Canadian Journal of Science, Mathematics and Technology Education 

About: Canadian Journal of Science, Mathematics and Technology Education is an academic journal published by Springer Science+Business Media. The journal publishes majorly in the area(s): Science education & Curriculum. It has an ISSN identifier of 1492-6156. Over the lifetime, 745 publications have been published receiving 8545 citations. The journal is also known as: CJSMTE & Revue canadienne de l'enseignement des sciences, des mathématiques et des technologies.

Le système complexe et cohérent des pratiques des enseignants de mathématiques: Une double approche

Abstract: Resume Cet article presente des objectifs et une methodologie pour analyser les pratiques des enseignants et des enseignantes de mathematiques a partir de deroulements de seances en classe. Les transcriptions recueillies sont etudiees de deux points de vue complementaires: les premieres analyses sont liees aux apprentissages potentiels des eleves, reconstitues a partir des activites des eleves et de l'itineraire mathematique que l'enseignant ou l'enseignante a propose en classe, les autres analyses s'appuient sur le point de vue de l'enseignant ou de l'enseignante exercant son metier dans une institution, parmi des collegues, et en faisant jouer sa personnalite. Le travail de synthese mene a partir de ces analyses, conformement a notre hypothese de complexite et de coherence des pratiques, doit permettre de degager a la fois des contraintes communes a tous les enseignants et enseignantes d'un meme niveau et des marges de manœuvre au niveau de la classe, investies de maniere differente par chacun. On propo...

Time to change drivers for scientific literacy

Abstract: Resume II y a maintenant une decennie que sont apparus les premiers curriculums qui relevaient serieusement le defi d'axer les sciences scolaires, en particulier celles de la formation obligatoire, avant tout sur l'alphabetisation scientifique generale, c'est‐a‐dire sur un apprentissage des sciences en mesure de preparer les etudiants et les etudiantes a la vie en societe, une vie de plus en plus influencee par les sciences et la technologie. Dans presque tous les cas, ces curriculums proposent des objectifs d'apprentissage et d'enseignement scientifique tellement vastes qu'ils ne sont guere realistes. En effet, ils sont juges difficiles par les enseignants et enseignantes et peu attirants par les eleves. De plus, cette elaboration des contenus scientifiques scolaires a conduit a une remise en question de la notion meme d'alphabetisation scientifique. Les scientifiques et les didacticiens sont les premiers responsables des contenus plus vastes ajoutes aux programmes. Le present article analyse ce phenomen...

Two-Eyed Seeing in the Classroom Environment: Concepts, Approaches, and Challenges

Abstract: This article outlines concepts and approaches for teaching Integrative Science (in Mi’kmaq: Toqwa’tu’kl Kjijitaqnn) using the guiding principle of Two-Eyed Seeing, and it discusses challenges that need to be overcome. This discussion is based on the almost 10 years of experience delivering Integrative Science to students at Cape Breton University. Integrative Science is the interface between Indigenous Sciences (at Cape Breton University guided by eastern Canadian Mi’kmaq traditions) and Western Sciences where one does not have to relinquish either position but can come to understand elements of both. Western scientists seek to understand how the Universe works. The basic premise of Indigenous Sciences is participating within nature's relationships, not necessarily deciphering how they work. The Two-Eyed Seeing approach used in Integrative Science seeks to avoid knowledge domination and assimilation by recognizing the best from both worlds. Integrative Science in the classroom relies on a holisti...

Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

Abstract: This study is the third in a line of investigations that examines pre‐service teachers’ conceptions of nature of science (NOS) and the translation of those conceptions into classroom practice. The purpose of the present study was to delineate the effectiveness of an intervention designed to facilitate pre‐service teachers’ inclusion of NOS in their classroom teaching. Four factors were identified as most influential in participants’ teaching efforts: (1) knowledge of NOS, (2) knowledge of subject matter, (3) pedagogical knowledge, and (4) intentions towards teaching NOS. Intentions were the most critical factor. Participants, regardless of NOS views or science background, did not teach in accordance with their NOS views if they had not internalized the importance of teaching NOS. Those with strong intentions to address NOS explicitly were more successful. Those participants with strong intentions, well‐developed NOS views, and extensive knowledge of science content were most successful in their ...

Symbols and the bifurcation between procedural and conceptual thinking

Abstract: Symbols occupy a pivotal position between processes to be carried out and concepts to be thought about. They allow us both to d o mathematical problems and to think about mathematical relationships. In this presentation we consider the discontinuities that occur in the learning path taken by different students, leading to a divergence between conceptual and procedural thinking. Evidence will be given from several different contexts in the development of symbols through arithmetic, algebra and calculus, then on to the formalism of axiomatic mathematics. This is taken from a number of research studies recently performed for doctoral dissertations at the University of Warwick by students from the USA, Malaysia, Cyprus and Brazil, with data collected in the USA, Malaysia and the United Kingdom. All the studies form part of a broad investigation into why some students succeed yet others fail.