This study explored how pre-service geography teachers conceptualize “nature” using photovoice. The researcher analyzed the participants’ data to extract six themes: primary nature, secondary nature, nature as the law of things, nature as a relational geography, nature as a threatened place, and nature as a necessity for human well-being. The participants said that their conceptualizations of nature helped confirm their experiences and the level of their conceptualization of nature acquired through school education. This study has also helped the instructor understand students’ levels of conceptualization of nature and is significant as a guide to planning and practicing follow-up classes.
{"title":"Understanding pre-service geography teachers’ conceptions of nature using photovoice","authors":"Chul-Ki Cho, Won-Seb Song","doi":"10.29333/ejmste/14725","DOIUrl":"https://doi.org/10.29333/ejmste/14725","url":null,"abstract":"This study explored how pre-service geography teachers conceptualize “nature” using photovoice. The researcher analyzed the participants’ data to extract six themes: primary nature, secondary nature, nature as the law of things, nature as a relational geography, nature as a threatened place, and nature as a necessity for human well-being. The participants said that their conceptualizations of nature helped confirm their experiences and the level of their conceptualization of nature acquired through school education. This study has also helped the instructor understand students’ levels of conceptualization of nature and is significant as a guide to planning and practicing follow-up classes.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"13 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141703660","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}
Mathematics teachers face significant challenges in developing number sense among students. This study investigates the teaching practices of Saudi Arabian primary school mathematics teachers for fourth-grade female students. Using a descriptive-analytical approach and validated observation cards, the study sampled 20 teachers and analyzed data through statistical measures. Results revealed teaching practice levels as low in planning, moderate in implementation, and high in evaluation, with overall moderate effectiveness. No significant differences were found based on teaching experience, academic degree, class size, training programs, or teaching load. The study recommends the Saudi Ministry of Education enhance teaching practices via targeted professional development and suggests future research on instructional methods across different educational levels and the use of digital tools.
{"title":"Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools","authors":"Essa A. Alibraheim, Wasaif A. Alkhaldi","doi":"10.29333/ejmste/14737","DOIUrl":"https://doi.org/10.29333/ejmste/14737","url":null,"abstract":"Mathematics teachers face significant challenges in developing number sense among students. This study investigates the teaching practices of Saudi Arabian primary school mathematics teachers for fourth-grade female students. Using a descriptive-analytical approach and validated observation cards, the study sampled 20 teachers and analyzed data through statistical measures. Results revealed teaching practice levels as low in planning, moderate in implementation, and high in evaluation, with overall moderate effectiveness. No significant differences were found based on teaching experience, academic degree, class size, training programs, or teaching load. The study recommends the Saudi Ministry of Education enhance teaching practices via targeted professional development and suggests future research on instructional methods across different educational levels and the use of digital tools.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141694354","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}
Today, artificial intelligence (AI) has become a major factor in driving sustainable development. AI technology facilitate the innovation and creativity that could be used to achieved the sustainable development goals SDG, where education is the third SDG. Since the emergence of an advanced language model supported by AI, ChatGPT has been widely used in various fields, including education. Perhaps the fields of mathematics in general and statistics, in particular, are among the most important. Therefore, this study was conducted to investigate the impact of ChatGPT-based learning on statistical reasoning and attitudes towards statistics among undergraduates. The study followed a quasi-experimental design. To achieve their objectives, the researchers employed two valid and reliable assessments: the statistical reasoning assessment and the attitude toward statistics measure. The study sample included 56 students from the Arab Open University in Jordan and was distributed into two groups: experimental and control. The results demonstrated the effectiveness of using ChatGPT in developing statistical reasoning and fostering positive attitudes towards statistics. These findings encourage statistics instructors to incorporate ChatGPT into their teaching methods and motivate students to utilize it in their learning of statistics.
