Showing papers in "Eurasia journal of mathematics, science and technology education in 2020"
TL;DR: There is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country.
Abstract: With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country (PsycInfo Database Record (c) 2020 APA, all rights reserved)
420 citations
TL;DR: This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.
Abstract: School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers’ demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers’ backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students’ voices.
406 citations
TL;DR: Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future.
Abstract: The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1 8 million infections globally by 13th April, 2020 Zambia became one of the many countries globally that has prematurely closed all schools This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV © 2020 by the authors;licensee Modestum LTD
73 citations
TL;DR: In this paper, the authors examined the expanded TPB model with the risk perception variable of intention to hoard food under the COVID-19 pandemic condition and showed that a high risk perception will cause the intention to buy goods that no longer follow the common sense.
Abstract: This study examines the expanded TPB model with the risk perception variable of intention to hoard food under the COVID-19 pandemic condition All assumptions are supported by the traditional independent variables of the TPB model that affect the hoarding intention of food However, the results of this study are completely different from previous studies when using the risk perception variable in the planned behavior theory model In previous studies, the risk perception variable always negatively affected attitude and perceived behavior and buying intention In this study, in contrast, the higher the risk perception the consumers get, the stronger the attitude the consumers purchase reserve goods This demonstrates that a high-risk perception, in the case of COVID-19 pandemic or other civil unrests, will cause the intention to buy goods that no longer follows the common sense This paper added a new perspective on the negative aspects of risk perception (PsycInfo Database Record (c) 2020 APA, all rights reserved)
70 citations
TL;DR: The authors examined engineering students' initial readiness to transition to emergency online learning in response to COVID-19 in Qatar and proposed a theoretical framework for understanding the factors influencing students' readiness for change.
Abstract: This study examined engineering students' initial readiness to transition to emergency online learning in response to COVID-19 in Qatar A theoretical framework is proposed for understanding the factors influencing students' readiness for change Sequential explanatory mixed-method research was conducted, with 140 participants completing an online survey, of which 68 also contributed written reflections and 8 participated in semi-structured interviews Exploratory factor analysis displayed a four-factor structure, including initial preparedness and motivation for online learning, self-efficacy beliefs about online learning, self-directed learning online, and support The qualitative outcomes supported the four factors and provided further insight into their varied and nuanced manifestation In accounting for the perceived impact of the factors on readiness, significant differences were identified regarding pedagogical mode, with students enrolled in PBL courses reporting higher readiness than those from non-PBL courses The practical implications for preparing students for future emergency online learning are discussed © 2020 by the authors
44 citations
TL;DR: In this article, the authors investigated which factors significantly contributed to technology usage by Mathematics teachers and found that only a minority of teachers were using technology in their teaching practices, and the two factors that caused significant variances in technology usage were perceived ease of use and facilitating conditions.
Abstract: Technology holds pedagogical affordances that can help address low performance in mathematics education. This research study investigated which factors significantly contributed to technology usage by Mathematics teachers. The 155 teachers surveyed were found to be regular users of computers, demonstrating a high opinion of the pedagogical worth of technology and perceiving the tool as being useful for enhancing Mathematic education. However, only a minority was really using technology in their teaching practices. Teachers reiterated the need to be adequately trained in the pedagogical integration of Information and Communication Technology (ICT), insisted on the provision of better computer services in schools, including access to the Internet and solicited the support of parents to accompany their children in their studies. A revised theoretical model was drawn based on the Technology Acceptance Model (TAM) and unified theory of acceptance and use of technology (UTAUT) models, and the two ICT related variables that caused significant variances in technology usage were perceived ease of use and facilitating conditions.
41 citations
TL;DR: In this article, a bibliometric analysis was applied to evaluate the scientific results of STEM education in the Association of Southeast Asian Nations (ASEAN) region, indexed in the Scopus database for the period 2000-2019.
Abstract: In recent years, Science, Technology, Engineering, and Math (STEM) education has become important in many countries around the world. In this study a bibliometric analysis was applied to evaluate the scientific results of STEM education in the Association of Southeast Asian Nations (ASEAN) region, indexed in the Scopus database for the period 2000-2019. A total of 175 publications were taken from the Scopus database for analysis. Our main findings show that the trend of research in this field has shown a dramatic increase in scientific production in the last three years, when the published amount accounted for 67.43% of the collection. Authors with the most publications came from the top 10 universities and research institutes (accounting for 38.44%). Scholars in the ASEAN region tend to submit their works to Q3 and Q4 journals in the SCImago database. Diverse research with basic and cross-cutting topics focus on STEM education for undergraduate students, engineering education, and education computing.
