This paper presents an approach of progressive levels of inferential reasoning on the Chi-square statistic, going from informal to formal reasoning. The proposal is based on epistemic criteria retrieved from a historical-epistemological study of such statistic and the contributions of statistics education literature on inferential reasoning. In this regard, some theoretical and methodological notions from the onto-semiotic approach were used to identify meanings attributed to the Chi-square statistic throughout its evolution and development. The mathematical characteristics of those meanings are closely linked to the indicators of the levels proposed. The nature of the four levels on the Chi-square statistic allowed us to develop an initial approach to levels of inferential reasoning, which could be applied to other statistics such as z, student’s t and F.
本文提出了一种从非正式推理到正式推理的渐进推理方法。该建议基于对此类统计的历史-认识论研究得出的认识论标准，以及统计教育文献对推理的贡献。在这方面，我们使用了 onto-semiotic 方法中的一些理论和方法论概念，以确定池平方统计在其演变和发展过程中的含义。这些含义的数学特征与所提出的等级指标密切相关。关于卡方统计量的四个等级的性质使我们能够为推论推理的等级制定一种初步的方法，这种方法可应用于其他统计量，如 z、学生 t 和 F。
{"title":"An approach to inferential reasoning levels on the Chi-square statistic","authors":"Jesús Guadalupe Lugo-Armenta, L. Pino-Fan","doi":"10.29333/ejmste/14119","DOIUrl":"https://doi.org/10.29333/ejmste/14119","url":null,"abstract":"This paper presents an approach of progressive levels of inferential reasoning on the Chi-square statistic, going from informal to formal reasoning. The proposal is based on epistemic criteria retrieved from a historical-epistemological study of such statistic and the contributions of statistics education literature on inferential reasoning. In this regard, some theoretical and methodological notions from the onto-semiotic approach were used to identify meanings attributed to the Chi-square statistic throughout its evolution and development. The mathematical characteristics of those meanings are closely linked to the indicators of the levels proposed. The nature of the four levels on the Chi-square statistic allowed us to develop an initial approach to levels of inferential reasoning, which could be applied to other statistics such as z, student’s t and F.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":" 77","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618941","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}
G. I. Ibragimov, Sergei P. Zhdanov, Nonna Y. Volosova, S. Knyazeva, Svetlana V. Efimushkina, L. Kochneva
Science communication is an important part of science literacy that helps build trust in science, promotes the public interest, and supports informed decision-making on scientific issues. However, the literature lacks studies examining undergraduate student’s competence, interest, and self-efficacy in science communication. This study investigated undergraduate student’s competence, interest, and perceived self-efficacy skills in science communication. Two instruments were used to collect data from 226 undergraduate students in a public research university. The findings revealed that participants’ competence and interest in science communication were moderate. The data shows that STEM students lack confidence in their ability to engage in science communication and are not particularly interested in it. The study found no significant differences in competence, interest, perceived self-efficacy, and gender. Likewise, no significant differences were found in competence and perceived self-efficacy across different grade levels. However, there was a significant relationship between participants’ interests and their grade levels. The effect size was small for competence and interests in science communication. The conclusion discusses the implications of the findings for future studies.
