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Canadian Journal of Science Mathematics and Technology Education最新文献

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Do You Need the Machine? Tipping in Canada Is Unconscious (Part II). 你需要这台机器吗?在加拿大给小费是无意识的(第二部分)
IF 1.5
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-07-21 DOI: 10.1007/s42330-022-00220-7
Egan J Chernoff
{"title":"Do You Need the Machine? Tipping in Canada Is Unconscious (Part II).","authors":"Egan J Chernoff","doi":"10.1007/s42330-022-00220-7","DOIUrl":"10.1007/s42330-022-00220-7","url":null,"abstract":"<p><p>While recovering from a major personal tipping point (see Part I), I was still able to keep on the lookout for Canadian mathematics education matters. After all, if Canadian mathematics education matters, Canadian mathematics education matters. In doing so, I ran into a number of other financial problems. Everywhere I turned was a financial problem: from tipping in the sharing (or platform) economy; to spending your way to savings with credit cards; the proliferation of sportsbooks and online casinos; trying to reconcile the Canadian cost of living with the seemingly high accepted standard level of consumption; and the outrageous fee to take $20 out of my very own bank account. Each taken on their own, I clearly have some financial problems. Taken together, I contend that 'Egan's Financial Problems', albeit unconventional, could, one day, be the impetus for financial education and literacy leaving math class and becoming a class of its own in Canadian schools. Until then, I guess we go with the School of Hard Knocks for our financial education.</p>","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9302864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45910521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What Is the Probability of Doing Something New? 做新事情的可能性是多少？
IF 1.5
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-10-20 DOI: 10.1007/s42330-022-00238-x
Douglas McDougall
{"title":"What Is the Probability of Doing Something New?","authors":"Douglas McDougall","doi":"10.1007/s42330-022-00238-x","DOIUrl":"10.1007/s42330-022-00238-x","url":null,"abstract":"","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9584255/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48641713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
¿Cuál es la probabilidad de hacer algo nuevo? 做新事情的概率是多少?
IF 1.5
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-11-02 DOI: 10.1007/s42330-022-00240-3
Douglas McDougall
{"title":"¿Cuál es la probabilidad de hacer algo nuevo?","authors":"Douglas McDougall","doi":"10.1007/s42330-022-00240-3","DOIUrl":"10.1007/s42330-022-00240-3","url":null,"abstract":"","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9628490/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46602853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis. 一种错位的困境：危机时期的技术教育教学
IF 1.3
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-02-25 DOI: 10.1007/s42330-022-00191-9
Jillianne Code, Rachel Ralph, Kieran Forde
{"title":"A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis.","authors":"Jillianne Code, Rachel Ralph, Kieran Forde","doi":"10.1007/s42330-022-00191-9","DOIUrl":"10.1007/s42330-022-00191-9","url":null,"abstract":"<p><p>The way individuals interpret and reinterpret their experience is central to meaning-making and impacts teaching and learning. Grounded in Mezirow's transformative learning theory, this research explores whether pandemic-related emergency remote teaching manifested as a \"disorienting dilemma\" for technology educators. Teachers negotiated curricular outcomes between physical aspects of making and doing, as well as creative problem solving through design, resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation, and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students. In conditions of fear and trauma, little is known about the impact a chaotic way of being has on learners and educators. While we cannot predict what the \"new normal\" will look like for schools, and what the long-term effects of emergency remote teaching will be, our research demonstrates that the disorienting dilemma COVID-19 presents will continue to shape the pandemic transformed pedagogy of technology educators.</p>","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8881051/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44146209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
CJSMTE: an Expanded Journal. CJSMTE:一个扩展的期刊
IF 1.3
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-04-19 DOI: 10.1007/s42330-022-00204-7
Douglas McDougall
{"title":"CJSMTE: an Expanded Journal.","authors":"Douglas McDougall","doi":"10.1007/s42330-022-00204-7","DOIUrl":"10.1007/s42330-022-00204-7","url":null,"abstract":"","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9017079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46961842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Quelle est la probabilité de faire quelque chose de nouveau? 做新事情的可能性有多大？
IF 1.5
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-11-04 DOI: 10.1007/s42330-022-00239-w