37 citations
TL;DR: Students' years do not have a significant effect on their COVID-19 literacy, and the campus should respond immediately to these results, considering that students act as agents of information for those around them.
Abstract: The specific researches focused on biology teacher candidates in nowadays outbreak/pandemic (COVID-19) condition are very scarce. This study aimed to describe the profile of COVID-19 literacy level possessed by biology teacher candidate students in Indonesia. The data in this survey research was collected between January and March, 2020. The selected location was Malang, one of education city and was announced as the red zone for COVID-19 spread. The total sample were 290 students. The data collection employed the questionnaire, contained of three parts i.e. information of respondent’s identity, profile of information resource, attaining time profile of COVID-19 related information, and COVID-19 literacy level. The students’ literacy scores were analyzed using ANOVA to analyze the presence of student’s years’ effect on COVID-19 literacy of biology teacher candidate students. As a result, students’ years do not have a significant effect on their COVID-19 literacy. Most students had heard of COVID-19 before the disease was reported to enter Indonesia, but only few students were categorized in high level. The campus should respond immediately to these results, considering that students act as agents of information for those around them.
35 citations
TL;DR: In this article, the authors proposed a questionnaire for measuring student knowledge about COVID-19, which consists of 18 items in the knowledge domain, 6 items in attitude domain, and 12 items in practice domain.
Abstract: Students’ poor understanding of COVID-19 can contribute to an increase in the number of COVID-19 cases.. However, there is no validated instrument for measuring undergraduate student knowledge about COVID-19. This study is at the cutting edge of validating the psychometry of students’ knowledge, attitudes, and practices (KAP) toward COVID-19. The assessment instrument consists of 18 items in the knowledge domain, 6 items in the attitude domain, and 12 items in the practice domain. This questionnaire underwent expert validation prior to being administered to 389 respondents. A RASCH model and Confirmatory Factor Analysis (CFA) were applied to evaluate the psychometric characteristics of the instrument. A four-factor model was tested for measurement model validity for knowledge domain, and two-factor model for attitude and practice domains by CFA. The results showed model yielded adequate goodness-of-fit values. In addition, results of RASCH model showed that the item content validity index was high. The item reliability for all the three domains was good, with a high separation index value. Thirty-six items were fitted to the model, based on recommended mean-square fit values, standardized Z-scores,
and point-measure correlation coefficients. The response set in the questionnaire fit the Andrich threshold estimates well, and functioned as an appropriate model for the response category. The questionnaire thus shows excellent psychometric characteristics. Thus, this instrument can be used to measure undergraduate student KAP and can be implemented in future studies that want to assess the effectiveness of interventions to improve students’ understanding of COVID-19.
27 citations
TL;DR: In this paper, the authors analyze the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings and highlight the significance of qualitative feedback in assessment and the principles of good feedback practice.
Abstract: ‘Assessment’ and ‘feedback’ are inherently embedded in a course curriculum of engineering education settings. These components are indispensable for the teaching-learning processes. It is observed that engineering faculty members do not require any ‘teacher-training’ to join the engineering institutions across the globe. Hence, they may not have adequate experience in assessing students’ performances and providing feedback to students. Only a few research studies have been carried out on assessment and feedback from the engineering education context. Therefore, this paper attempts to critically analyze the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings. Further, it examines the significance of qualitative feedback in assessment and the principles of good feedback practice. It highlights the implications of assessing student performance and providing feedback from the engineering education perspective. Finally, the paper offers some recommendations on assessment and feedback practices in the engineering education settings.
23 citations
TL;DR: In this paper, the authors used the reformed teaching observation protocol (RTOP) to observe 42 classes from 17 classrooms taught by nine teachers from the eastern province and Kigali city in Rwanda.