{"title":"The competence, interest, and perceived self-efficacy of undergraduate students in science communication","authors":"G. I. Ibragimov, Sergei P. Zhdanov, Nonna Y. Volosova, S. Knyazeva, Svetlana V. Efimushkina, L. Kochneva","doi":"10.29333/ejmste/14118","DOIUrl":"https://doi.org/10.29333/ejmste/14118","url":null,"abstract":"Science communication is an important part of science literacy that helps build trust in science, promotes the public interest, and supports informed decision-making on scientific issues. However, the literature lacks studies examining undergraduate student’s competence, interest, and self-efficacy in science communication. This study investigated undergraduate student’s competence, interest, and perceived self-efficacy skills in science communication. Two instruments were used to collect data from 226 undergraduate students in a public research university. The findings revealed that participants’ competence and interest in science communication were moderate. The data shows that STEM students lack confidence in their ability to engage in science communication and are not particularly interested in it. The study found no significant differences in competence, interest, perceived self-efficacy, and gender. Likewise, no significant differences were found in competence and perceived self-efficacy across different grade levels. However, there was a significant relationship between participants’ interests and their grade levels. The effect size was small for competence and interests in science communication. The conclusion discusses the implications of the findings for future studies.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":" 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139619580","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}
Given that teachers’ self-efficacy belief is correlated with students’ performance and positive behavior in terms of teaching, the present study examined the teaching practices of mathematics teachers and their self-efficacy beliefs with regard to some variables (gender, educational background, teaching phase, and school type). This study is underpinned by a positivist paradigm and a quantitative research approach. The researchers employed a survey research design. The population for this study is made up of all mathematics teachers in schools located in the Eastern Cape Province, South Africa from which a total of 266 mathematics teachers teaching in senior phase, further education and training phase, and intermediate phase were randomly sampled. In order to collect data, teachers teaching practice self-efficacy scale, which consisted of 23 items and four dimensions was employed. One-way analysis of variance, independent samples t-test, and arithmetic mean were conducted in analyzing the collected data. Despite having a high degree of confidence in their instructional strategies, teachers’ low self-efficacy beliefs were found to be influenced by the kind of schools, where they were teaching and their level of education. Based on these findings, it was recommended that relevant stakeholders in the education sector should make schools conducive to learning through the provision of required instructional materials that supports the teaching and learning of mathematics.
鉴于教师的自我效能感信念与学生的成绩和积极的教学行为相关，本研究考察了数学教师的教学实践及其自我效能感信念与一些变量（性别、教育背景、教学阶段和学校类型）的关系。本研究采用实证主义范式和定量研究方法。研究人员采用了调查研究设计。研究对象是南非东开普省学校的所有数学教师，从中随机抽取了在高年级、继续教育和培训阶段以及中级阶段任教的 266 名数学教师。为了收集数据，采用了教师教学实践自我效能感量表，该量表由 23 个项目和四个维度组成。对收集到的数据进行了单因素方差分析、独立样本 t 检验和算术平均数分析。结果发现，尽管教师对自己的教学策略很有信心，但他们的低自我效能感信念受到学校类型、教学地点和教育水平的影响。基于这些研究结果，建议教育部门的相关利益方应通过提供必要的教学材料来支持数学的教与学，从而使学校有利于学习。
{"title":"Mathematics teachers’ self-efficacy beliefs and its relationship with teaching practices","authors":"B. Olawale, Winston Hendricks","doi":"10.29333/ejmste/14123","DOIUrl":"https://doi.org/10.29333/ejmste/14123","url":null,"abstract":"Given that teachers’ self-efficacy belief is correlated with students’ performance and positive behavior in terms of teaching, the present study examined the teaching practices of mathematics teachers and their self-efficacy beliefs with regard to some variables (gender, educational background, teaching phase, and school type). This study is underpinned by a positivist paradigm and a quantitative research approach. The researchers employed a survey research design. The population for this study is made up of all mathematics teachers in schools located in the Eastern Cape Province, South Africa from which a total of 266 mathematics teachers teaching in senior phase, further education and training phase, and intermediate phase were randomly sampled. In order to collect data, teachers teaching practice self-efficacy scale, which consisted of 23 items and four dimensions was employed. One-way analysis of variance, independent samples t-test, and arithmetic mean were conducted in analyzing the collected data. Despite having a high degree of confidence in their instructional strategies, teachers’ low self-efficacy beliefs were found to be influenced by the kind of schools, where they were teaching and their level of education. Based on these findings, it was recommended that relevant stakeholders in the education sector should make schools conducive to learning through the provision of required instructional materials that supports the teaching and learning of mathematics.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":" 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139619814","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}
J. Veith, Boris Girnat, Bianca Winkler, Eleonore Becker, Richard Becher, P. Bitzenbauer
Abstract algebra is an important part of mathematics teacher education as it provides the rigorous mathematical foundations for many mathematics topics covered in school classrooms. Throughout their academic career, many secondary mathematics teachers even enroll in more advanced algebra courses, which often culminate in Galois theory. However, very little is known about educational aspects of Galois theory and respective mathematics education research is scarce. We contribute to closing this gap by reporting on the results of an exploratory questionnaire study with a sample of n=39 pre-service mathematics teachers, inquiring about the raison d’être of incorporating Galois theory into teacher education: Is Galois theory viewed as useful for their later profession and which connections are drawn to the secondary mathematics classroom? On the one hand, the results of our study indicate that a vast majority of pre-service teachers do not perceive studying Galois theory as meaningful and struggle to exemplify connections between Galois theory and secondary school mathematics. On the other hand, a small share of the participants experienced Galois theory as an important part of mathematics that elegantly connects a variety of algebraic and geometric notions.
