Karim Boumazguida, Gaëtan Temperman, Bruno De Lièvre
In this paper, we evaluate the effects of two modalities of use of digital books by university students: discovery of the digital book before the course vs. discovery of it after the course. During the experiment, we recorded the traces of the students’ activity in the digital book. Our study revolves around 4 research questions (Q1, Q2, Q3 & Q4). If students make significant progress during the pedagogical sequence (Q1), it highlights that moment of use e-book does not have an effect on the students’ performances (Q2). However, some student behaviours in the eBook vary depending on when the eBook is used (Q3). A regression analysis between these behaviours (process) and learning gains (performance) shows that consulting additional info/glossary, expansion slideshows and verification of responses would be success factors (Q4).
{"title":"The digital book: a tool to help university students succeed?","authors":"Karim Boumazguida, Gaëtan Temperman, Bruno De Lièvre","doi":"10.26220/REV.3555","DOIUrl":"https://doi.org/10.26220/REV.3555","url":null,"abstract":"In this paper, we evaluate the effects of two modalities of use of digital books by university students: discovery of the digital book before the course vs. discovery of it after the course. During the experiment, we recorded the traces of the students’ activity in the digital book. Our study revolves around 4 research questions (Q1, Q2, Q3 & Q4). If students make significant progress during the pedagogical sequence (Q1), it highlights that moment of use e-book does not have an effect on the students’ performances (Q2). However, some student behaviours in the eBook vary depending on when the eBook is used (Q3). A regression analysis between these behaviours (process) and learning gains (performance) shows that consulting additional info/glossary, expansion slideshows and verification of responses would be success factors (Q4).","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266798","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}
The idea of the Balance of Nature (BON-idea), which implies a predetermined order and stability guaranteed by a God’s will or nature itself, is much older than the science of ecology and had a remarkable influence on it. It seems that the history of the BON-idea might be used for highlighting Nature of Science (NOS). Our study concerns whether it is actually feasible to draw on the BON-idea history in order to design historical narratives that could effectively support students to reach a better understanding of general NOS aspects. In this paper, we focus on which general NOS aspects could be highlighted by the BON-idea history and how. So, we argue that the BON-idea history can offer resources for the design of narratives that outline scientific knowledge as (i) influenced by socio-cultural contexts, (ii) mediated by creativity, and (iii) subject to change.
{"title":"Can the history of the balance of nature-idea inform the design of narratives for highlighting general aspects of nature of science?","authors":"G. Ampatzidis, Marida Ergazaki","doi":"10.26220/REV.3574","DOIUrl":"https://doi.org/10.26220/REV.3574","url":null,"abstract":"The idea of the Balance of Nature (BON-idea), which implies a predetermined order and stability guaranteed by a God’s will or nature itself, is much older than the science of ecology and had a remarkable influence on it. It seems that the history of the BON-idea might be used for highlighting Nature of Science (NOS). Our study concerns whether it is actually feasible to draw on the BON-idea history in order to design historical narratives that could effectively support students to reach a better understanding of general NOS aspects. In this paper, we focus on which general NOS aspects could be highlighted by the BON-idea history and how. So, we argue that the BON-idea history can offer resources for the design of narratives that outline scientific knowledge as (i) influenced by socio-cultural contexts, (ii) mediated by creativity, and (iii) subject to change.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266991","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}
This article aims to shed light on teaching practices in didactic institutions that are located at the "frontiers" of the School. We are interested in the partnership between classes and scientists within the framework of a project of citizen sciences deployed in Europe (the Oak bodyguards project). Our work is based on the articulation of three conceptual sets: teaching practices, continuity of experience and knowledge in science. The first results highlight in particular that all the teachers say they have enrolled their students in this project so that they can practice “authentic” science.