Abstract: Regular class observations are one of the means to monitor factors and dynamics that influence quality learning. From 2016, the Rwanda education system introduced a new curriculum known as Competence-Based Curriculum (CBC), which ensures fosters more the learner-centered approach. This study was carried out to assess CBC input after four years of implementation. For this assessment, the reformed teaching observation protocol (RTOP) was used to observe 42 classes from 17 classrooms taught by nine teachers from the eastern province and Kigali city in Rwanda. Outcomes of our analysis indicated that after four years of CBC implementation, learners’ active participation has improved. The overall aggregate scores of observed lessons were 2.16 out of 4 ratings (54%) across all the 25 RTOP statements. Grouping the RTOP statements into six factors, learner-centered physics class is practiced at a 61% level while the overall reformed physics class is at a level of 53%. The results of this study led us to formulate some recommendations that would more improve physics students’ active learning.
TL;DR: Overall, the results suggest the VR system as it is currently implemented is not yet ready for large-scale implementation due to barriers related to immersion and interface in the classroom.
Abstract: In recent years, the applications of virtual reality (VR) in learning environments has received considerable attention. This attention occurs as a part of a wider trend seen since the early millennium. This trend is that of increasing attention being placed on modes of instruction that can supply greater realism and immersion in the science classroom. VR is used in this study as a digital learning environment support tool. VR is defined as the use of three-dimensional graphic systems in combination with various interfaces to provide the effect of immersion and interaction in computer generated environments. The purpose of this study was to investigate the barriers to content learning and immersion of a VR laboratory designed to replicated hands-on laboratory for a large university system. The primary means for data collection was the use of a combination multiple choice and open-ended survey response in conjunction with interviews. Twelve faculty and 285 students took part in a pilot program testing a VR based laboratory system as a part of an undergraduate life sciences class. Overall, the results suggest the VR system as it is currently implemented is not yet ready for large-scale implementation due to barriers related to immersion and interface in the classroom. This study also provides design recommendations that may assist in the further development for VR use in the classroom in future iterations.
TL;DR: In this paper, the authors present findings from an on-going international study of early childhood (EC) teachers' and children's use of internet-connected toys (IoToys) to understand possibilities for developing children's cognitive capacities (e.g., creativity, inquiry, engineering design thinking).
Abstract: Background:This paper presents findings from an on-going international study of Early Childhood (EC) teachers’ and children’s use of internet-connected toys (IoToys) to understand possibilities for developing children’s cognitive capacities (e.g., creativity, inquiry, engineering design thinking).Material and methods:The study employed a Design Based Research (DBR) method, where teachers intentionally plan and deliver technologically constructed Science Technology Engineering and Mathematics (STEM) experiences for preschoolers. Using Australia as a case study, data collection involved participant observation of three teachers’ and 17 children’s technology constructed play experiences with robotic toys, littleBits electronic magnetic blocks, alongside pre and post semi-structured interviews with teachers and children’s photo voice sessions were video recorded.Results:Analysing the findings using embodied cognition theory showed that the teachers, although novice in their own technological pedagogical knowledge engaged children's play with the robotic toys, and co-learn with the children. Integration of STEM-focused playful experiences supported children’s scientific inquiry, design thinking and creativity as well as vocabulary targeted at interdisciplinary STEM concepts.Conclusions:With the ever increasing focus on developing children’s 21st century skills, this study recommends engineering habits of mind, creativity and inquiry dispositions should now be taken into account in teaching and learning situations with young children and to develop STEM engagement.
TL;DR: In this paper, the authors conducted a study to explore the usability of ICT tools in physics taught courses and found that teachers in the day schools guide and assign more work to their learners, allowing them to work in groups more than those in boarding schools.
Abstract: Information Communication Technology (ICT) is becoming valuable tools to help improve education, especially during teaching and learning of Science, Technology, Engineering, and Mathematics (STEM) subjects. In this regard, we conducted this study to explore the usability of ICT tools in Physics taught courses. To collect data, we used classroom observation protocol for undergraduate STEM to assess how teachers and learners spend time on classroom activities among day and boarding schools and urban and rural schools. We also surveyed physics teachers after a short workshop on the use of PhET simulations and YouTube videos for teaching optics to reveal their workability and usefulness. As a result, we found that teachers in the day schools guide and assign more work to their learners, allow them to work in groups more than those in boarding schools. Similarly, learners in rural schools spend much time working in groups more than their colleagues in urban schools. However, teachers in urban schools spend much time guiding their learners than teachers in rural schools. Teachers use more of textbooks among various instructional tools. Teachers were not aware of and used to PhET simulations and YouTube videos in physics class; however, after the workshop, they conceived them as convenient electronic instructional tools that can accelerate the active learning of Optics. Since these resources are free to access and easy to use, we highly recommend teachers to use them in their daily teaching and learning activities.
