African Journal of Research in Mathematics Science and Technology Education最新文献_第9页

A Study on Teaching the Ability to Examine Validity in Elementary School Science 小学科学教学中检验效度能力的教学研究

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-03-31 DOI: 10.11639/sjst.22035

Takuya Furuishi, Shingo Yamanaka, Hiroyoshi Kinoshita

引用次数: 0

A Study on RLC Circuits in High School Physics 高中物理中RLC电路的研究

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-03-31 DOI: 10.11639/sjst.22017

T. Yabu

引用次数: 0

A Study on “Anatomy Exercise” and “Observation of Plastination Specimen” “解剖练习”与“塑化标本观察”的研究

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-03-31 DOI: 10.11639/sjst.22051

Hideto Saiki, K. Mizuno, Takeshi Matunaga

引用次数: 0

WEB気象マップを活用した中学生向け探究教材活用WEB气象图的面向中学生的探究教材

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-03-31 DOI: 10.11639/sjst.22044

Ieyasu Takimoto, Norihito Kawamura, Mizuho Taguchi, Naohiro Yoshimoto

引用次数: 0

Key Issues in Teaching and Learning Aids and Materials in Science Classes 科学课堂教学教具与教材中的关键问题

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-03-31 DOI: 10.11639/sjst.sp6303

Satoshi Tsuchida

引用次数: 1

The Effects of a Mathematics Remedial Program on Mathematics Success and Achievement among Beginning Mathematics Major Students : A regression discontinuity analysis 数学辅导课程对初学数学专业学生数学成绩的影响:一个回归不连续分析

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-15 DOI: 10.31756/jrsmte.613

Kuixi Du, Thomas J. Lipscomb

{"title":"The Effects of a Mathematics Remedial Program on Mathematics Success and Achievement among Beginning Mathematics Major Students : A regression discontinuity analysis","authors":"Kuixi Du, Thomas J. Lipscomb","doi":"10.31756/jrsmte.613","DOIUrl":"https://doi.org/10.31756/jrsmte.613","url":null,"abstract":"The proficiency in Mathematics skills is fundamental to success in the STEM disciplines. In the US, beginning college students who are placed in remedial/developmental Mathematics courses frequently struggle to achieve academic success (Fay,2020). Therefore, Mathematics remediation in college has become an important concern, and providing Mathematics remediation is a prevalent way to help the students who may not be fully prepared for college-level courses. Programs vary however, and the effectiveness of a particular remedial Mathematics program must be empirically demonstrated. The purpose of this study was to apply the sharp regression discontinuity (RD) technique to determine the effectiveness of the Jack Leaps Summer (JLS) Mathematic remediation program in supporting improved Mathematics learning outcomes among newly admitted Mathematics students in the South Dakota State University. The researchers studied the newly admitted Fall 2019 cohort of Mathematics majors (n=423). The results indicated that students whose pretest score was lower than the cut-off point and who were assigned to the JLS program, experienced significantly higher scores on the post-test (Math 101 final score). Based on these results, there is evidence that the JLS program is effective in meeting its primary objective.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":"300 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76262705","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

Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement 教学策略与职前教师数学焦虑及成绩关系的情境化研究

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-05 DOI: 10.31756/jrsmte.612

Thomas J. Lipscomb, Janelle K. Lorenzen

引用次数: 1

Bloom’s Taxonomy and Classroom Talk: Exploring the Relationship Between the Nature of Small Group Discussion Tasks and the Quality of Learners’ Talk 布鲁姆分类法与课堂谈话:探讨小组讨论任务的性质与学习者谈话质量的关系

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-02 DOI: 10.1080/18117295.2023.2172037

Nomfundo Radebe, E. Mushayikwa

{"title":"Bloom’s Taxonomy and Classroom Talk: Exploring the Relationship Between the Nature of Small Group Discussion Tasks and the Quality of Learners’ Talk","authors":"Nomfundo Radebe, E. Mushayikwa","doi":"10.1080/18117295.2023.2172037","DOIUrl":"https://doi.org/10.1080/18117295.2023.2172037","url":null,"abstract":"The purpose of this study was to investigate the relationship between the nature of small group discussion tasks and learners’ talk during Physical Science lessons. The study was conducted during Physical Science lessons with three self-selected groups of Grade 11 learners from one school. A total of three lessons were followed. During the lessons, learners were given group tasks to complete, and their discussion was audio-recorded. The small group discussion tasks were coded using the revised Bloom’s taxonomy. The audio-recordings were transcribed and coded using Mercer’s three types of talk. The nature of tasks in the small group discussions was paired with the type of talk used as the group members were responding to the tasks and the frequency of these pairs was analysed. Analysis of the tasks vs. types of talk used indicated that learners predominately used cumulative talk to find solutions to understanding tasks. Exploratory talk was predominately used to find solutions to application tasks. The findings show that this relationship between the nature of small group discussion tasks and learners’ type of talk is statistically significant at p = 0.05 level. No disputational talk occurrences were observed. It is noted that the type of talk used to address each type of task is related to the cognitive skills demanded by the task, group composition and the embracing of the spirit of ubuntu by the group members.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":"19 1","pages":"14 - 24"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80331817","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

Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry 混合在线作业和大班教程，为入门有机化学提供学习支持

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-02 DOI: 10.1080/18117295.2022.2155771

L. Pilcher, M. Potgieter, L. Fletcher

{"title":"Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry","authors":"L. Pilcher, M. Potgieter, L. Fletcher","doi":"10.1080/18117295.2022.2155771","DOIUrl":"https://doi.org/10.1080/18117295.2022.2155771","url":null,"abstract":"The logistics and cost of running large class tutorials to improve learning for students in high enrolment courses raise questions about whether the associated effort and cost are worthwhile. The option to replace these class activities with online homework with its promise of built-in feedback is attractive. Using an activity theory lens and an experimental design, we compared the impact of class tutorials with online homework to support learning offered in face-to-face lectures on student performance. We found that there were no topics in the introductory organic chemistry syllabus in which students who had completed online homework instead of large class tutorials performed better. In contrast, for all topics except ‘Curved arrows in mechanisms’, the mean performance of students who had attended a large class tutorial was statistically significantly better than for those who completed online homework instead. This large quantitative study with a sample of 667 students demonstrated the advantage conferred by face-to-face tutorials with peer learning and personal feedback even in a large class setting with only three sessions per student. Our recommendation is that an online homework system in blended courses should not replace face-to-face tutorials for topics reliant on personalised instruction and feedback. We advocate for investing resources and effort to provide face-to-face problem-solving sessions in high-enrolment introductory organic chemistry courses to improve performance.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":"325 1","pages":"1 - 13"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80351448","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

Solving Word Problems by Visualising 通过想象来解决文字问题

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African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-01-02 DOI: 10.1080/18117295.2023.2183612

Vimolan Mudaly, Drisana Narriadoo

引用次数: 2