{"title":"Les projets de sciences citoyennes à l’École : quelles pratiques d’enseignement ?","authors":"Séverine Perron","doi":"10.26220/REV.3572","DOIUrl":"https://doi.org/10.26220/REV.3572","url":null,"abstract":"This article aims to shed light on teaching practices in didactic institutions that are located at the \"frontiers\" of the School. We are interested in the partnership between classes and scientists within the framework of a project of citizen sciences deployed in Europe (the Oak bodyguards project). Our work is based on the articulation of three conceptual sets: teaching practices, continuity of experience and knowledge in science. The first results highlight in particular that all the teachers say they have enrolled their students in this project so that they can practice “authentic” science.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266925","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}
This qualitative case study aimed to investigate ideas and practices of 72 preschool children in relation to oral health, so that the findings would contribute to design learning environments. Data gathering techniques were structured interview and questionnaire. Most of children seemed to recognize and understand issues about oral health, although their actual behaviours seem to be moderate. Fewer children associated dental caries with sweets and even fewer attributed caries to poor oral hygiene and germs. Overall, preschoolers seem to understand cause and effect issues concerning oral health, facilitating design educational interventions for improving both knowledge and related healthy practices.
{"title":"Young children’s ideas and practices towards oral health","authors":"Despina Klimi, Vassiliki Zogza","doi":"10.26220/REV.3153","DOIUrl":"https://doi.org/10.26220/REV.3153","url":null,"abstract":"This qualitative case study aimed to investigate ideas and practices of 72 preschool children in relation to oral health, so that the findings would contribute to design learning environments. Data gathering techniques were structured interview and questionnaire. Most of children seemed to recognize and understand issues about oral health, although their actual behaviours seem to be moderate. Fewer children associated dental caries with sweets and even fewer attributed caries to poor oral hygiene and germs. Overall, preschoolers seem to understand cause and effect issues concerning oral health, facilitating design educational interventions for improving both knowledge and related healthy practices.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"13 1","pages":"81-96"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49545639","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}
W hile the role of science and technology is extremely important for the contemporary society, while expertise in science and technology has proved to be politically a key issue, western countries have observed a decline in students’ interest in both studying and pursuing careers in scientific subject areas. In the present article, the purpose is to document how French students relate to their school science classes, with a data from a Relevance of Science Education (ROSE) questionnaire-based study involving 2395 students (1264 girls; 1131 boys). The findings of our research show some interesting gender differences and there is no sense to treat girls as though they were a homogeneous group.
{"title":"Important but not for me as a girl: French students’ attitudes towards secondary school science","authors":"F. Kalali","doi":"10.26220/REV.3154","DOIUrl":"https://doi.org/10.26220/REV.3154","url":null,"abstract":"W hile the role of science and technology is extremely important for the contemporary society, while expertise in science and technology has proved to be politically a key issue, western countries have observed a decline in students’ interest in both studying and pursuing careers in scientific subject areas. In the present article, the purpose is to document how French students relate to their school science classes, with a data from a Relevance of Science Education (ROSE) questionnaire-based study involving 2395 students (1264 girls; 1131 boys). The findings of our research show some interesting gender differences and there is no sense to treat girls as though they were a homogeneous group.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"13 1","pages":"61-79"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44942789","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}
One can claim that one of the main ambitions of every society is to assure children’s healthy life start and their further development creating a favourable environment for this. Preschool education institution is a favourable context to take care of children’s health, shape healthy lifestyle skills, develop various health care activities taking into account the child’s development peculiarities. However, more and more research show that children’s health has a tendency to become worse, regardless of various carried out health care programmes and/or projects. In this respect, kindergarten teachers’ health literacy becomes a cornerstone. However, very little is known about kindergarten teachers’ health literacy and this undoubtedly makes a research problem. A qualitative research was carried out in the months March to May 2019, participating 105 kindergarten teachers. Applying a research instrument of 5 open ended questions, the gathered verbal data array was analysed using a quantitative content analysis. The findings show that kindergarten teachers’ health literacy understanding is more focused on the knowledge about health than on practical health education aspects, e.g., health promotion, disease prevention and prophylaxis. Health literacy promotion is basically identified with various educational events. The support of preschool education institutions themselves in this field is not considered important. Health promotion, knowledge conveyance, practical behaviour are poorly expressed in health literacy understanding. It is obvious that this can influence children’s health competence education. Therefore, it is very important that kindergarten teachers’ health literacy does not become an obstacle for children’s health education implementation. Further research is urgent and necessary, seeking to ascertain how kindergarten teachers’ health literacy understanding influences their practical activity educating children’s health competence, forming children’s healthy lifestyle demand.
