African Journal of Research in Mathematics Science and Technology Education最新文献_第10页

The Curriculum–TIMSS Alignment for Grade 8 Science from 2007 to 2019: A Case of South Africa and Singapore 2007 - 2019年八年级科学课程与timss的衔接:以南非和新加坡为例

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-02 DOI: 10.1080/18117295.2023.2192903

N. Bhaw, J. Kriek

{"title":"The Curriculum–TIMSS Alignment for Grade 8 Science from 2007 to 2019: A Case of South Africa and Singapore","authors":"N. Bhaw, J. Kriek","doi":"10.1080/18117295.2023.2192903","DOIUrl":"https://doi.org/10.1080/18117295.2023.2192903","url":null,"abstract":"The present study explores the validity of inferences that may be drawn from the Trends in International Mathematics and Science Study (TIMSS) learner achievement data by measuring the South African curriculum–TIMSS alignment for the Grade 8 science assessments from 2007 to 2019. The Singapore curriculum–TIMSS alignment indices are a fair benchmark for comparison, as Singapore is the best-performing country in the TIMSS. The research questions that guide the present study included the calculation and comparison of the South African curriculum–TIMSS and Singapore curriculum–TIMSS alignment indices. The study analysed 585 South African curriculum items, 659 Singapore curriculum items and 1025 TIMSS assessment items from 2007 to 2019. The present study employed four raters and achieved an inter-rater reliability coefficient of 0.85. The South African curriculum–TIMSS analysis achieved an average content alignment index of 0.34, and an average cognitive alignment index of 0.54. As a benchmark, the Singapore curriculum–TIMSS analysis achieved an average content alignment index of 0.36 and an average cognitive alignment index of 0.74. The literature reviewed supports acceptable content and cognitive alignment indices of 0.67 and 0.65, respectively. The present study concludes that valid inferences from learner performance in the TIMSS may not be drawn for the case of South Africa, and even for Singapore valid inferences are based on cognitive alignment only. However, South Africa’s continued participation in the TIMSS is encouraged as the literature supports many benefits associated with the TIMSS non-achievement data.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83473073","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

Perspectives of Academics and Graduates into the World of Work: A South African Study 学者和毕业生对工作世界的看法:一项南非研究

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-02 DOI: 10.1080/18117295.2023.2192997

Khalid Osman, C. G. Gerwel Proches

{"title":"Perspectives of Academics and Graduates into the World of Work: A South African Study","authors":"Khalid Osman, C. G. Gerwel Proches","doi":"10.1080/18117295.2023.2192997","DOIUrl":"https://doi.org/10.1080/18117295.2023.2192997","url":null,"abstract":"The aim of the study was to ascertain the expectations and perceptions of engineering graduates regarding an engineering career in the world of work, and compare them to perspectives of academic leaders of the engineering disciplines in which these graduates studied. Using a mixed-methods approach, the study firstly entailed a quantitative survey of engineering graduates at a South African University during their graduation using a questionnaire and convenience sampling. Graduates’ needs, aspirations, reason for pursuing engineering and their expectations of the workplace were determined and analysed using the Biggs’ Study Motives and Strategies framework. The study thereafter attempted to ascertain the perspectives of academic leaders at the same university, drawing from their years of experience and liaison with industry partners. Academic leaders at the university were interviewed qualitatively. An interpretivist paradigm was considered using deductive thematic semantic analysis on various themes concerning their views on graduate and employer expectations, trends, training programmes, postgraduate study, outcomes and attributes. The study also drew upon findings by the university Quality Promotions and Assurance survey for further corroboration of findings. Key misalignments between graduates and academic leaders were identified and discussed. The main misalignments included guidance expectations, niche proficiencies and innovation expectations. Key causes included language barriers, lack of engineering drive, high workload and surface study strategies, and assessment changes. Recommendations for the university’s role in mitigating many of the issues and mis-alignments were provided, along with recommendations for any possible future research in this area.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88540131","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

Exploring the Understanding of Concept Inventories for Classroom Assessment by Physics Tutors and Pre-Service Teachers in Tanzania 坦桑尼亚物理导师和职前教师对课堂评估概念量表理解的探索

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-02 DOI: 10.1080/18117295.2023.2183607

