Arvin John P. Pene, Vince Harold L. Pingol, Elmer S. Salubre, Angelie Mariel Pacot, M. T. Lasco
During this pandemic, Educational Institutions, are obtainable with overcoming challenges in their education system despite this pandemic would still have an impact on its educational provision (Sintema, 2020). To analyze and describe how educators cope up during the pandemic including its best practices in overcoming the challenges of the modular teaching approach, data were collected through an online survey through google forms. Fifty purposely selected teacher respondents across Agusan del Norte and Butuan City Divisions participated in the said survey. Results indicate that educators face obstacles during the pandemic, including stressors (3.412, high level), emotions (3.716, high level), and perceived challenges (3.257, sometimes) on a modular teaching method. On the contrary, educators have also best practices (4.416, very high) and cope up (4.270, very high) on modular teaching approach during his pandemic. The researchers proposed intervention programs that are suitable and applicable to their new normal professional development.
{"title":"Overcoming Challenges on Modular Teaching Approach: Coping Mechanisms and Best Practices of Educators during the New Normal","authors":"Arvin John P. Pene, Vince Harold L. Pingol, Elmer S. Salubre, Angelie Mariel Pacot, M. T. Lasco","doi":"10.46328/ijses.45","DOIUrl":"https://doi.org/10.46328/ijses.45","url":null,"abstract":"During this pandemic, Educational Institutions, are obtainable with overcoming challenges in their education system despite this pandemic would still have an impact on its educational provision (Sintema, 2020). To analyze and describe how educators cope up during the pandemic including its best practices in overcoming the challenges of the modular teaching approach, data were collected through an online survey through google forms. Fifty purposely selected teacher respondents across Agusan del Norte and Butuan City Divisions participated in the said survey. Results indicate that educators face obstacles during the pandemic, including stressors (3.412, high level), emotions (3.716, high level), and perceived challenges (3.257, sometimes) on a modular teaching method. On the contrary, educators have also best practices (4.416, very high) and cope up (4.270, very high) on modular teaching approach during his pandemic. The researchers proposed intervention programs that are suitable and applicable to their new normal professional development.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"01 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127240320","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}
Although most experts in the field believe that the study of probability would equip people in making good decisions, they have overlooked the need to examine professionals’ decision-making ability in their daily activities after many years of probability studies. This study explored four non-mathematics teachers who studied probability at High and Primary schools. It appears no one has written about this topic. Despite this scholarly neglect, this study explains the need for research in the area and offers an initial interpretation of this new area. The study contends that understanding people who studied probability at least 13-years ago could provide us with insight on how people use probability in making decisions on uncertain situations and to inform the teaching of probability. Content analysis was done on the recorded data. The participants’ response to tasks and questions revealed their inability to apply probabilistic skills in uncertain situations. The participants appear to be either overconfident or making choices out of habit, without a critical assessment of the various possibilities and their consequences. This study calls for a ‘cross-examination approach’ in the development of probabilistic thinking skills among students.
{"title":"Probabilistic Thinking for Life: The Decision-Making Ability of Professionals in Uncertain Situations","authors":"Evans Kofi Hokor","doi":"10.46328/ijses.44","DOIUrl":"https://doi.org/10.46328/ijses.44","url":null,"abstract":"Although most experts in the field believe that the study of probability would equip people in making good decisions, they have overlooked the need to examine professionals’ decision-making ability in their daily activities after many years of probability studies. This study explored four non-mathematics teachers who studied probability at High and Primary schools. It appears no one has written about this topic. Despite this scholarly neglect, this study explains the need for research in the area and offers an initial interpretation of this new area. The study contends that understanding people who studied probability at least 13-years ago could provide us with insight on how people use probability in making decisions on uncertain situations and to inform the teaching of probability. Content analysis was done on the recorded data. The participants’ response to tasks and questions revealed their inability to apply probabilistic skills in uncertain situations. The participants appear to be either overconfident or making choices out of habit, without a critical assessment of the various possibilities and their consequences. This study calls for a ‘cross-examination approach’ in the development of probabilistic thinking skills among students.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132284012","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}
Calculus is one of the courses considered frustrating and difficult by most learners. This frustration, along with difficulty encountered, is coupled with the challenges brought about by the paradigm shift to online learning. In an effort to address some of these challenges, the teacher-researcher employed project-based learning through workbook-making in hopes of improving students' learning. The study used a phenomenological approach to investigate the second year Bachelor of Secondary Education- Mathematics students’ lived experiences in workbook-making during the pandemic. The study utilized simple random sampling among the students who were taking Calculus course during the second semester of the school year 2020-2021. Eleven (11) students responded and were subjected to semi-structured interview questions. Using thematic analysis, three themes emerged: (1) Difficulties and Challenges in making Calculus workbook during the Pandemic, (2) Strategies employed to make Calculus workbook during the Pandemic, and (3) Workbook-making as a tool in learning Calculus. The result of the study may be a springboard for other Mathematics educators to devise learning interventions or apply project-based learning, specifically workbook-making, in enhancing students’ learning, not only in Calculus but Mathematics in general, during the pandemic. It can also serve as a baseline in conducting related studies in other fields and levels.
