In 2010 an experimental program was launched to see how teaching science in the spirit of “ La main a la pâte” could be applied to the schooling of children with mental or physical disabilities. From 2010 to 2016 a group of 40 primary school teachers were involved in this program. Interviews with all these teachers and the analysis of specific days (called study days) have revealed a number of constants that highlight both the contributions of science teaching based on investigation as well as the difficulties. This 5-year experiment has enabled a number of teachers to train in science and resulted in new ideas to improve the training of teachers in science education.
2010年，启动了一个实验项目，以了解如何将“La main a La pte”精神的科学教学应用于智力或身体残疾儿童的学校教育。从2010年到2016年，40名小学教师参与了这个项目。对所有这些教师的采访和对特定天数(称为学习日)的分析揭示了一些常数，这些常数既突出了基于调查的科学教学的贡献，也突出了困难。这一为期5年的实验，使一批教师得到了科学方面的训练，对改进科学教育教师的训练产生了新的思路。
{"title":"Science and investigation: teaching for sustainable learning for students with disabilities too","authors":"Marie Hélène Heitz-Ferrand, E. Saltiel","doi":"10.26220/REV.2865","DOIUrl":"https://doi.org/10.26220/REV.2865","url":null,"abstract":"In 2010 an experimental program was launched to see how teaching science in the spirit of “ La main a la pâte” could be applied to the schooling of children with mental or physical disabilities. From 2010 to 2016 a group of 40 primary school teachers were involved in this program. Interviews with all these teachers and the analysis of specific days (called study days) have revealed a number of constants that highlight both the contributions of science teaching based on investigation as well as the difficulties. This 5-year experiment has enabled a number of teachers to train in science and resulted in new ideas to improve the training of teachers in science education.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"12 1","pages":"5-21"},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43605477","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}
In this paper, we intend to provide explanations for the fact that logical-mathematical games (a teaching method in which simulated procedures prevail and its goals are to build the capacity to understand the causal relations between actions and events, to develop logical reasoning, and to perform operations and logical deductions) have a lower recurrence in current educational activities, although their importance is well known. We have studied the hypothesis of a dependence between experience and use of the logical-mathematical game in daily teaching activities, t he hypothesis that the teacher who has already used logical-mathematical games is more flexible in adapting a teaching game to become a logical-mathematical game, t he hypothesis of teachers who have already used logical-mathematical games being more willing to apply this type of game to a wider variety of target groups, the hypothesis that there is a direct connection between a teacher’s past experience with logical-mathematical games and his/her willingness to use a variety of resources and high professional standards in planning them. The research provides statistically significant evidence suggesting that only teachers with less experience/seniority in education appear more interested in using logical-mathematical games in daily teaching activities, and teachers who have experience with logical-mathematical games rely more on that very experience in planning teaching than on specialist reference. Additionally, educators with little interest in teaching mathematics itself had low capacity to do exercises that involve a high effort in teaching and limited willingness to conceive, design and implement complex projects.
{"title":"Logical-mathematical game in the context of early education. A study about the Romanian preschool teachers","authors":"C. Petrovici, Geanina Havârneanu","doi":"10.26220/REV.2939","DOIUrl":"https://doi.org/10.26220/REV.2939","url":null,"abstract":"In this paper, we intend to provide explanations for the fact that logical-mathematical games (a teaching method in which simulated procedures prevail and its goals are to build the capacity to understand the causal relations between actions and events, to develop logical reasoning, and to perform operations and logical deductions) have a lower recurrence in current educational activities, although their importance is well known. We have studied the hypothesis of a dependence between experience and use of the logical-mathematical game in daily teaching activities, t he hypothesis that the teacher who has already used logical-mathematical games is more flexible in adapting a teaching game to become a logical-mathematical game, t he hypothesis of teachers who have already used logical-mathematical games being more willing to apply this type of game to a wider variety of target groups, the hypothesis that there is a direct connection between a teacher’s past experience with logical-mathematical games and his/her willingness to use a variety of resources and high professional standards in planning them. The research provides statistically significant evidence suggesting that only teachers with less experience/seniority in education appear more interested in using logical-mathematical games in daily teaching activities, and teachers who have experience with logical-mathematical games rely more on that very experience in planning teaching than on specialist reference. Additionally, educators with little interest in teaching mathematics itself had low capacity to do exercises that involve a high effort in teaching and limited willingness to conceive, design and implement complex projects.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"12 1","pages":"61-82"},"PeriodicalIF":0.0,"publicationDate":"2018-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42348467","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}
Scientific research activity (SRA) is very important in an early natural science education process. Basically, it comprises primary general education school. Natural science education process construction based on experimental-research activity is acknowledged at an international level as an effective educational approach. However, it is still very little/not enough known about teachers’ position (opinion) concerning research activity aims, research activity organisation and realisation, scientific research competence of the teachers themselves. The main students’ SRA organisation aim is to give an opportunity for the students themselves to try scientific method application, in this way acquiring and broadening natural science knowledge. Such an activity in its turn is undoubtedly practical and requires students’ creativity and proper motivation. The conducted research aim was to analyse primary class teachers’ position in the scientific research activity sphere (personal ability to organise and carry out students’ research activity evaluation, revealing the most important limitations, understanding of SRA importance and ways of improvement). 60 primary class teachers from more than 25 Lithuanian general education schools participated in the research. Data were analysed using a content analysis method. It has been stated, that most of the teachers value their abilities in SRA as satisfactory, though they treat the importance of SRA itself in education process as very significant. The essential factors hindering SRA development in a primary school were ascertained, i.e. supply limitations related to material and financial difficulties and organisational/ human factors.