{"title":"The impact of ChatGPT-based learning statistics on undergraduates’ statistical reasoning and attitudes toward statistics","authors":"F. Wahba, A. Ajlouni, M. Abumosa","doi":"10.29333/ejmste/14726","DOIUrl":"https://doi.org/10.29333/ejmste/14726","url":null,"abstract":"Today, artificial intelligence (AI) has become a major factor in driving sustainable development. AI technology facilitate the innovation and creativity that could be used to achieved the sustainable development goals SDG, where education is the third SDG. Since the emergence of an advanced language model supported by AI, ChatGPT has been widely used in various fields, including education. Perhaps the fields of mathematics in general and statistics, in particular, are among the most important. Therefore, this study was conducted to investigate the impact of ChatGPT-based learning on statistical reasoning and attitudes towards statistics among undergraduates. The study followed a quasi-experimental design. To achieve their objectives, the researchers employed two valid and reliable assessments: the statistical reasoning assessment and the attitude toward statistics measure. The study sample included 56 students from the Arab Open University in Jordan and was distributed into two groups: experimental and control. The results demonstrated the effectiveness of using ChatGPT in developing statistical reasoning and fostering positive attitudes towards statistics. These findings encourage statistics instructors to incorporate ChatGPT into their teaching methods and motivate students to utilize it in their learning of statistics.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141846529","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}
Dyslexia is a neurodevelopmental disorder characterized by difficulties in accurate and fluent reading, spelling, and writing. The purpose of this study was to evaluate the prevalence of students with suspected dyslexia and its impact on math performance among elementary-level students in Nepal. A mixed-method approach was employed, involving a sample of 1,661 students in grade V and grade VI. The study was conducted in two phases. In the first phase, students with suspected dyslexia were identified using the dyslexia checklist for teachers, dyslexia checklist for parents, and dyslexia self-assessment questionnaire. In the second phase, observation and semi-structured interviews were conducted to verify the suspected students with dyslexia. The study revealed that the incidence of students with suspected dyslexia among elementary school students was 8.97%. Among the students with suspected dyslexia, the occurrence rate was slightly higher in males (10.42%) compared to females (7.90%). Additionally, the researchers assessed the impact of dyslexia by comparing the math test scores between students with suspected dyslexia and those without dyslexia. The results demonstrated significantly lower performance among students with dyslexia compared to their non-dyslexic peers.
{"title":"Unveiling the silent struggle: Exploring the influence of dyslexia on elementary students’ mathematics learning in Nepal","authors":"Rajendra Kunwar, Laxmi G. C., Prem Prasad Dahal, Krishna Bahadur Thapa","doi":"10.29333/ejmste/14752","DOIUrl":"https://doi.org/10.29333/ejmste/14752","url":null,"abstract":"Dyslexia is a neurodevelopmental disorder characterized by difficulties in accurate and fluent reading, spelling, and writing. The purpose of this study was to evaluate the prevalence of students with suspected dyslexia and its impact on math performance among elementary-level students in Nepal. A mixed-method approach was employed, involving a sample of 1,661 students in grade V and grade VI. The study was conducted in two phases. In the first phase, students with suspected dyslexia were identified using the dyslexia checklist for teachers, dyslexia checklist for parents, and dyslexia self-assessment questionnaire. In the second phase, observation and semi-structured interviews were conducted to verify the suspected students with dyslexia. The study revealed that the incidence of students with suspected dyslexia among elementary school students was 8.97%. Among the students with suspected dyslexia, the occurrence rate was slightly higher in males (10.42%) compared to females (7.90%). Additionally, the researchers assessed the impact of dyslexia by comparing the math test scores between students with suspected dyslexia and those without dyslexia. The results demonstrated significantly lower performance among students with dyslexia compared to their non-dyslexic peers.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141710740","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}
We explored the cognitive structure of students in grade 1-grade 4 using word association in three topics (science, energy sources, and health) with six-six keywords (stimulus words) per topic. Based on the common associations given to the stimulus words, we calculated the relatedness coefficient for the stimulus word pairs. This was used to draw a cognitive structure, the conceptual network, characteristic of each group of learners. We found that the verbal version of the word association test is suitable for studying the cognitive structure of young schoolchildren. The typical conceptual network of the student groups shows a strong correlation with the knowledge structure of experts in grade 4 (in all three topics), as well as in grade 1 and grade 3 (in the topic of health). Using word association tests, we have been able to demonstrate that the number and strength of connections in the conceptual networks for groups of learners increases with the learners’ grade and their everyday experience of the topic.
