International Journal of Science and Mathematics Education最新文献

英文中文

Improving the Professional Awareness of Mathematics Teachers and Teacher Instructors Using Video-Based Curiosity-Driven Discourse—a Case Study 利用基于视频的好奇心驱动话语提高数学教师和教师的专业意识——一个案例研究

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-09-26 DOI: 10.1007/s10763-023-10418-2

Ruti Segal, Avraham Merzel, Yaron Lehavi

引用次数: 0

Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance 在中学数学学习的背景下探索计算思维:倾向、参与和学习表现

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-09-21 DOI: 10.1007/s10763-023-10419-1

Chee-Kit Looi, Shiau-Wei Chan, Longkai Wu, Wendy Huang, Mi Song Kim, Daner Sun

引用次数: 0

The Inclusion of Nature of Science in South African Life Sciences and Physical Sciences School Curricula 在南非生命科学和物理科学学校课程中纳入科学的本质

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-09-20 DOI: 10.1007/s10763-023-10415-5

Umesh Ramnarain

Abstract Curriculum reform worldwide has often reflected changing perspectives on the teaching and learning of science. Such perspectives underline the notion that not only the teaching of science content knowledge is relevant but also the aims and methods scientists use to further their knowledge and the social context in which science is applied. We call this the ‘cognitive-epistemic’ and ‘social institutional aspects’ of science. They form the hard core of the nature of science (NOS) concept for curriculum reform. In South Africa, after years of Apartheid, a key focus of school science curriculum reform is for importance to be given to NOS due to the potential benefits of learning and understanding of NOS for students. This study analyses cognitive-epistemic and social-institutional categories of NOS in the South African Life Sciences and Physical Sciences school curricula. A critical finding for both Life Sciences and Physical Sciences curricula was the imbalance in the NOS categories. In the curricula, there is less presence of the social-institutional categories compared to the cognitive-epistemic categories. In general, there was poor interconnectedness amongst NOS categories, with the strongest interconnectedness revealed for the cognitive-epistemic categories ‘scientific practices’ and ‘methods and methodological rules’. Implications for the design of future curricula and recommendations for future research are discussed.

世界范围内的课程改革往往反映了科学教与学观念的变化。这样的观点强调了这样一种观念，即不仅科学内容知识的教学是相关的，而且科学家用来促进他们的知识和应用科学的社会背景的目标和方法也是相关的。我们称之为科学的“认知-认知”和“社会制度方面”。它们构成了课程改革的科学本质理念的核心。在南非，经过多年的种族隔离，学校科学课程改革的一个重点是重视NOS，因为学习和理解NOS对学生有潜在的好处。本研究分析了南非生命科学和物理科学学校课程中NOS的认知知识和社会制度类别。生命科学和物理科学课程的一个重要发现是NOS类别的不平衡。在课程中，与认知-认知范畴相比，社会-制度范畴的存在较少。总体而言，NOS类别之间的相互关联性较差，其中“科学实践”和“方法和方法论规则”的认知-认识类别的相互关联性最强。讨论了未来课程设计的意义和对未来研究的建议。

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引用次数: 0

Introduction of Integrated STEM Education to Pre-service Teachers Through Collaborative Action Research Practices 通过合作行动研究实践向职前教师介绍综合STEM教育

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-09-19 DOI: 10.1007/s10763-023-10417-3

Fatlume Berisha, Eda Vula

引用次数: 0

Undergraduate Students’ Math Anxiety: the Role of Mindset, Achievement Goals, and Parents 大学生数学焦虑：心态、成就目标和父母的作用