{"title":"How do pre-service teachers view Galois theory? A questionnaire study","authors":"J. Veith, Boris Girnat, Bianca Winkler, Eleonore Becker, Richard Becher, P. Bitzenbauer","doi":"10.29333/ejmste/14120","DOIUrl":"https://doi.org/10.29333/ejmste/14120","url":null,"abstract":"Abstract algebra is an important part of mathematics teacher education as it provides the rigorous mathematical foundations for many mathematics topics covered in school classrooms. Throughout their academic career, many secondary mathematics teachers even enroll in more advanced algebra courses, which often culminate in Galois theory. However, very little is known about educational aspects of Galois theory and respective mathematics education research is scarce. We contribute to closing this gap by reporting on the results of an exploratory questionnaire study with a sample of n=39 pre-service mathematics teachers, inquiring about the raison d’être of incorporating Galois theory into teacher education: Is Galois theory viewed as useful for their later profession and which connections are drawn to the secondary mathematics classroom? On the one hand, the results of our study indicate that a vast majority of pre-service teachers do not perceive studying Galois theory as meaningful and struggle to exemplify connections between Galois theory and secondary school mathematics. On the other hand, a small share of the participants experienced Galois theory as an important part of mathematics that elegantly connects a variety of algebraic and geometric notions.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618141","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 three-month quasi-experimental study examined the impact of Purple Mash, an educational website, on grade four students’ academic achievement and perception. The study involved 28 participants, divided into control and experimental groups. Initial assessment scores were similar between the groups, but after the intervention, the experimental group showed a significant increase in post-test scores compared to the control group. The experimental group achieved an average score of 89.9, while the control group scored 77.2. Additionally, the students reported high levels of satisfaction with the interactive learning experiences provided by Purple Mash. Based on these findings, the study recommends the development of dedicated websites for each lesson to enhance accessibility and improve academic achievement and student perception in information and communication technology (ICT) courses. The integration of various data sources, such as pre- and post-test scores, classroom observations, and interviews, supported the credibility and dependability of the research findings. This thorough approach allowed for a deeper understanding of ICT class dynamics and the establishment of robust conclusions. The findings of this study provide compelling evidence of the positive impact of Purple Mash, a web-based mathematics learning platform, on primary school students’ mathematics achievement.
{"title":"Impact of web-based learning platforms on primary school students’ academic performance in the UAE: Exploring the digital frontier","authors":"Zuhrieh Shana, Khadijah Naser, Eman Zeitoun","doi":"10.29333/ejmste/14091","DOIUrl":"https://doi.org/10.29333/ejmste/14091","url":null,"abstract":"The three-month quasi-experimental study examined the impact of Purple Mash, an educational website, on grade four students’ academic achievement and perception. The study involved 28 participants, divided into control and experimental groups. Initial assessment scores were similar between the groups, but after the intervention, the experimental group showed a significant increase in post-test scores compared to the control group. The experimental group achieved an average score of 89.9, while the control group scored 77.2. Additionally, the students reported high levels of satisfaction with the interactive learning experiences provided by Purple Mash. Based on these findings, the study recommends the development of dedicated websites for each lesson to enhance accessibility and improve academic achievement and student perception in information and communication technology (ICT) courses. The integration of various data sources, such as pre- and post-test scores, classroom observations, and interviews, supported the credibility and dependability of the research findings. This thorough approach allowed for a deeper understanding of ICT class dynamics and the establishment of robust conclusions. The findings of this study provide compelling evidence of the positive impact of Purple Mash, a web-based mathematics learning platform, on primary school students’ mathematics achievement.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"39 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451152","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 explored science teachers’ views of the nature of science (NOS) and the implications on their pedagogical content knowledge (PCK). The study follows a qualitative approach and uses a single case study design that followed 11 science teachers. The study uses PCK for science teaching as a framework, where the participants were requested to complete the views of NOS questionnaire (VNOS-D+) and each was observed two times in their science classrooms. Furthermore, the study highlights the importance of teachers’ PCK in teaching science. The study found that the majority of the participants reflected informed views of NOS. Although the majority of the teachers had a good understanding of the goals and objectives of science education and their solid content knowledge. They had poor knowledge of learners’ understanding of science, choice of instructional strategies, and choice of assessment techniques for scientific literacy.
