations created by automated lecture capture software, the outcomes of this design process increased student engagement in video-based learning across the 2020 and 2021 course offerings. Analysis of student perception data collected by online questionnaires and interviews revealed broad agreement with the design principles used for video-based learning. However, their value of on-screen instructor visibility, graphics, and text was variable as a result of individual preferences. Together these findings present a case study in which instructional videos were developed iteratively through the selective application of multimedia design principles and strategic adaptation of existing learning resources.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87749796","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

Tertiary STEM for All: Enabling Student Success Through Teaching for Equity, Diversity and Inclusion in STEM 全民高等STEM:通过STEM的公平、多样性和包容性教学，使学生取得成功

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-08-08 DOI: 10.30722/ijisme.30.03.003

R. Ramiah, Lisa Godinho, Chanelle Wilson

引用次数: 0