International Journal of Innovation in Science and Mathematics Education最新文献_第6页

On a Mission: The Case for Sustainability and Embedding Values in a Changing Higher Education Landscape 使命:在不断变化的高等教育格局中可持续发展和嵌入价值的案例

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-08-08 DOI: 10.30722/ijisme.30.03.004

Christine Lindstrøm, D. Spagnoli, M. Pye, Juliey Beckman, A. Kepert

引用次数: 0

A Cross-Institutional Perspective of Pre Laboratory Activities in Undergraduate Chemistry 本科化学实验前活动的跨机构视角

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-06-17 DOI: 10.30722/ijisme.30.02.004

D. L. A. Scarborough, Stephen R. George-Williams, Christopher D. Thompson

{"title":"A Cross-Institutional Perspective of Pre Laboratory Activities in Undergraduate Chemistry","authors":"D. L. A. Scarborough, Stephen R. George-Williams, Christopher D. Thompson","doi":"10.30722/ijisme.30.02.004","DOIUrl":"https://doi.org/10.30722/ijisme.30.02.004","url":null,"abstract":"Pre-laboratory exercises may help reduce cognitive load in the laboratory, boost confidence, develop theoretical understanding and skills, and improve grades on assessment tasks. This study compared pre-laboratory activities at two institutions, Go8-1 and Go8-2, to evaluate which attributes of pre-laboratory activities were perceived by students to best prepare them for laboratory classes. Students were surveyed towards the end of their laboratory course, and were asked a series of Likert-style and open response questions. Factor analysis was used to construct three scales, incorporating items relating to performance and understanding, items relating to affective and personal laboratory experience, and items relating to requiring support with laboratory equipment. No difference between cohorts was observed between the two institutions regarding requiring support with equipment. While Go8-1 students rated performance and understanding more highly than Go8-2 students, the opposite result was observed for affective and personal factors. The factor analysis results and responses to the open response questions indicated that students felt most prepared for laboratory exercises when the pre-class activities touched upon all aspects of the laboratory class. It is recommended that quizzes and video be used in pre-laboratory activities, with these resources covering theory, aims, methods, calculations and data analysis.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75232713","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

Do Students Value On-Campus Field-Based Education? A Case Study of Science Educational Initiatives in the Jock Marshall Reserve 学生重视校园实地教育吗?乔克马歇尔保护区科学教育活动的个案研究

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-06-14 DOI: 10.30722/ijisme.30.02.003

D. G. Chapple, Laura A. Wilson, Rosemarie I. Herbert, Ricardo San Martin, Bruce Weir, Susie S. Ho

{"title":"Do Students Value On-Campus Field-Based Education? A Case Study of Science Educational Initiatives in the Jock Marshall Reserve","authors":"D. G. Chapple, Laura A. Wilson, Rosemarie I. Herbert, Ricardo San Martin, Bruce Weir, Susie S. Ho","doi":"10.30722/ijisme.30.02.003","DOIUrl":"https://doi.org/10.30722/ijisme.30.02.003","url":null,"abstract":"Fieldwork, known for fostering more engaging and authentic learning experiences, is an established tradition in higher education which is changing; increasingly run on-campus for financial and logistical reasons and enhanced through education technologies to reflect industry practices. Here we examine student perceptions of on-campus fieldwork with the aim of understanding if on-campus fieldwork was valued and why, to be able to compare against literature on off-campus fieldwork. We explore student views on activities at the Jock Marshall Reserve, an on-campus nature reserve of Monash University, Australia using mixed-methods approach. An online survey targeted students undertaking four subjects across first to third year and received 116 responses. In alignment with off-campus fieldwork studies, we found that overwhelmingly respondents highly valued fieldwork with dominant reasons being; 1) developed skills relevant to ‘real-world’ science, 2) reinforced theoretical learning, and 3) was more engaging than traditional study, with some benefits to their wellbeing. The novel perceptions related to increased convenience and authenticity. Since a majority of respondents wished to undertake on-campus fieldwork more frequently, this study suggests that the inclusion of on-campus fieldwork should be considered within science curriculum in higher education.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82849739","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

Levels of Science Identity, Belonging and Experiences of Discrimination for Commencing Science Students at an Australian University 澳大利亚一所大学理科新生的科学认同、归属和歧视经历