{"title":"Scientific research activity organisation and improvement in a primary school","authors":"Vincentas Lamanauskas, Dalia Augienė","doi":"10.26220/REV.2938","DOIUrl":"https://doi.org/10.26220/REV.2938","url":null,"abstract":"Scientific research activity (SRA) is very important in an early natural science education process. Basically, it comprises primary general education school. Natural science education process construction based on experimental-research activity is acknowledged at an international level as an effective educational approach. However, it is still very little/not enough known about teachers’ position (opinion) concerning research activity aims, research activity organisation and realisation, scientific research competence of the teachers themselves. The main students’ SRA organisation aim is to give an opportunity for the students themselves to try scientific method application, in this way acquiring and broadening natural science knowledge. Such an activity in its turn is undoubtedly practical and requires students’ creativity and proper motivation. The conducted research aim was to analyse primary class teachers’ position in the scientific research activity sphere (personal ability to organise and carry out students’ research activity evaluation, revealing the most important limitations, understanding of SRA importance and ways of improvement). 60 primary class teachers from more than 25 Lithuanian general education schools participated in the research. Data were analysed using a content analysis method. It has been stated, that most of the teachers value their abilities in SRA as satisfactory, though they treat the importance of SRA itself in education process as very significant. The essential factors hindering SRA development in a primary school were ascertained, i.e. supply limitations related to material and financial difficulties and organisational/ human factors.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"12 1","pages":"5-20"},"PeriodicalIF":0.0,"publicationDate":"2018-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45851171","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 studies the difficulties encountered by Moroccan pupils (15-16 years) of six classes of the third collegial year in solving problems of mechanic (movement and rest, mechanical interactions and forces, weight and mass). The analysis of the pupils’ written productions is made in terms of successful, failed and untreated tasks that required pupils to mobilize declarative or procedural knowledge. The majority of pupils encountered difficulties to reach the autonomous step in the production process of procedural knowledge. But, it is abnormal that these pupils carried out with success tasks requiring the mobilization of procedural knowledge better than those involving declarative knowledge. Then, the organization of tasks on the development of pupils’ knowledge did not have the same impact envisaged by the approach of the hierarchy prevalence of problems from the simple to the complex.
{"title":"Analyse des difficultés des élèves marocains de 15-16 ans en résolution de problèmes de mécanique (mouvement et repos, interactions mécaniques et forces, poids et masse)","authors":"Ali Ouasri","doi":"10.26220/rev.2840","DOIUrl":"https://doi.org/10.26220/rev.2840","url":null,"abstract":"This paper studies the difficulties encountered by Moroccan pupils (15-16 years) of six classes of the third collegial year in solving problems of mechanic (movement and rest, mechanical interactions and forces, weight and mass). The analysis of the pupils’ written productions is made in terms of successful, failed and untreated tasks that required pupils to mobilize declarative or procedural knowledge. The majority of pupils encountered difficulties to reach the autonomous step in the production process of procedural knowledge. But, it is abnormal that these pupils carried out with success tasks requiring the mobilization of procedural knowledge better than those involving declarative knowledge. Then, the organization of tasks on the development of pupils’ knowledge did not have the same impact envisaged by the approach of the hierarchy prevalence of problems from the simple to the complex.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"11 1","pages":"69-92"},"PeriodicalIF":0.0,"publicationDate":"2017-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45818566","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 preliminary study of how French teachers organize themselves in community for producing online resources. We specifically focussed on the mechanisms allowing the creation and the sustainability of active communities, applying the ideas of Basurto and colleagues (2011). We considered several communities in French secondary education (in vocational schools, in documentation) and in primary education, studying what has been published on the web and leading interviews with teachers when it was possible. Our research has been exploratory. Its first results show the existence of continuous processes of creation and organization of communities having different philosophies, rules and policies of expansion.
