International Journal of Innovation in Science and Mathematics Education最新文献_第9页

Responses to COVID-19 in the Context of Quality Assurance, Quality Improvement and Scholarship Requirements for Curricula 在质量保证、质量改进和课程奖学金要求的背景下应对COVID-19

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-08-30 DOI: 10.30722/ijisme.29.03.006

T. Acuña, J. Kelder

引用次数: 0

First Year Student Perception and Experience of Online Topographical Anatomy Laboratory Classes using Zoom Technology during the COVID-19 Pandemic 一年级学生在COVID-19大流行期间使用变焦技术的在线地形解剖学实验课的感知和体验

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-08-30 DOI: 10.30722/ijisme.29.03.002

Rudi Klein, Chiara Tomassoni, Gayathri Rajaaman, M. Winchester, N. Eizenberg, P. Sinnayah

{"title":"First Year Student Perception and Experience of Online Topographical Anatomy Laboratory Classes using Zoom Technology during the COVID-19 Pandemic","authors":"Rudi Klein, Chiara Tomassoni, Gayathri Rajaaman, M. Winchester, N. Eizenberg, P. Sinnayah","doi":"10.30722/ijisme.29.03.002","DOIUrl":"https://doi.org/10.30722/ijisme.29.03.002","url":null,"abstract":"During semester one of 2020, the units ‘Functional Anatomy of the Trunk’ and ‘Functional Anatomy of the Limbs’ which focus on human topographical anatomy were re-designed into an online delivery format and taught remotely in response to the COVID-19 lockdown. It was expected that the move to remote teaching would negatively impact student perception and learning experience, in particular that of the cadaver-based laboratory work. The aim of this study was to investigate whether the replacement of traditional face-to-face cadaver-based anatomy laboratories with an online version using digital anatomy resources and Zoom technology as the communication platform would achieve comparable student learning experience and outcomes. First Year Students (n=69) enrolled in these units were invited to participate in this study and were asked at the conclusion of each unit to complete an anonymous opinion-based survey via Qualtrics. The Qualtrics data, student grades and Learning Management System (LMS) statistics were analysed. Results indicate that student perception of the online gross anatomy laboratory learning was positive and that it had complemented their learning. Most students agreed that as a visual learning resource, it provided an improved understanding of anatomy and helped with the application of anatomical knowledge. Interestingly, student performance showed a similar range of marks compared with previous years. However, students strongly agreed that the online 2D learning experience had significant limitations when compared to live use of cadavers in laboratories.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91384507","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

A Learning Analytics-informed Activity to Improve Student Performance in a First Year Physiology Course 一项以学习分析为基础的活动来提高学生在一年级生理学课程中的表现

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-08-25 DOI: 10.30722/ijisme.29.02.001

Mark T. Williams, L. Lluka, Prasad Chunduri

{"title":"A Learning Analytics-informed Activity to Improve Student Performance in a First Year Physiology Course","authors":"Mark T. Williams, L. Lluka, Prasad Chunduri","doi":"10.30722/ijisme.29.02.001","DOIUrl":"https://doi.org/10.30722/ijisme.29.02.001","url":null,"abstract":"Learning Analytics (LA) can be employed to identify course-specific factors that hinder student course (outcome) performance, which can be subsequently rectified using targeted interventions. Supplementing interventions with predictive modelling also permits the identification of students who are at-risk of failing the course and encourages their participation. LA findings suggested that a targeted intervention for our course should focus on improving student short answer question (SAQ) performance, which we attempted to achieve by improving their understanding of features pertaining to various SAQ answer standards and how to achieve them using examples of varying scores. Every student was invited to the intervention via a course-wide announcement through the course learning management system. At-risk students identified using predictive models were given an additional invitation in the form of a personalised email. Results suggest that intervention improved student understanding of SAQ performance criteria. The intervention also enhanced student end-of-semester SAQ performance by 12% and 11% for at-risk and no-risk students respectively. Course failure rate was also lower by 26% and 9% among at-risk and no-risk intervention participants. Student perception of the intervention was also positive where an overwhelming majority of participants (96%) found the interventional activity to be useful for their learning and exam preparations.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91131098","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

A novel model of neurocognitive bilingual effect 神经认知双语效应的新模型

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-05-08 DOI: 10.1504/IJIIE.2021.10037801