TL;DR: Scopus database provides essential information pertaining to mathematical language and approach carried out involving students from various level and there are wide-ranging articles related to mathematicallanguage and technology approach in the database.
Abstract: Through a search executed on Scopus database with general keywords such as ‘mathematical language’ and related terms, this study reveals the analysis of previous published articles based on PRISMA’s procedure where it guides researchers’ self-regulated learning on online platform. This review exhibits both inclusion and exclusion criteria in the publication distribution. Whilst, all included documents are articles in English language; the excluded articles are those from medicine subject area. The distribution of articles published specifically by years, subject areas, authors, countries and authors’ affiliated universities were examined. The varied of findings show Scopus database provides essential information pertaining to mathematical language and approach carried out involving students from various level. The study also reveals there are wide-ranging articles related to mathematical language and technology approach in the database. Meanwhile, developing student’s mathematical language learning using technology is one of the effective strategies. However, less attention has been given to such approach.
TL;DR: In this paper, the authors investigated the effect of ICT variables on science for 15-year-old students in two countries with contrasting levels of technology implementation (Bulgaria n = 5,928 and Finland n= 5,882) and found that ICT use and availability were associated with lower science scores and students who were more comfortable with ICT performed better in science.
Abstract: The relationship between Information and Communication Technology (ICT) and science performance has been the focus of much recent research, especially due to the prevalence of ICT in our digital society. However, the exploration of this relationship has yielded mixed results. Thus, the current study aims to uncover the learning processes that are linked to students’ science performance by investigating the effect of ICT variables on science for 15-year-old students in two countries with contrasting levels of technology implementation (Bulgaria n = 5,928 and Finland n = 5,882). The study analyzed PISA 2015 data using structural equation modeling to assess the impact of ICT use, availability, and comfort on students’ science scores, controlling for students’ socio-economic status. In both countries, results revealed that (1) ICT use and availability were associated with lower science scores and (2) students who were more comfortable with ICT performed better in science. This study can inform practical implementations of ICT in classrooms that consider the differential effect of ICT and it can advance theoretical knowledge around technology, learning, and cultural context.
TL;DR: In this paper, the authors present the case of three Latin American countries, Mexico, Colombia, and Chile, in relation to educational difficulties generated by the pandemic, with respect to regional actions on the educational problems that have been revealed, and proposes regional research agendas for the Mathematics Education research community.
Abstract: The pandemic and its disruption of social dynamics, including school dynamics, necessitates a review of both the proposals for education in situations of confinement and the research that must be carried out to account for exceptional educational situations. It is likely that this pandemic is only the first circumstance that has highlighted the need to investigate more decisively areas that have not been previously considered or have been put aside. This document presents the case of three Latin American countries, Mexico, Colombia, and Chile, in relation to educational difficulties generated by the pandemic, with respect to regional actions on the educational problems that have been revealed, and proposes regional research agendas for the Mathematics Education research community.
TL;DR: In this paper, the authors examined how "STEM interested" youth differed from disinterested youth and how interest changed over time from age 11/12 to 12/13 and found that only STEM Disinterested youth lost interest in science, technology, engineering, and mathematics while the remaining 76% of youth remained at least somewhat interested in science and technology/engineering.
Abstract: To better understand STEM interest development during adolescence in an urban community, we examined how “STEM Interested” youth differed from disinterested youth and how interest changed over time from age 11/12 to 12/13. We surveyed youth to measure interest in four components of STEM, used cluster analysis to categorize youth based on STEM interest, and examined how interest profiles and pathways differed for several explanatory factors (e.g., parental support, gender). Three STEM interest profiles emerged from the analysis: Stem Interested, Math Disinterested, and STEM Disinterested. Only STEM Disinterested youth lost interest in science, technology/engineering, and mathematics while the remaining 76% of youth remained at least somewhat interested in science and technology/engineering. Girls were just as likely as boys to identify as STEM Interested. Participation in out-of-school STEM activities and positive parental attitudes toward science were significant predictors of persistent STEM interest. Decreases in STEM interest were associated with declines in science self-concept and perceived parental attitudes toward science. Results suggested that declining STEM interest may not be the norm for urban youth. The findings also revealed factors that may influence declining STEM interest and reinforced the importance of out-of-school factors in developing and sustaining STEM interest during adolescence.