{"title":"De la constitution de ressources personnelles à la création de communautés formelles : étude de cas en France","authors":"G. Baron, Solène Zablot","doi":"10.26220/REV.2811","DOIUrl":"https://doi.org/10.26220/REV.2811","url":null,"abstract":"This paper presents a preliminary study of how French teachers organize themselves in community for producing online resources. We specifically focussed on the mechanisms allowing the creation and the sustainability of active communities, applying the ideas of Basurto and colleagues (2011). We considered several communities in French secondary education (in vocational schools, in documentation) and in primary education, studying what has been published on the web and leading interviews with teachers when it was possible. Our research has been exploratory. Its first results show the existence of continuous processes of creation and organization of communities having different philosophies, rules and policies of expansion.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"11 1","pages":"27-45"},"PeriodicalIF":0.0,"publicationDate":"2017-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362944","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}
M. Shiakalli, Konstantinos Zacharos, Kostas Lavidas
Contemporary mathematics curricula introduce probabilistic activities as early as pre-school. Through a long term pre-school teacher professional development programme we tried to investigate pre-school teachers’ beliefs about teaching probability in pre-school as well as their self-efficacy probabilistic teaching beliefs and whether these beliefs were possible to change. The programme was designed based on the assumption that teachers’ beliefs, which are formulated through knowledge and experiences, inform and formulate their classroom practice. We worked with a small group, thus our findings can only be viewed as trends rather than generalizable conclusions. Nevertheless these findings show encouraging trends towards the verification of our initial assumption.
{"title":"Preparing pre-school teachers for teaching probability","authors":"M. Shiakalli, Konstantinos Zacharos, Kostas Lavidas","doi":"10.26220/REV.2810","DOIUrl":"https://doi.org/10.26220/REV.2810","url":null,"abstract":"Contemporary mathematics curricula introduce probabilistic activities as early as pre-school. Through a long term pre-school teacher professional development programme we tried to investigate pre-school teachers’ beliefs about teaching probability in pre-school as well as their self-efficacy probabilistic teaching beliefs and whether these beliefs were possible to change. The programme was designed based on the assumption that teachers’ beliefs, which are formulated through knowledge and experiences, inform and formulate their classroom practice. We worked with a small group, thus our findings can only be viewed as trends rather than generalizable conclusions. Nevertheless these findings show encouraging trends towards the verification of our initial assumption.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"11 1","pages":"93-117"},"PeriodicalIF":0.0,"publicationDate":"2017-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43409958","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 academic transition between school and university mathematics is challenging for many students, due to the nature of mathematics. This paper reports on the results of a study in which the Coping Styles Questionnaire (CSQ) was distributed to 186 first-year mathematicians. Barely-remarkable gender differences were found in students’ responses, which might suggest that gender stereotypes in mathematics may not be as extreme as many believe. Furthermore, findings suggest that questionnaires such as the CSQ could be used to identify students’ coping styles and consequently help them adopt effective coping strategies for the secondary-tertiary mathematics transition.
{"title":"Coping styles of new undergraduate mathematicians","authors":"Ellie Darlington","doi":"10.26220/REV.2801","DOIUrl":"https://doi.org/10.26220/REV.2801","url":null,"abstract":"The academic transition between school and university mathematics is challenging for many students, due to the nature of mathematics. This paper reports on the results of a study in which the Coping Styles Questionnaire (CSQ) was distributed to 186 first-year mathematicians. Barely-remarkable gender differences were found in students’ responses, which might suggest that gender stereotypes in mathematics may not be as extreme as many believe. Furthermore, findings suggest that questionnaires such as the CSQ could be used to identify students’ coping styles and consequently help them adopt effective coping strategies for the secondary-tertiary mathematics transition.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"11 1","pages":"5-17"},"PeriodicalIF":0.0,"publicationDate":"2017-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42707753","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 present qualitative study, shows the results of an experiment led with pre-service primary teachers from Quebec in Canada. The experiment, which lasted four months at the rate of three hours per week, took place in two phases. The first phase consisted of 4 steps to help student teachers acquire knowledge competency in science and in pedagogy, in accordance with the curriculum. In the second phase, the prospective teachers had to prepare two teaching sequences centered on laboratory experiments for their future learners. To achieve this goal, they had to follow an approach like the one experienced in the first phase. Finally, they had to complete a questionnaire to specify scientific and pedagogical difficulties they encountered. The analysis of the constructed sequences and of the data of the questionnaire show an important effort on their part, despite the scientific and pedagogical difficulties with which they were confronted.