本研究探讨了科学教师对科学本质（NOS）的看法及其对教学内容知识（PCK）的影响。本研究采用定性研究方法和单一案例研究设计，对 11 名科学教师进行了跟踪调查。研究以科学教学的 PCK 为框架，要求参与者填写对 NOS 的看法调查问卷（VNOS-D+），并对每位参与者的科学课堂进行了两次观察。此外，本研究还强调了教师 PCK 在科学教学中的重要性。研究发现，大多数参与者反映了他们对 NOS 的知情看法。虽然大多数教师对科学教育的目标和目的有很好的理解，并掌握了扎实的内容知识。但他们对学习者对科学的理解、教学策略的选择以及科学素养评估技术的选择了解甚少。
{"title":"Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers","authors":"Karabo Justice Chuene, Suresh Kamar Singh","doi":"10.29333/ejmste/14090","DOIUrl":"https://doi.org/10.29333/ejmste/14090","url":null,"abstract":"This study explored science teachers’ views of the nature of science (NOS) and the implications on their pedagogical content knowledge (PCK). The study follows a qualitative approach and uses a single case study design that followed 11 science teachers. The study uses PCK for science teaching as a framework, where the participants were requested to complete the views of NOS questionnaire (VNOS-D+) and each was observed two times in their science classrooms. Furthermore, the study highlights the importance of teachers’ PCK in teaching science. The study found that the majority of the participants reflected informed views of NOS. Although the majority of the teachers had a good understanding of the goals and objectives of science education and their solid content knowledge. They had poor knowledge of learners’ understanding of science, choice of instructional strategies, and choice of assessment techniques for scientific literacy.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"21 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389547","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}
Algebra plays a central role in school mathematics as it is a critical factor for success in mathematics courses such as calculus and geometry. This investigation aimed to establish the effectiveness of students teams-achievement division (STAD) strategy on students’ academic achievement in algebra, Lagos State, Nigeria. A quasi-experimental model was employed for the study, which lasted for six weeks. Two secondary schools were chosen randomly and divided into experimental and control groups. The sample comprised 136 students (61 students in control group and 75 students in experimental group) from Ikorodu City, Lagos State, Nigeria. The quadratic functions assessment test, four questions (each with four items) with appropriate validation, served as the tool for data collection. Reliability was attained using the test-re-test method, with Pearson’s product-moment correlation analysis yielding a reliability index of 0.86. Three hypotheses were generated and analyzed using analysis of covariance at a significance level of 0.05. The results showed that students exposed to STAD had enhanced performance in algebra. Likewise, gender did not impact the achievement of the participants in algebra. It was recommended that the Nigerian Educational Research Development Council arrange workshops, training, and seminars on incorporating learner-friendly instructional strategies such as STAD.