TL;DR: The development and validation of a CS concept assessment for middle grades (ages 11-13) students is reported on, finding that only 24 items are considered valid and reliable items to measure CS conceptual understanding.
Abstract: The increasing interest in computer science (CS) and CS-integrated STEM teaching and learning has created a need for assessment instruments that can be used to evaluate the efficacy of innovative instructional approaches to K-12 CS education. However, there is a lack of validated assessment tools aligned to core CS concepts for younger students. This paper reports on the development and validation of a CS concept assessment for middle grades (ages 11-13) students. A total of 27 multiple-choice items were developed, guided by focal knowledge, skills and abilities associated with the concepts of variables, loops, conditionals, and algorithms. These items were administered to 457 middle grades students. The items were presented in form of block-based programming code and administered in a week-long computational modeling intervention. A combination of classical test theory and item response theory approaches were used to validate the assessment. Based on results, it was found that only 24 items are considered valid and reliable items to measure CS conceptual understanding. The results also suggested that the assessment can be used as a pre and post-test to investigate students’ learning gains. This work fills an important gap by providing a key resource for researchers and practitioners interested in assessing middle grades student CS conceptual understanding.
TL;DR: In this paper, the effects of creative drama on situational interest, career interest, and science-related attitudes of science majors and non-science majors were investigated, also investigated were students' perception toward creative drama.
Abstract: Background:This research investigated the effects of creative drama on situational interest, career interest, and science-related attitudes of science majors and non-science majors. Also investigated were students’ perception toward creative drama.Material and methods:55 science majors and 28 non-science majors from five high schools in Malaysia voluntarily participated in this 5-day creative drama activity held in Taiwan. They completed pre-tests on “The Individual Interest Questionnaire” and “Test of Science-Related Attitudes”. They designed, prepared, and presented their creative drama during the 5-day. A post-test was administered after the activity.Results:Creative drama was found to have triggered the situational interest in science within both majors. The career interest and science-related attitudes of science majors were found to have significant improvement; some students’ perception toward science careers and science have changed after the activity. Some students commented that creative drama had developed their courage, social skills, teamwork, creativity, self-reflection, presentation skills, critical thinking, and problem-solving skills.Conclusions:Due to the promising results, hence, creative drama in science education could be an alternative to promote interest and career interest in science, science-related attitudes, and the development of soft skills.
TL;DR: In this paper, the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers' alignment with the scheme of work was determined.
Abstract: This study aims at determining the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers’ alignment with the scheme of work. It was conducted in 10 selected Rwandan secondary schools using a teacher survey, teacher interviews and the Classroom Observation Protocol for Undergraduate STEM (COPUS) in the period from 27 May to 8 July 2019. The result of the analysis reveals that teaching chemistry using group work-related techniques that engage more learners does not have any relationship to teachers moving slowly compared to the scheme of work of S2 chemistry. Therefore, this study recommends more support for teachers to use active learning techniques in teaching chemistry in S2 for the effective implementation of the CBC.
TL;DR: In this article, a quasi-experimental and design-based approach was applied to understand the effectiveness of concept mapping based teaching method on grade eight students' conceptual understanding of photosynthesis.
Abstract: Concept mapping helps learners to understand complex ideas. However, studies confirming that statement are scarce. A quasi-experimental and Design-based approaches were applied to understand the effectiveness of concept mapping based teaching method on grade eight students’ conceptual understanding of photosynthesis. Two sections of grade eight consisting of 103 students were selected randomly. Pretest results were used to assign students as experimental and control groups and treated with concept mapping and lecture methods, respectively. The post-test results of the two study groups revealed a statistically significant difference indicated that students’ treated with concept mapping method exhibited better conceptual understanding on the concept of photosynthesis than those treated with lecture method. This study suggests that science teachers should apply concept mapping method to teach science concepts systematically. The use of concept mapping method in science classes can help students to better understand the important concepts.