{"title":"Acquisition of scientific and pedagogical competency by Quebec elementary pre-service teachers","authors":"A. Métioui","doi":"10.26220/REV.2843","DOIUrl":"https://doi.org/10.26220/REV.2843","url":null,"abstract":"The present qualitative study, shows the results of an experiment led with pre-service primary teachers from Quebec in Canada. The experiment, which lasted four months at the rate of three hours per week, took place in two phases. The first phase consisted of 4 steps to help student teachers acquire knowledge competency in science and in pedagogy, in accordance with the curriculum. In the second phase, the prospective teachers had to prepare two teaching sequences centered on laboratory experiments for their future learners. To achieve this goal, they had to follow an approach like the one experienced in the first phase. Finally, they had to complete a questionnaire to specify scientific and pedagogical difficulties they encountered. The analysis of the constructed sequences and of the data of the questionnaire show an important effort on their part, despite the scientific and pedagogical difficulties with which they were confronted.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"11 1","pages":"5-25"},"PeriodicalIF":0.0,"publicationDate":"2017-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46441971","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 reports on a case study performed in the 3 rd cycle of a developmental research that concerns the design of a CSCL environment of ecology for university students. Our focus here is set on using this environment to help students develop ‘interdependent reciprocal thinking’ about everyday cause-and-effect relationships. To do this, we drew upon the function of feedback loops (a) in ecosystems, (b) in everyday life, and (c) per se, respectively through NetLogo-models, familiar examples, and experiential activity. Analyzing the 44 participants’ pre/post responses showed that a better understanding of how causality works in everyday contexts was finally reached.
{"title":"Using ecology to enhance everyday reasoning: the case of interdependent and reciprocal causality","authors":"G. Ampatzidis, Marida Ergazaki","doi":"10.26220/REV.2788","DOIUrl":"https://doi.org/10.26220/REV.2788","url":null,"abstract":"This paper reports on a case study performed in the 3 rd cycle of a developmental research that concerns the design of a CSCL environment of ecology for university students. Our focus here is set on using this environment to help students develop ‘interdependent reciprocal thinking’ about everyday cause-and-effect relationships. To do this, we drew upon the function of feedback loops (a) in ecosystems, (b) in everyday life, and (c) per se, respectively through NetLogo-models, familiar examples, and experiential activity. Analyzing the 44 participants’ pre/post responses showed that a better understanding of how causality works in everyday contexts was finally reached.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"11 1","pages":"93-104"},"PeriodicalIF":0.0,"publicationDate":"2017-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42682969","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}
Leticia Gallegos-Cázares, Beatriz E. Garcia-Rivera, Fernando Flores-Camacho, Elena Calderón-Canales
The aim of this paper is to understand the way indigenous Nahua children classify entities as living/non-living and justify their classification and to determine whether there is a biological thinking related to their particular cultural background. Thirty-three children from a public elementary school located in the Sierra Norte of Puebla were interviewed within and outside an academic context. From the analysis, we identified three main models: an intuitive model, a school biology model and a cultural model. The data suggest that the three models can coexist in children’s explanations. The use of both the intuitive model and school biology model increase with education, but the cultural model is not abandoned.
{"title":"Models of living and non-living beings among indigenous community children","authors":"Leticia Gallegos-Cázares, Beatriz E. Garcia-Rivera, Fernando Flores-Camacho, Elena Calderón-Canales","doi":"10.26220/REV.2710","DOIUrl":"https://doi.org/10.26220/REV.2710","url":null,"abstract":"The aim of this paper is to understand the way indigenous Nahua children classify entities as living/non-living and justify their classification and to determine whether there is a biological thinking related to their particular cultural background. Thirty-three children from a public elementary school located in the Sierra Norte of Puebla were interviewed within and outside an academic context. From the analysis, we identified three main models: an intuitive model, a school biology model and a cultural model. The data suggest that the three models can coexist in children’s explanations. The use of both the intuitive model and school biology model increase with education, but the cultural model is not abandoned.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"5-27"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266458","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：