{"title":"Examining the cognitive structure of elementary school students regarding science, energy sources, and health using the word association method","authors":"Zoltán Tóth","doi":"10.29333/ejmste/14763","DOIUrl":"https://doi.org/10.29333/ejmste/14763","url":null,"abstract":"We explored the cognitive structure of students in grade 1-grade 4 using word association in three topics (science, energy sources, and health) with six-six keywords (stimulus words) per topic. Based on the common associations given to the stimulus words, we calculated the relatedness coefficient for the stimulus word pairs. This was used to draw a cognitive structure, the conceptual network, characteristic of each group of learners. We found that the verbal version of the word association test is suitable for studying the cognitive structure of young schoolchildren. The typical conceptual network of the student groups shows a strong correlation with the knowledge structure of experts in grade 4 (in all three topics), as well as in grade 1 and grade 3 (in the topic of health). Using word association tests, we have been able to demonstrate that the number and strength of connections in the conceptual networks for groups of learners increases with the learners’ grade and their everyday experience of the topic.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"61 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141697846","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}
João Paulo Costa, Mónica Baptista, Amanda Amantes, Teresa Conceição
This study was conducted with 37 11th grade secondary school students and had as its focus to verify the different levels of sophistication in students’ explanations regarding the propagation of sound in air. A pre- and a post-test were conducted after a one-month intervention, focusing on learning about sound propagation in air. Data analysis allowed for comparing the progressions in the sophistication of students’ explanations and validating the proposed categorical structure of the hierarchical levels of learning progressions (LPs). The validity was confirmed by the consistency of the category hierarchy, assessed in terms of the difficulty coefficients of LPs levels, which were distinct in the two tests but maintained the established order in the construct maps. In the pre-test, the more sophisticated levels of LPs were not elucidated, but after instruction, in the post-test, there were explanations at all levels. The results also reveal the importance of instruction focused on LPs, so that students can present more sophisticated explanations, and their utility for future investigations using this approach.
{"title":"Validation of a learning progression for sound propagation in air","authors":"João Paulo Costa, Mónica Baptista, Amanda Amantes, Teresa Conceição","doi":"10.29333/ejmste/14704","DOIUrl":"https://doi.org/10.29333/ejmste/14704","url":null,"abstract":"This study was conducted with 37 11th grade secondary school students and had as its focus to verify the different levels of sophistication in students’ explanations regarding the propagation of sound in air. A pre- and a post-test were conducted after a one-month intervention, focusing on learning about sound propagation in air. Data analysis allowed for comparing the progressions in the sophistication of students’ explanations and validating the proposed categorical structure of the hierarchical levels of learning progressions (LPs). The validity was confirmed by the consistency of the category hierarchy, assessed in terms of the difficulty coefficients of LPs levels, which were distinct in the two tests but maintained the established order in the construct maps. In the pre-test, the more sophisticated levels of LPs were not elucidated, but after instruction, in the post-test, there were explanations at all levels. The results also reveal the importance of instruction focused on LPs, so that students can present more sophisticated explanations, and their utility for future investigations using this approach.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"8 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141709344","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 study presents the Technological Pedagogical Readiness (TPR) scale, which aims to assess Chinese primary mathematics teachers’ readiness to integrate technology in primary mathematics education in China. Based on the Technological Pedagogical Content Knowledge (TPACK) and the Technology Acceptance Model (TAM) frameworks, TPR scale incorporates factors such as contextual influences, professional development, and community involvement. Through an online survey involving 554 primary mathematics teachers, the study utilizes exploratory and confirmatory factor analyses to create TPR scale and establish the scale’s validity and reliability, revealing strong factor loadings across its constructs. This analysis emphasizes the scale’s effectiveness in capturing the complexities of technology integration in educational settings. The research underscores the importance of considering internal teacher factors like TPACK and external contextual factors like institutional support to achieve successful technology integration. Although the focus of the study is on scale development and validation, its application provides valuable insights for developing comprehensive strategies that address individual and broader educational system competencies. The study’s findings suggest that TPR scale has wide-ranging applicability, making significant contributions to the global discourse on educational technology and serving as a valuable resource for future research, policy-making, and practice in enhancing technology integration across diverse educational contexts.