TL;DR: In this paper, the authors identify the possibilities of using mentoring for digital literacy development of British PhDs using comparison and terminological analysis and identify important digital skills being developed by doctoral students in the process of mastering the programs offered by UK university libraries.
Abstract: The relevance of the study is due to the global digitalization and search for tools and practices fostering the process of doctoral students` training for independent quality research using the full range of available digital tools. Digital skills require continuous improvement. Thus, this article is aimed at identifying the possibilities of using mentoring for digital literacy development of British PhDs. Using comparison and terminological analysis the research considers the changing phenomenon of mentoring under the influence of information and digital transformations, identifies important digital skills being developed by doctoral students in the process of mastering the programs offered by UK university libraries. It is also justified that today librarians serve as mentors and can effectively develop digital literacy of doctoral students. The materials are valuable for doctoral students, teachers, mentors, academic librarians who provide professional development programs for researchers working with digital research tools.
TL;DR: In this article, a narrative analysis technique suggested by Polkinghorne was employed to develop stories of teaching force and motion, and a mapping technique was devised to illustrate pedagogical constructions of each participant teacher.
Abstract: A narrative inquiry approach was adapted to study teacher’s experiences of planning and teaching force and motion topics. Oral narrative data were collected through interview conversations between the researcher and the teachers about their experiences of planning and teaching force and motion concepts. Narrative analysis technique suggested by Polkinghorne, was employed to develop stories of teaching force and motion—that acceded access to their pPCK. and comprised of small entities of knowledge—pedagogical constructions, which are narrative fragments. Each pedagogical construction was placed on a four-level PCK continuum to assess the breadth and depth of each teacher’s pPCK. A mapping technique was devised to illustrate pPCK of each participant teacher, and a comparative analysis of these illustrations reveals fascinating similarities and differences apparently grounded in individual teacher’s subject area background and their specific teaching experiences. Implications for pre-service science teacher education are discussed.
TL;DR: In this article, the authors developed and validated Scientific Reasoning Progress Tool (SRPT) that measures students' reasoning abilities, which was used to measure the progression of students' scientific reasoning ability.
Abstract: Studies indicate that the failure of science education to meet the needs of the 21st century is to some extent due to the inability to incorporate scientific reasoning and higher order assessments in the school instruction. Though the outcomes of education seek higher-order thinking abilities there is a lack of high ability assessments in low-income nations. This study aimed to develop and validate Scientific Reasoning Progress Tool (SRPT) that measures students’ reasoning abilities. In this study, 40 items were developed, pilot-tested, and administered to 242 students from grade eight. The SRPT was a valid and reliable instrument. It was also found that the reasoning ability of grade 8 students’ is limited to the lower levels of reasoning. It is recommended that further study is essential through the adoption of the framework and the design to develop additional instruments and investigation of the progression of students’ scientific reasoning ability.
TL;DR: In this paper, the authors explored forms of student engagement in PBL settings, drawing on empirical data of observations and group interviews with 23 project teams (116 students) in four different PBL undergraduate civil engineering courses at Qatar University.
Abstract: Background: While improved student engagement has been highlighted as an essential goal and a major outcome of Problem and Project-Based learning (PBL), little empirical evidence has been provided regarding types and forms of student engagement.
Material and method: The study explored forms of student engagement in PBL settings, drawing on empirical data of observations and group interviews with 23 project teams (116 students) in four different PBL undergraduate civil engineering courses at Qatar University.
Results: The study identified four patterns of student engagement in a PBL setting. Participants reported significant indicators of the first two patterns - engagement as autonomy and as connection. Regarding the other two indicators, namely relational and emotional engagement, they reported positive yet slightly fewer indicators. Three factors were identified that influenced student engagement in a project teams, namely PBL types and its appropriateness to the nature of the course, students’ prior experiences with PBL, and team dynamics.
Conclusions: These results facilitate the establishment of an institutional framework supporting a progressive approach to embracing PBL. In this framework PBL implementation begins with diverse practices at the course level and has systemic change as its ultimate goal. This framework particularly aims to support an institutionalized approach to transition to PBL in a socio-cultural context (e.g., a non-western context) where instructors are as the primary and authoritative source of knowledge. The overall outcome of the study supports management of change from a lecture-based mode to PBL in a non-western context.