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-06-11 DOI: 10.30722/ijisme.30.02.001

C. R. Fisher, Christopher D. Thompson, Rowan H. Brookes

{"title":"Levels of Science Identity, Belonging and Experiences of Discrimination for Commencing Science Students at an Australian University","authors":"C. R. Fisher, Christopher D. Thompson, Rowan H. Brookes","doi":"10.30722/ijisme.30.02.001","DOIUrl":"https://doi.org/10.30722/ijisme.30.02.001","url":null,"abstract":"A key step in achieving gender equality in the science, technology, engineering, and mathematics (STEM) workforce is recruiting more women into undergraduate STEM degrees. Some disciplines, such as biology, have been more successful at this than others. Yet, gender issues at university still exist in these science disciplines, which may be deterring women from remaining in this career pathway. This case study at an Australian university explored known risk factors for attrition by surveying 215 first-year undergraduate science students. It also investigated how these factors differ for students in the ‘gender-balanced’ and ‘gender-unbalanced’ science fields. Findings showed that female students in both the ‘gender-balanced’ and ‘gender-unbalanced’ science fields begin university with low levels of belonging, and encounter experiences of discrimination early on. These findings highlight potential risk factors for attrition for incoming Australian science undergraduates, and some potential challenges tertiary educators need to be aware of within their first-year classrooms.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77645155","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

Working With Patterns Through Chess-Based Problems. Strategies and Reasoning Levels of Primary School Students. 通过基于象棋的问题使用模式。小学生的策略与推理水平

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-06-11 DOI: 10.30722/ijisme.30.02.002

Dámaso M. Vera Sáez-Benito, Alberto Arnal-Bailera

{"title":"Working With Patterns Through Chess-Based Problems. Strategies and Reasoning Levels of Primary School Students.","authors":"Dámaso M. Vera Sáez-Benito, Alberto Arnal-Bailera","doi":"10.30722/ijisme.30.02.002","DOIUrl":"https://doi.org/10.30722/ijisme.30.02.002","url":null,"abstract":"The study of patterns has been recognised for many years as setting up the very essence of mathematics. Patterns are connected to all topics in mathematics, so this theme is present throughout the school mathematics curriculum. Among the large number of interesting examples for working on pattern search in elementary school using situations familiar to students, we chose chess because of the relationships shown between this game and different aspects of mathematics. The objectives were to determine the strategies and classify the students' levels of reasoning when working with patterns to solve chess-based problems. A sequence of activities was designed to carry out this task. The sequence presents visual and numerical patterns ordered progressively from a greater presence of visual aspects to a predominance of numerical aspects. The results of this work suggest that chess favours the use of a variety of strategies, some of them even different from those found in previous literature. Students rely on the geometry of the board when working with these particular types of patterns. However, the results show that the level of reasoning is higher in the case of solving numerical patterns.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83911239","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

Creative Science Through Inquiry: Improving Teacher Self-Efficacy and Outcome Expectancy Through Adaptable, Mystery-Based Professional Development 通过探究创造科学:通过适应性、神秘性专业发展提高教师自我效能感和结果预期

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-03-09 DOI: 10.30722/ijisme.30.01.005

Shannon R. Sharp, George L. Rutherford II, Katherine I. Echols

{"title":"Creative Science Through Inquiry: Improving Teacher Self-Efficacy and Outcome Expectancy Through Adaptable, Mystery-Based Professional Development","authors":"Shannon R. Sharp, George L. Rutherford II, Katherine I. Echols","doi":"10.30722/ijisme.30.01.005","DOIUrl":"https://doi.org/10.30722/ijisme.30.01.005","url":null,"abstract":"Teacher self-efficacy is an important contributor to student outcomes, school climate and teacher retention. Outcome expectancy, a construct studied more commonly in health- and behaviour-related fields, may also positively impact school-related outcomes. Research shows that professional development can increase teacher confidence, but few studies have considered this connection for science-focused professional development, specifically. Our study assesses the impact of a science-focused, mystery-based professional development workshop for upper-elementary to high-school teachers. The hands-on, collaborative nature of this workshop allowed for generalisability to classrooms of various ability levels. Using the Science Teaching Efficacy Belief Instrument-A (STEBI-A) as a measure of science-teaching self-efficacy and outcome expectancy, we found that participants’ self-reported self-efficacy and outcome expectancy significantly increased (p < .001 for each) over the course of the two-week workshop. This outcome is especially relevant to schools and districts interested in improving student outcomes, school climate and teacher retention rates.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79170734","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: 3