{"title":"Kindergarten teachers’ health literacy: understanding, significance and improvement aspects","authors":"Vincentas Lamanauskas, Dalia Augienė","doi":"10.26220/REV.3207","DOIUrl":"https://doi.org/10.26220/REV.3207","url":null,"abstract":"One can claim that one of the main ambitions of every society is to assure children’s healthy life start and their further development creating a favourable environment for this. Preschool education institution is a favourable context to take care of children’s health, shape healthy lifestyle skills, develop various health care activities taking into account the child’s development peculiarities. However, more and more research show that children’s health has a tendency to become worse, regardless of various carried out health care programmes and/or projects. In this respect, kindergarten teachers’ health literacy becomes a cornerstone. However, very little is known about kindergarten teachers’ health literacy and this undoubtedly makes a research problem. A qualitative research was carried out in the months March to May 2019, participating 105 kindergarten teachers. Applying a research instrument of 5 open ended questions, the gathered verbal data array was analysed using a quantitative content analysis. The findings show that kindergarten teachers’ health literacy understanding is more focused on the knowledge about health than on practical health education aspects, e.g., health promotion, disease prevention and prophylaxis. Health literacy promotion is basically identified with various educational events. The support of preschool education institutions themselves in this field is not considered important. Health promotion, knowledge conveyance, practical behaviour are poorly expressed in health literacy understanding. It is obvious that this can influence children’s health competence education. Therefore, it is very important that kindergarten teachers’ health literacy does not become an obstacle for children’s health education implementation. Further research is urgent and necessary, seeking to ascertain how kindergarten teachers’ health literacy understanding influences their practical activity educating children’s health competence, forming children’s healthy lifestyle demand.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"13 1","pages":"39-60"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47486576","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}
This project has focused on continuing education offered to high school science teachers in a Quebec Museum of civilisation. We followed this group of teachers throughout the process of immersion in the museum's activities, to describe and attempt to understand how this experience has transformed their teaching practice, as well as their relationship to the museum. A qualitative-interpretative research emphasizing an inductive approach was put forward through a case study from the perspective of Wenger’s social theory of learning. Learning is therefore described as a four-dimensional system that is closely related and mutually determinative. The results capture these four dimensions: meaning, engagement in practice, community belonging, and changes in identity, and how participation in collective activities transforms individuals.
{"title":"Des enseignants de Sciences en immersion dans un musée. Une étude de cas sous l’angle de la théorie sociale de l’apprentissage","authors":"A. Meunier, Charlène Bélanger, Patrick Charland","doi":"10.26220/REV.3088","DOIUrl":"https://doi.org/10.26220/REV.3088","url":null,"abstract":"This project has focused on continuing education offered to high school science teachers in a Quebec Museum of civilisation. We followed this group of teachers throughout the process of immersion in the museum's activities, to describe and attempt to understand how this experience has transformed their teaching practice, as well as their relationship to the museum. A qualitative-interpretative research emphasizing an inductive approach was put forward through a case study from the perspective of Wenger’s social theory of learning. Learning is therefore described as a four-dimensional system that is closely related and mutually determinative. The results capture these four dimensions: meaning, engagement in practice, community belonging, and changes in identity, and how participation in collective activities transforms individuals.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"13 1","pages":"5-37"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48506101","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}
Our article focuses on the impact of programming on the development of spatial skills among early elementary school students. Our study is based on an experimental plan that evaluates the effect of two modes of use of the Scratch Jr application: a mode with tangible material to prepare the coding and a mode without this tangible material. Our dependent variables concern the understanding, expression and production of spatial prepositions. Our results tend to show that students make significant progress in both conditions in terms of comprehension and expression. In terms of production, we observe that programming cards allow students to make more progress in this learning than students who do not have them.