代数在学校数学中起着核心作用，因为它是微积分和几何等数学课程取得成功的关键因素。本调查旨在确定尼日利亚拉各斯州的学生团队--成就划分（STAD）策略对学生代数学习成绩的影响。研究采用准实验模式，为期六周。随机选择了两所中学，分为实验组和对照组。样本包括尼日利亚拉各斯州伊科罗杜市的 136 名学生（对照组 61 名，实验组 75 名）。数据收集工具是二次函数评估测试，共有四道题（每题四个项目），并经过适当的验证。采用测试-再测试法获得了可靠性，通过皮尔逊积矩相关分析得出可靠性指数为 0.86。在显著性水平为 0.05 的条件下，利用协方差分析法对三个假设进行了分析。结果表明，接触过 STAD 的学生代数成绩有所提高。同样，性别并不影响参与者的代数成绩。建议尼日利亚教育研究发展委员会安排讲习班、培训和研讨会，介绍 STAD 等便于学习的教学策略。
{"title":"Making quadratic functions interesting: Students teams-achievement division instructional strategy","authors":"Adesegun Olayide Odutayo, Katleen Fonseca","doi":"10.29333/ejmste/14092","DOIUrl":"https://doi.org/10.29333/ejmste/14092","url":null,"abstract":"Algebra plays a central role in school mathematics as it is a critical factor for success in mathematics courses such as calculus and geometry. This investigation aimed to establish the effectiveness of students teams-achievement division (STAD) strategy on students’ academic achievement in algebra, Lagos State, Nigeria. A quasi-experimental model was employed for the study, which lasted for six weeks. Two secondary schools were chosen randomly and divided into experimental and control groups. The sample comprised 136 students (61 students in control group and 75 students in experimental group) from Ikorodu City, Lagos State, Nigeria. The quadratic functions assessment test, four questions (each with four items) with appropriate validation, served as the tool for data collection. Reliability was attained using the test-re-test method, with Pearson’s product-moment correlation analysis yielding a reliability index of 0.86. Three hypotheses were generated and analyzed using analysis of covariance at a significance level of 0.05. The results showed that students exposed to STAD had enhanced performance in algebra. Likewise, gender did not impact the achievement of the participants in algebra. It was recommended that the Nigerian Educational Research Development Council arrange workshops, training, and seminars on incorporating learner-friendly instructional strategies such as STAD.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"3 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389623","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}
C. Haagen-Schützenhöfer, Markus Obczovsky, Paula Kislinger
Researchers often develop teaching-learning solutions to improve the quality of instruction. Some of these solutions are developed in the paradigm of design-based research (DBR). The output of DBR projects goes beyond design products for practice and includes contributions to local theories about teaching-learning in specific subject areas and contexts as well as knowledge about how to design and implement these processes. Design knowledge and contributions to local theories are intended to construct a cumulative, content-specific body of knowledge about teaching and learning that is transferable to related subject areas or contexts. To make this process work, dimensions of DBR need to be systematically reported. However, DBR projects are sometimes criticized for focusing more on practical output than on reports about research output and the form of cooperation with practitioners. To empirically investigate these presumed voids, we examined DBR projects conducted by the German-speaking physics education research community during the past 20 years.
{"title":"Design-based research–Tension between practical relevance and knowledge generation–What can we learn from projects?","authors":"C. Haagen-Schützenhöfer, Markus Obczovsky, Paula Kislinger","doi":"10.29333/ejmste/13928","DOIUrl":"https://doi.org/10.29333/ejmste/13928","url":null,"abstract":"Researchers often develop teaching-learning solutions to improve the quality of instruction. Some of these solutions are developed in the paradigm of design-based research (DBR). The output of DBR projects goes beyond design products for practice and includes contributions to local theories about teaching-learning in specific subject areas and contexts as well as knowledge about how to design and implement these processes. Design knowledge and contributions to local theories are intended to construct a cumulative, content-specific body of knowledge about teaching and learning that is transferable to related subject areas or contexts. To make this process work, dimensions of DBR need to be systematically reported. However, DBR projects are sometimes criticized for focusing more on practical output than on reports about research output and the form of cooperation with practitioners. To empirically investigate these presumed voids, we examined DBR projects conducted by the German-speaking physics education research community during the past 20 years.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"29 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129239","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}
Tin-Chang Chang, Yi-Ming Lyu, Huang-Ching Wu, Kao-Wei Min
This article reports on the introduction of Taiwanese new literacy-oriented science curriculum reform and the development of a measure of scientific literacy (SL). Curriculum reform has always been received increasing attention from educators in many countries around the world. Meanwhile, trends in science education policy have emphasized the importance of SL as a transferable outcome and the main goal of science education (Fives et al., 2014). It would seem reasonable, therefore, that the new science curriculum guidelines (NSCG) would be developed for grade 3-grade 12 in Taiwan for making progress toward the goal of SL. In this article, the authors (a) discuss the background of science education reform in Taiwan, (b) introduce and describe the features of NSCG, (c) evaluate the relative strengths and limitations of the present assessments, (d) describe a framework for aligning assessment with NSCG, and (e) conduct a pilot study for item analysis. For the 6th grade level, the pilot test reported an acceptable reliability coefficient, high item difficulty and good discrimination value of scientific literacy assessment (SLA). Further revision is necessary to make available a series of validated and reliable items being developed for assessing students’ SL at various science learning stages. Hopefully, SLA will finally fill the gap of the assessment part of the current science curriculum reform in terms of guiding educators to precisely evaluate students’ SL.