Is the Bridge Really So Far Away? Elementary Mathematics Teachers' Competencies to Implement Neuroscience Theory into Their Teaching Practices 桥真的那么远吗?小学数学教师在教学实践中运用神经科学理论的能力

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-02-23 DOI: 10.30722/ijisme.30.01.004

R. Guberman, Eti Grobgeld, Yulia Muchnik Rozanov, Adi Eraky

{"title":"Is the Bridge Really So Far Away? Elementary Mathematics Teachers' Competencies to Implement Neuroscience Theory into Their Teaching Practices","authors":"R. Guberman, Eti Grobgeld, Yulia Muchnik Rozanov, Adi Eraky","doi":"10.30722/ijisme.30.01.004","DOIUrl":"https://doi.org/10.30722/ijisme.30.01.004","url":null,"abstract":"This research investigates elementary mathematics teachers' competencies to implement neuroscience theory (NS) of mathematical cognition into their classroom practices during and after, participation in a professional development (PD) course. We examine the teachers' familiarity with Approximate Number System (ANS), relevant to elementary school level, and build their competencies to implement this NS concept into teaching. Data for this qualitative study were collected from the reflective reports written by nineteen female elementary mathematics teachers (aged 25–40) and were analysed using two complementary methodologies: content and linguistic analyses. Our findings indicate that the teachers acquired NS knowledge, and their competencies evolved from listing the facts and analysing their meanings to weighing possible applications and attempts to integrate newly acquired knowledge into their teaching. This study seeks to contribute to the field of professional teacher development by demonstrating how teachers can lend meaning to theoretical knowledge they obtain in a PD course, in meaningful ways by connecting it with their classroom teaching practices.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76893414","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

Elementary Science Teachers’ Understanding of Inquiry-Based Teaching and Self-Evaluation of their Practices: A Case Study from Thailand 小学科学教师对探究性教学的理解与实践自我评价——以泰国为例

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-02-18 DOI: 10.30722/ijisme.30.01.003

Jannapha Soonjan, K. Kaewkhong

引用次数: 0

Real Contexts In Problem-Posing: An Exploratory Study Of Students’ Creativity 问题提出中的真实情境:学生创造力的探索性研究

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-01-27 DOI: 10.30722/ijisme.30.01.002

S. Passarella

{"title":"Real Contexts In Problem-Posing: An Exploratory Study Of Students’ Creativity","authors":"S. Passarella","doi":"10.30722/ijisme.30.01.002","DOIUrl":"https://doi.org/10.30722/ijisme.30.01.002","url":null,"abstract":"The aim of this paper is to start investigating how different real contexts could influence students’ creativity in semi-structured problem-posing activities. In order to pursue this goal, an exploratory study was implemented in a lower secondary school class in which two kinds of real contexts had been considered: a real-mathematical context and a real-life context. Results from the study indicate that there was not a significant difference in students’ creativity between the use of a real-mathematical and a real-life context as starting situations for semi-structured problem-posing activities. However, a fundamental factor that influenced students’ problem-posing performances was the meaningfulness given by students to the context. When the context was not experientially meaningful for a student, she/he tried to associate a new meaning to the context, using some elements from it to re-create a new realistic context in which setting her/his problems. In conclusion, to best support students in posing their problems, the significance of the context appears to be an important factor, in order to increase the opportunities in making connections between mathematics in and outside the classroom, and in helping students in giving sense to their mathematical activity.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88629130","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

Encouraging A Gender Perspective in Science Education: A Learning Experience for Pre-Service Early Childhood Education Teachers 鼓励科学教育中的性别观点:职前幼儿教育教师的学习经验

International Journal of Innovation in Science and Mathematics Education Pub Date : 2022-01-27 DOI: 10.30722/ijisme.30.01.001

Carolina Martín-Gámez, Alicia Fernández-Oliveras

引用次数: 0