Beni Mbwile, Celestin Ntivuguruzwa, K. K. Mashood

{"title":"Exploring the Understanding of Concept Inventories for Classroom Assessment by Physics Tutors and Pre-Service Teachers in Tanzania","authors":"Beni Mbwile, Celestin Ntivuguruzwa, K. K. Mashood","doi":"10.1080/18117295.2023.2183607","DOIUrl":"https://doi.org/10.1080/18117295.2023.2183607","url":null,"abstract":"This study aimed at exploring the understanding of concept inventories for classroom assessment by physics tutors and pre-service teachers in selected diploma teachers’ training colleges in Tanzania. The study employed a qualitative research approach and a case study design. Eight physics tutors and 20 second-year pre-service physics teachers from two selected diploma colleges were involved in the study. Data were collected using tutors’ interviews and pre-service teachers’ focus group discussions. Analysis of data was carried out by using the deductive thematic analysis technique.The findings revealed that these physics tutors and pre-service teachers understand concept inventory as a question-and-answer assessment strategy and as a criterion-referenced test. It was also revealed that both groups were not familiar with the format and examples of concept inventory tests found in physics. Moreover, the findings indicated that participants were conducting diagnostic assessments by using other forms of assessment tools apart from concept inventories. The assessment practices were dominated by traditional assessment methods such as written tests and examinations. The study concluded that assessments through concept inventories remain a big challenge to the participants. The study recommends providing in-service training for physics tutors on the use of concept inventory for effective assessments of pre-service teachers and training the latter on how to use concept inventories.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82635242","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

Undergraduate Mathematics Students’ Reported Use of Learning Resources Towards Accessing Mathematics 本科数学系学生使用学习资源获取数学的报告

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-02 DOI: 10.1080/18117295.2023.2180189

Kate le Roux, Jeff Murugan, Stephen Marquard, Patrick Adams

{"title":"Undergraduate Mathematics Students’ Reported Use of Learning Resources Towards Accessing Mathematics","authors":"Kate le Roux, Jeff Murugan, Stephen Marquard, Patrick Adams","doi":"10.1080/18117295.2023.2180189","DOIUrl":"https://doi.org/10.1080/18117295.2023.2180189","url":null,"abstract":"The topic of resources for learning mathematics commonly becomes of interest during times of disruption and rapid change in education. The considerable research on undergraduate mathematics students’ resource use largely focuses on learning resources in the form of material technologies and texts. Concerned that contemporary decisions about resourcing for learning in mathematics may take the form of simply adding material resources, we identify the need for research that is designed around a broader notion of learning resource, and which focuses on what resources students use, as well as how they use multiple resources individually and together towards accessing mathematics. Thus, in our qualitative study of undergraduate mathematics students’ resource use, we adopt a socio-cultural notion of resources as material, human, spatial, temporal and linguistic, and of resource use as transparent. We investigate six students’ resource use, reported in weekly learning logs and focus group interviews. We show that students used material technologies and texts, and human and linguistic resources in three spaces − the live lecture, informal study and tutorial − with study time available for mathematics central to their choice of resources and how they used them. How students put these multiple resources to work (or not) towards accessing mathematics involved complex, agentic, individual work. Students’ use of the lecturer’s writing on the chalkboard, talk and gestures to make lecture notes in the live lecture is an example of this. Our findings offer insights into how lecturers can select learning resources, and also support students to use these towards accessing mathematics.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80921336","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 Unique Experience Learning Calculus: Integrating Variation Theory with Problem-Based Learning 学习微积分的独特经验:将变分理论与基于问题的学习相结合

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-01 DOI: 10.31756/jrsmte.211si

Lioubov Pogorelova

引用次数: 0

JRSMTE is a Diamond Open Access Journal for the Global SMTE Education Community JRSMTE是全球SMTE教育社区的钻石开放获取期刊

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2022-12-31 DOI: 10.31756/jrsmte.611

S. Cessna

引用次数: 1

Development of a CT Sheet to Foster Critical Thinking and Evaluation of Practice Lesson on Hypothesis Setting and Experiment Planning in Lower Secondary School Science 初中科学假设设定与实验计划实践课的批判性思维与评价

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2022-11-30 DOI: 10.11639/sjst.b21015

Hirofumi Okamura, Norihisa Sakakibara, Takayuki Yamada

引用次数: 0

A Study of Lower Secondary School Students’ Perceptions and Misconceptions Regarding Fossils 初中生对化石的认知与误解研究

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2022-11-30 DOI: 10.11639/sjst.22016

Kohei Nishizawa, Yoshinori Katori

引用次数: 0

Research on Differences in PCK between Science Teachers and Science Education Researchers: Analysis of Students’ Evaluation of Trial Science 科学教师与科学教育研究者PCK差异研究——基于学生对实验科学评价的分析

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2022-11-30 DOI: 10.11639/sjst.22003

Yukinori Utsumi

引用次数: 0

Study on STEM Teaching Materials in Australian Secondary Schools 澳大利亚中学STEM教材研究

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2022-11-30 DOI: 10.11639/sjst.22005

Sarina Sugiyama, Yukinori Utsumi

引用次数: 0