TL;DR: For instance, the authors found that teachers were less likely to select videos with higher complexity for discussion; however, they commonly discussed videos that included multiple participation structures for students, teacher questioning and scaffolding, student misconceptions and those in which student thinking initially seemed inflexible.
Abstract: Video is a common tool to support teacher learning, as it provides opportunity for reflection on teaching practices. Video clubs are one professional learning experience that integrates video, providing teachers an opportunity to collaboratively discuss videos from their teaching. However, few research studies have focused on the characteristics of videos used for teacher learning. We engaged teachers in a video club over the course of an academic year and analyzed the relationships between the videos teachers discussed and the complexity of the videos. Findings indicate teachers were less likely to select videos with higher complexity for discussion; however, they commonly discussed videos that included multiple participation structures for students. Teachers also discussed videos that included teacher questioning and scaffolding, student misconceptions, and those in which student thinking initially seemed inflexible. We provide the Video Complexity Framework for teacher educators and researchers to use to describe the complexity of the videos in teacher education.
TL;DR: In this article, the authors explored teacher knowledge and student status of dyscalculia at a basic level schools in Nepal by using simple random sampling, and found that 6.8 percent of students were dyscalic.
Abstract: Dyscalculia refers to a specific and lifelong difficulty in learning mathematics. Dyscalculia has been observed among students from even basic levels of mathematical studies, and its effects regarding mathematical learning are serious. This study explores teacher knowledge and student status of dyscalculia at a basic level schools in Nepal. It was constructed by using the descriptive survey design. The study consists of 150 basic level school teachers and 500 students from Ilam Municipality, Ilam by using simple random sampling. To explore the teachers’ knowledge about dyscalculia a mathematics learning difficulty test questionnaire has been used. Similarly, the status of dyscalculic students was measured by a dyscalculia screening test. The teachers were found to have inadequate knowledge regarding dyscalculia. The association between the teachers’ knowledge and the demographic variables of gender, school type, and educational qualifications on dyscalculia were not found significant, except teaching experience. Consequently, the study revealed 6.8 percent of students were dyscalculic. Therefore, the concerned authority is recommended to improve teacher knowledge regarding dyscalculia for the proper identification, guidance, and intervention of the dyscalculic learner.
TL;DR: In this paper, the effects of flipped classrooms on students' motivation and understanding of medical physics concepts were investigated, and the results showed that there were statistically significant differences among students' increased motivation and understand of medical concepts in favor of the flipped classroom learning.
Abstract: The purpose of this study was to investigate the effects of the flipped classroom on optimizing students’ motivation and understanding of medical physics concepts. This approach transfers teacher-fronted lessons out of class to be prepared by students at home and utilizes their class time for discussion and practice. The sample included 123 female students: 58 in a flipped classroom and 65 in a conventional classroom. Three instruments were developed: teachers’ guide, an understanding test, and students’ motivation questionnaire. Data were analyzed using the mean, standard deviation, ANCOVA - test, and size effect. The results showed that there were statistically significant differences among students’ increased motivation and understanding of medical physics concepts in favor of the flipped classroom learning. Therefore, instructors and curriculum developers should restructure the contents of their courses according to flipped classroom principles to foster students’ motivation and understanding of medical physics concepts.
TL;DR: In this paper, the authors present the findings of a convergent parallel mixed methods research that was carried out to explore the views of student teachers on how geometry was taught and the confidence of those student-teachers in teaching geometry to secondary school learners when they will become professionally qualified.
Abstract: This paper presents the findings of a convergent parallel mixed methods research that was carried out to explore the views of student-teachers on how geometry was taught and the confidence of those student-teachers in teaching geometry to secondary school learners when they will become professionally qualified. Respondents were randomly selected from two Colleges of Education in Burundi. Although the study was predominantly quantitative, some qualitative data were also collected to gain deeper insights into the prevailing situation. Ninety-seven pre-service teachers of Mathematics from the said institutions completed the questionnaire whose items were closed-ended except for one that was open-ended. Results show that the teacher-centered approach had dominated geometry classes in their respective secondary schools. Nevertheless, student-teachers exhibited higher confidence in teaching geometry. These findings provide evidence on the need for teacher education programs to consider embedding instructional and assessment approaches designed for specific branches of mathematics.