{"title":"Programmer pour s’orienter, s’orienter pour programmer...","authors":"Gaëtan Temperman, Céline Durant, B. Lièvre","doi":"10.26220/REV.3106","DOIUrl":"https://doi.org/10.26220/REV.3106","url":null,"abstract":"Our article focuses on the impact of programming on the development of spatial skills among early elementary school students. Our study is based on an experimental plan that evaluates the effect of two modes of use of the Scratch Jr application: a mode with tangible material to prepare the coding and a mode without this tangible material. Our dependent variables concern the understanding, expression and production of spatial prepositions. Our results tend to show that students make significant progress in both conditions in terms of comprehension and expression. In terms of production, we observe that programming cards allow students to make more progress in this learning than students who do not have them.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"13 1","pages":"73-92"},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45769586","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}
This paper presents a comparative study of cognitive mediations at work in the scope of pedagogical device dedicated to introduce robotic/computer science to learners of last section of kindergarten (5-6 years old). The device used for the experiment is a robot named «Blue Bot» and presents three modalities in the scope of proposed serious games: the body, the robot and digital tablet. This study highlights on how mediator-instruments influence the reception and learning of learners through their performances, strategies and conceptions built during programming activities. Beyond this observation, this contribution proposes to apprehend these differences taking into account specificities of the mediator-instruments and their gap from the learner physical reality.
{"title":"S’initier à la robotique/informatique en classe de grande section de maternelle. Une expérimentation autour de l’utilisation du robot Blue Bot comme jeux sérieux","authors":"Katell Bellegarde, Julie Boyaval, Julian Alvarez","doi":"10.26220/REV.3105","DOIUrl":"https://doi.org/10.26220/REV.3105","url":null,"abstract":"This paper presents a comparative study of cognitive mediations at work in the scope of pedagogical device dedicated to introduce robotic/computer science to learners of last section of kindergarten (5-6 years old). The device used for the experiment is a robot named «Blue Bot» and presents three modalities in the scope of proposed serious games: the body, the robot and digital tablet. This study highlights on how mediator-instruments influence the reception and learning of learners through their performances, strategies and conceptions built during programming activities. Beyond this observation, this contribution proposes to apprehend these differences taking into account specificities of the mediator-instruments and their gap from the learner physical reality.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"13 1","pages":"51-72"},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48821643","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}
A teaching intervention – educational scenario – was implemented by educators to 306 pre-schoolers in 17 classrooms. It was designed to foster children’s spatial awareness so as to help them construct a model of spatial concepts with reference to a mobile object around the space, the programmable toy Bee-Bot. The educational scenario encompasses instruments designed for gathering data of the pre and post children’s representations about direction and orientation concepts, the teaching activities conceived to deliver these concepts by using the programmable toy and finally instruments designed for evaluation. The evaluation took place after three weeks implementation and the results indicated statistically significant difference in children’s pre and post-test intervention representations and consequently construction of spatial knowledge not only to a functional context but moreover to a more symbolic one.
{"title":"The construction of spatial awareness in early childhood: the effect of an educational scenario-based programming environment","authors":"Anastasia Misirli, V. Komis, K. Ravanis","doi":"10.26220/REV.3122","DOIUrl":"https://doi.org/10.26220/REV.3122","url":null,"abstract":"A teaching intervention – educational scenario – was implemented by educators to 306 pre-schoolers in 17 classrooms. It was designed to foster children’s spatial awareness so as to help them construct a model of spatial concepts with reference to a mobile object around the space, the programmable toy Bee-Bot. The educational scenario encompasses instruments designed for gathering data of the pre and post children’s representations about direction and orientation concepts, the teaching activities conceived to deliver these concepts by using the programmable toy and finally instruments designed for evaluation. The evaluation took place after three weeks implementation and the results indicated statistically significant difference in children’s pre and post-test intervention representations and consequently construction of spatial knowledge not only to a functional context but moreover to a more symbolic one.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"13 1","pages":"111-124"},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45791196","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}
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