Soyoun Choi, Ellen Choi

引用次数: 0

Factors influencing school management teams in implementing ICT policy in Botswana schools 影响学校管理团队在博茨瓦纳学校实施ICT政策的因素

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-05-08 DOI: 10.1504/IJIIE.2021.10037786

T. Kgwefane, T. Batane

引用次数: 0

The way forward: collaborative organisational decision-making 前进的道路:协作式组织决策

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-05-07 DOI: 10.1504/IJIIE.2021.10037777

Abeni El-Amin, J. Hill, S. J. Austin, Quinton L. Marks

引用次数: 0

Block chain technology and its impact on education sector 区块链技术及其对教育领域的影响

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-05-07 DOI: 10.1504/IJIIE.2021.10037776

S. Iyer, A. Seetharaman, K. Maddulety

引用次数: 0

Teaching Science Students How to Think 教理科学生如何思考

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-05-05 DOI: 10.30722/IJISME.28.02.003

Bonnie McBain, Andrew Yardy, Frances Martin, L. Phelan, I. A. Altena, Jill McKeowen, Claire Pemberton, Hollie Tose, Lindsey Fratus, M. Bowyer

引用次数: 1

Self-Regulated Learning in Undergraduate Science 本科理科自主学习

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-04-21 DOI: 10.30722/IJISME.29.01.005

N. Higgins, Sarah Frankland, J. Rathner

{"title":"Self-Regulated Learning in Undergraduate Science","authors":"N. Higgins, Sarah Frankland, J. Rathner","doi":"10.30722/IJISME.29.01.005","DOIUrl":"https://doi.org/10.30722/IJISME.29.01.005","url":null,"abstract":"Undergraduate science courses are particularly challenging for students transitioning into university. The departure from supportive high school environments can be difficult for students lacking self-directed and selfmotivated learning skills. Many high-achieving school graduates entering higher education are surprised to discover they are ill-prepared to be accountable for their learning (Stanton et al., 2015). Over the past two decades, there has been a mounting interest in the pedagogical approaches aimed at equipping students with the capabilities of a lifelong learner (Australian Qualifications Framework, 2013; Oliver & Jorre de St Jorre, 2018; Boud & Dochy, 2010). Consequently, research efforts in higher education have attempted to identify the behavioural strategies and motivational states associated with academic success. Self-regulated learning (SRL) is an umbrella term encompassing the independent and self-directed strategies that allow students to recognise and regulate their learning (Dinsmore et al., 2008). In brief, self-regulation is what a lifelong learner does. In science disciplines, much attention has been directed towards curricula that facilitate the development of SRL in students, such that they become aware of, and maintain control over their learning of complex scientific concepts. This study reviews the current theoretical perspectives, methodological approaches, and emerging trends from research on SRL in higher education science.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78367368","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: 7

Quantifying Solid Findings in Mathematics Education: Loss of Meaning for Algebraic Symbols 量化数学教育中的坚实发现:代数符号意义的丧失

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-04-21 DOI: 10.30722/IJISME.29.01.001

G. Bolondi, F. Ferretti

{"title":"Quantifying Solid Findings in Mathematics Education: Loss of Meaning for Algebraic Symbols","authors":"G. Bolondi, F. Ferretti","doi":"10.30722/IJISME.29.01.001","DOIUrl":"https://doi.org/10.30722/IJISME.29.01.001","url":null,"abstract":"We report an example of a research approach aimed at gathering quantitative pieces of evidence of solid findings in mathematics education. The main goal of this project is to provide an additional perspective on solid findings in education, to be used by teachers and by researchers in their work. As a case study, we present a situation of “loss of meaning” in algebra, exploring it with data coming from a large-scale assessment interpreted by means of theoretical lenses. We are able to give information about the extent of the phenomenon and to highlight how the phenomenon is relevant also for high-level students. This approach can provide a link between large-scale assessment results, educational research, and teachers’ practices, and suggests further research issues. Introduction and Overview Overview of the problem Mathematics education has its solid findings. As defined by European Mathematical Society (EMS, 2011), solid findings are findings that: • result from trustworthy, disciplined inquiry, thus being sound and convincing in shedding light on the question(s) they set out to answer. • are generally recognised as important contributions that have significantly influenced and/or may significantly influence the research field. • can be applied to circumstances and/or domains beyond those involved in this particular","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89642948","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: 8