{"title":"Integrating Workbook-Making in Learning Calculus during the Pandemic: A Phenomenological Study","authors":"Arnel S. Travero","doi":"10.46328/ijses.40","DOIUrl":"https://doi.org/10.46328/ijses.40","url":null,"abstract":"Calculus is one of the courses considered frustrating and difficult by most learners. This frustration, along with difficulty encountered, is coupled with the challenges brought about by the paradigm shift to online learning. In an effort to address some of these challenges, the teacher-researcher employed project-based learning through workbook-making in hopes of improving students' learning. The study used a phenomenological approach to investigate the second year Bachelor of Secondary Education- Mathematics students’ lived experiences in workbook-making during the pandemic. The study utilized simple random sampling among the students who were taking Calculus course during the second semester of the school year 2020-2021. Eleven (11) students responded and were subjected to semi-structured interview questions. Using thematic analysis, three themes emerged: (1) Difficulties and Challenges in making Calculus workbook during the Pandemic, (2) Strategies employed to make Calculus workbook during the Pandemic, and (3) Workbook-making as a tool in learning Calculus. The result of the study may be a springboard for other Mathematics educators to devise learning interventions or apply project-based learning, specifically workbook-making, in enhancing students’ learning, not only in Calculus but Mathematics in general, during the pandemic. It can also serve as a baseline in conducting related studies in other fields and levels.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127333155","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}
Shawn Rowe, L. Massarani, Waneicy Gonçalves, Rafael Luz
Emotion and affect are important but undertheorized and under researched elements of learning in informal contexts such as science centers, museums, zoos, and aquariums. An interactional and discursive approach to emotions as mediated action was used to develop a three-part framework for documenting and exploring the place of emotional expression among family groups (n = 10 groups; 33 individuals) visiting an ocean exhibit in an interactive science museum in Rio de Janeiro, Brazil. Among our results, we observed that the most commonly expressed emotion was surprise, excitement, amusement and curiosity; the most frequently occurring categories of emotional expression among the families in interaction were those associated with being actively engaged in positive emotional interaction. Transcripts of interaction are presented to illustrate the framework and examined in light of emotional expression as a mediator of 1) active, collaborative, meaning making; 2) learner agency and protagonism; and 3) empathy. Results from the entire data set are interpreted using the Core Affect Model of Engagement. We present examples of and discuss how and why a mediated action approach to emotion as a social, distributed, interactional and discursive phenomena may be helpful both for advancing the study of emotion as an aspect of informal learning and exhibit design.
{"title":"Emotion in Informal Learning as Mediated Action: Cultural, Interpersonal and Personal Lenses","authors":"Shawn Rowe, L. Massarani, Waneicy Gonçalves, Rafael Luz","doi":"10.46328/ijses.50","DOIUrl":"https://doi.org/10.46328/ijses.50","url":null,"abstract":"Emotion and affect are important but undertheorized and under researched elements of learning in informal contexts such as science centers, museums, zoos, and aquariums. An interactional and discursive approach to emotions as mediated action was used to develop a three-part framework for documenting and exploring the place of emotional expression among family groups (n = 10 groups; 33 individuals) visiting an ocean exhibit in an interactive science museum in Rio de Janeiro, Brazil. Among our results, we observed that the most commonly expressed emotion was surprise, excitement, amusement and curiosity; the most frequently occurring categories of emotional expression among the families in interaction were those associated with being actively engaged in positive emotional interaction. Transcripts of interaction are presented to illustrate the framework and examined in light of emotional expression as a mediator of 1) active, collaborative, meaning making; 2) learner agency and protagonism; and 3) empathy. Results from the entire data set are interpreted using the Core Affect Model of Engagement. We present examples of and discuss how and why a mediated action approach to emotion as a social, distributed, interactional and discursive phenomena may be helpful both for advancing the study of emotion as an aspect of informal learning and exhibit design.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129595259","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 implementation of a PBL pedagogical experiment intended to understand how 2nd year students of engineering programs of Aeronautics and Materials Sciences applied mathematical contents to problem solving, specifically as regards geometrical modelling of an object and calculating its volume and centre of mass resorting to triple integrals. A qualitative methodology was used, this being a study whose importance consisted in a pedagogical experiment, which drove students to problematization, research and interdisciplinarity. At the end, we can conclude that this experiment has contributed to fostering the motivation and efficiency of significant learning of calculus contents. Students considered they were stimulated to use contents taught in class, deeming it an excellent initiative, which led them to escape the usual format of teaching and proved to be quite effective in grasping and applying knowledge, an initiative that should be maintained. They also stated they had acquired tools that could help them to overcome future difficulties and that their awareness level regarding application of theory to practice increased. The construction of a quantitative evaluation rubric, which is applied, is also presented, and resulted in an 81% grade for the undertaken activity.
{"title":"Mathematical Modelling with Engineering Students PBL Methodology and Proposal of a Quantitative Evaluation Rubric","authors":"Sofia Rézio, João Pires, Patrícia Pinheiro","doi":"10.46328/ijses.43","DOIUrl":"https://doi.org/10.46328/ijses.43","url":null,"abstract":"The implementation of a PBL pedagogical experiment intended to understand how 2nd year students of engineering programs of Aeronautics and Materials Sciences applied mathematical contents to problem solving, specifically as regards geometrical modelling of an object and calculating its volume and centre of mass resorting to triple integrals. A qualitative methodology was used, this being a study whose importance consisted in a pedagogical experiment, which drove students to problematization, research and interdisciplinarity. At the end, we can conclude that this experiment has contributed to fostering the motivation and efficiency of significant learning of calculus contents. Students considered they were stimulated to use contents taught in class, deeming it an excellent initiative, which led them to escape the usual format of teaching and proved to be quite effective in grasping and applying knowledge, an initiative that should be maintained. They also stated they had acquired tools that could help them to overcome future difficulties and that their awareness level regarding application of theory to practice increased. The construction of a quantitative evaluation rubric, which is applied, is also presented, and resulted in an 81% grade for the undertaken activity.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127658097","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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