Douglas McDougall
{"title":"Quelle est la probabilité de faire quelque chose de nouveau?","authors":"Douglas McDougall","doi":"10.1007/s42330-022-00239-w","DOIUrl":"10.1007/s42330-022-00239-w","url":null,"abstract":"","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9638262/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44246525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Gender Differences in Self-efficacy for Programming Narrowed After a 2-h Science Museum Workshop. 在科学博物馆举办了两个小时的讲习班后，缩小了编程自我效能的性别差异
IF 1.5
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-03-24 DOI: 10.1007/s42330-022-00193-7
Geneviève Allaire-Duquette, Pierre Chastenay, Thérèse Bouffard, Simon A Bélanger, Olivier Hernandez, Mohamed Amine Mahhou, Patrick Giroux, Sophie McMullin, Estelle Desjarlais
{"title":"Gender Differences in Self-efficacy for Programming Narrowed After a 2-h Science Museum Workshop.","authors":"Geneviève Allaire-Duquette, Pierre Chastenay, Thérèse Bouffard, Simon A Bélanger, Olivier Hernandez, Mohamed Amine Mahhou, Patrick Giroux, Sophie McMullin, Estelle Desjarlais","doi":"10.1007/s42330-022-00193-7","DOIUrl":"10.1007/s42330-022-00193-7","url":null,"abstract":"<p><p>Many girls believe they have little natural ability in computer science and girls' perception of self-efficacy beliefs for programming is generally low. Offering engaging hands-on programming activities could be a beneficial strategy to increase girls' self-efficacy beliefs for programming since it has the potential to offer them exposure to mastery experiences. However, a programming workshop in a museum might not offer ideal settings to promote girls' mastery experiences in programming because of its short duration and how gender stereotypes may impact the participation in hands-on activities. In the research presented here, we explore how a science museum's introductory programming workshop focused on robotics can impact pupils' self-efficacy beliefs for programming related to mastery experiences, with a specific focus on girls. H1-Prior to the programming workshop, it is expected that girls' self-efficacy beliefs will be lower than boys'. H2-Boys generally have more positive experiences with STEM activities than girls, irrespective of experimental condition. Thus, following the workshop, we predict that girls' and boys' self-efficacy for programming will have increased, but that boy's self-efficacy beliefs will remain higher than girls'. In total, 172 pupils (94 girls) aged 10-14 years completed a Mastery Experiences in Programming questionnaire before and after taking part in a programming workshop. Our results show that after a 2-h programming workshop in a science museum, gender differences in self-efficacy for programming initially observed narrowed and even disappeared.</p>","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8944408/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44134778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Looking Back at Gmail’s Mail Goggles: My Most Maddest of Mad Minutes 回顾bgmail的邮件护目镜:我最疯狂的疯狂时刻
IF 1.5
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2021-12-01 DOI: 10.1007/s42330-021-00186-y
Egan J. Chernoff
{"title":"Looking Back at Gmail’s Mail Goggles: My Most Maddest of Mad Minutes","authors":"Egan J. Chernoff","doi":"10.1007/s42330-021-00186-y","DOIUrl":"https://doi.org/10.1007/s42330-021-00186-y","url":null,"abstract":"","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45004400","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
Students Conceptualizing the Box Plot as a Tool for Structuring Quantitative Data: a Design Experiment Using TinkerPlots 学生将箱形图概念化为构建定量数据的工具：使用TinkerPlots的设计实验
IF 1.5
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2021-12-01 DOI: 10.1007/s42330-021-00184-0
L. Saldanha, N. Hatfield
{"title":"Students Conceptualizing the Box Plot as a Tool for Structuring Quantitative Data: a Design Experiment Using TinkerPlots","authors":"L. Saldanha, N. Hatfield","doi":"10.1007/s42330-021-00184-0","DOIUrl":"https://doi.org/10.1007/s42330-021-00184-0","url":null,"abstract":"","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49358531","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: 4
Building Teacher Capacity and Leadership in Elementary Mathematics Classrooms in Nova Scotia: Review of the Certificate in Elementary Mathematics Pedagogy 新斯科舍省初等数学课堂教师能力和领导能力建设：初等数学教育学证书评审
IF 1.5
Canadian Journal of Science Mathematics and Technology Education Pub Date : 2021-12-01 DOI: 10.1007/s42330-021-00183-1
Evan Throop Robinson, Lisa Lunney Borden, Ellen Carter
{"title":"Building Teacher Capacity and Leadership in Elementary Mathematics Classrooms in Nova Scotia: Review of the Certificate in Elementary Mathematics Pedagogy","authors":"Evan Throop Robinson, Lisa Lunney Borden, Ellen Carter","doi":"10.1007/s42330-021-00183-1","DOIUrl":"https://doi.org/10.1007/s42330-021-00183-1","url":null,"abstract":"","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43171269","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: 5
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