{"title":"Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation","authors":"Mao Li, Colleen Vale, Hazel Tan, Joanne Blannin","doi":"10.29333/ejmste/14727","DOIUrl":"https://doi.org/10.29333/ejmste/14727","url":null,"abstract":"This study presents the Technological Pedagogical Readiness (TPR) scale, which aims to assess Chinese primary mathematics teachers’ readiness to integrate technology in primary mathematics education in China. Based on the Technological Pedagogical Content Knowledge (TPACK) and the Technology Acceptance Model (TAM) frameworks, TPR scale incorporates factors such as contextual influences, professional development, and community involvement. Through an online survey involving 554 primary mathematics teachers, the study utilizes exploratory and confirmatory factor analyses to create TPR scale and establish the scale’s validity and reliability, revealing strong factor loadings across its constructs. This analysis emphasizes the scale’s effectiveness in capturing the complexities of technology integration in educational settings. The research underscores the importance of considering internal teacher factors like TPACK and external contextual factors like institutional support to achieve successful technology integration. Although the focus of the study is on scale development and validation, its application provides valuable insights for developing comprehensive strategies that address individual and broader educational system competencies. The study’s findings suggest that TPR scale has wide-ranging applicability, making significant contributions to the global discourse on educational technology and serving as a valuable resource for future research, policy-making, and practice in enhancing technology integration across diverse educational contexts.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"2017 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141706870","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}
Zakaria Boukayoua, N. Bennis, A. Elachqar, F. Kaddari
Despite the importance accorded to life and earth sciences (LES) in the Moroccan curriculum, the unsatisfactory results achieved by middle school students in assessments are a cause for concern. Exploring their interest in this school subject seems essential, given its importance in stimulating their learning and success. Thus, this study aims to examine the interest of students in LES and the effect of gender, and grades obtained in LES on their interest to this school subject. The researchers used a questionnaire for data collection. Factor structure analysis revealed a 19-item questionnaire distributed into four dimensions: feeling, value, knowledge, and re-engagement. This questionnaire was administered to a sample of 970 Moroccan students in the third year of middle school. The results show that these students had a positive but low interest in LES. The participants demonstrated moderate levels of feeling, value, and knowledge associated with this school subject, but their re-engagement with it was low. In addition, the results reveal significant differences in interest in LES and its dimensions in favor of females and students with high grades. In conclusion, this study suggests the need to adopt appropriate measures to enhance Moroccan students’ interest in LES.
尽管摩洛哥的课程设置非常重视生命科学和地球科学（LES），但中学生在评估中 取得的不理想成绩却令人担忧。鉴于生命和地球科学对促进学生学习和取得成功的重要性，探究他们对这门学科的兴趣似乎十分必要。因此，本研究旨在探讨学生对本地教育课程的兴趣，以及性别和本地教育课程成绩对他们对这门课程兴趣的影响。研究人员使用问卷收集数据。因子结构分析显示，19 个项目的问卷分为四个维度：感受、价值、知识和再参与。对 970 名摩洛哥初中三年级学生进行了问卷调查。结果显示，这些学生对 LES 的兴趣积极但不浓厚。参与者对这门学科的感受、价值和知识水平适中，但对这门学科的再参与程度较低。此外，研究结果表明，女性和成绩优秀的学生对本地教育课程及其各方面的兴趣存在显著差异。总之，本研究表明，有必要采取适当措施，提高摩洛哥学生对本地教育课程的兴趣。
{"title":"Interest of middle school students toward life and earth sciences","authors":"Zakaria Boukayoua, N. Bennis, A. Elachqar, F. Kaddari","doi":"10.29333/ejmste/14736","DOIUrl":"https://doi.org/10.29333/ejmste/14736","url":null,"abstract":"Despite the importance accorded to life and earth sciences (LES) in the Moroccan curriculum, the unsatisfactory results achieved by middle school students in assessments are a cause for concern. Exploring their interest in this school subject seems essential, given its importance in stimulating their learning and success. Thus, this study aims to examine the interest of students in LES and the effect of gender, and grades obtained in LES on their interest to this school subject. The researchers used a questionnaire for data collection. Factor structure analysis revealed a 19-item questionnaire distributed into four dimensions: feeling, value, knowledge, and re-engagement. This questionnaire was administered to a sample of 970 Moroccan students in the third year of middle school. The results show that these students had a positive but low interest in LES. The participants demonstrated moderate levels of feeling, value, and knowledge associated with this school subject, but their re-engagement with it was low. In addition, the results reveal significant differences in interest in LES and its dimensions in favor of females and students with high grades. In conclusion, this study suggests the need to adopt appropriate measures to enhance Moroccan students’ interest in LES.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"96 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141695609","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 development of algebraic reasoning from the earliest educational levels is an objective that has solid support both from the point of view of research and curricular development. Effectively incorporating algebraic content to enrich mathematical activity in schools requires considering the different degrees of generality of the objects and processes involved in algebraic practices. In this article, we present an expanded version of the model of levels of algebraization proposed within the framework of the onto-semiotic approach, establishing sublevels that provide a more microscopic view of the structures involved and the processes of generalization, representation, and analytical calculation at stake. We exemplify the model with mathematical activities that can be approached from primary education, classified according to the different sublevels of algebraization. The use of this expanded model can facilitate the development of didactic-mathematical knowledge of teachers in training on algebraic reasoning and its teaching.
{"title":"Expanded model for elementary algebraic reasoning levels","authors":"M. Burgos, Nicolás Tizón-Escamilla, J. Godino","doi":"10.29333/ejmste/14753","DOIUrl":"https://doi.org/10.29333/ejmste/14753","url":null,"abstract":"The development of algebraic reasoning from the earliest educational levels is an objective that has solid support both from the point of view of research and curricular development. Effectively incorporating algebraic content to enrich mathematical activity in schools requires considering the different degrees of generality of the objects and processes involved in algebraic practices. In this article, we present an expanded version of the model of levels of algebraization proposed within the framework of the onto-semiotic approach, establishing sublevels that provide a more microscopic view of the structures involved and the processes of generalization, representation, and analytical calculation at stake. We exemplify the model with mathematical activities that can be approached from primary education, classified according to the different sublevels of algebraization. The use of this expanded model can facilitate the development of didactic-mathematical knowledge of teachers in training on algebraic reasoning and its teaching.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"42 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141699473","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}
Qingqing Ji, Ronghua Zhang, Xiaoyun Duan, J. Tripp, Xiufeng Liu, Chenyang Cheng
This study investigated the use of hands-on learning video assignments (HLVAs) among middle school students in China during and after the COVID-19 pandemic. Based on the results of HLVAs approach with seventh grade students at Jiefang Road School during the online learning phase, one class was selected to participate in an offline empirical, longitudinal study to further explore the impact of HLVAs approach on students’ biology learning. Two data collection instruments were used: hands-on learning students’ work evaluation instrument and model competence development instrument to detect changes in students’ modeling development. Questionnaire responses from the students in the experimental class two years later, when they were in high school, offer additional perspectives on this approach. Findings indicated that HLVAs approach improves students’ work quality, modeling skills, and biology learning outcomes. This study describes hands-on learning strategy based on embodied cognition theoretical perspectives, with implications for curriculum, instruction, and learning.
{"title":"Using hands-on learning video assignments in online and in-person contexts: A longitudinal study","authors":"Qingqing Ji, Ronghua Zhang, Xiaoyun Duan, J. Tripp, Xiufeng Liu, Chenyang Cheng","doi":"10.29333/ejmste/14706","DOIUrl":"https://doi.org/10.29333/ejmste/14706","url":null,"abstract":"This study investigated the use of hands-on learning video assignments (HLVAs) among middle school students in China during and after the COVID-19 pandemic. Based on the results of HLVAs approach with seventh grade students at Jiefang Road School during the online learning phase, one class was selected to participate in an offline empirical, longitudinal study to further explore the impact of HLVAs approach on students’ biology learning. Two data collection instruments were used: hands-on learning students’ work evaluation instrument and model competence development instrument to detect changes in students’ modeling development. Questionnaire responses from the students in the experimental class two years later, when they were in high school, offer additional perspectives on this approach. Findings indicated that HLVAs approach improves students’ work quality, modeling skills, and biology learning outcomes. This study describes hands-on learning strategy based on embodied cognition theoretical perspectives, with implications for curriculum, instruction, and learning.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"7 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141845170","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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