{"title":"Introduction of Taiwanese literacy-oriented science curriculum and development of an aligned scientific literacy assessment","authors":"Tin-Chang Chang, Yi-Ming Lyu, Huang-Ching Wu, Kao-Wei Min","doi":"10.29333/ejmste/13930","DOIUrl":"https://doi.org/10.29333/ejmste/13930","url":null,"abstract":"This article reports on the introduction of Taiwanese new literacy-oriented science curriculum reform and the development of a measure of scientific literacy (SL). Curriculum reform has always been received increasing attention from educators in many countries around the world. Meanwhile, trends in science education policy have emphasized the importance of SL as a transferable outcome and the main goal of science education (Fives et al., 2014). It would seem reasonable, therefore, that the new science curriculum guidelines (NSCG) would be developed for grade 3-grade 12 in Taiwan for making progress toward the goal of SL. In this article, the authors (a) discuss the background of science education reform in Taiwan, (b) introduce and describe the features of NSCG, (c) evaluate the relative strengths and limitations of the present assessments, (d) describe a framework for aligning assessment with NSCG, and (e) conduct a pilot study for item analysis. For the 6th grade level, the pilot test reported an acceptable reliability coefficient, high item difficulty and good discrimination value of scientific literacy assessment (SLA). Further revision is necessary to make available a series of validated and reliable items being developed for assessing students’ SL at various science learning stages. Hopefully, SLA will finally fill the gap of the assessment part of the current science curriculum reform in terms of guiding educators to precisely evaluate students’ SL.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"55 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125380","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 paper reports a study, which explored teachers’ perceptions and experiences on integration of cultural belief systems when teaching life sciences. Beliefs have been found to influence teachers’ pedagogical practices and ultimately impact on learning and understanding of concepts. These beliefs can be classified as originating from one’s religion or one’s culture. Life sciences is a subject that deals with real life issues hence has topics that challenge or impact on one’s belief systems. In a qualitative case study research design, 20 experienced life sciences (biology) teachers were purposively selected for the study. Each teacher was interviewed, and data was subjected to content analysis. Findings showed that though teachers strive to suppress their own belief systems in the classrooms, both teachers’ and learners’ beliefs need to be integrated when teaching certain topics. The practice enhances development of critical thinking skills and ultimately learner understanding. These findings allude to the need for teachers’ development in employing contextually relevant pedagogical strategies.
{"title":"Teaching life sciences while integrating teachers’ and learners’ cultural belief systems","authors":"Lydia Mavuru","doi":"10.29333/ejmste/13929","DOIUrl":"https://doi.org/10.29333/ejmste/13929","url":null,"abstract":"The paper reports a study, which explored teachers’ perceptions and experiences on integration of cultural belief systems when teaching life sciences. Beliefs have been found to influence teachers’ pedagogical practices and ultimately impact on learning and understanding of concepts. These beliefs can be classified as originating from one’s religion or one’s culture. Life sciences is a subject that deals with real life issues hence has topics that challenge or impact on one’s belief systems. In a qualitative case study research design, 20 experienced life sciences (biology) teachers were purposively selected for the study. Each teacher was interviewed, and data was subjected to content analysis. Findings showed that though teachers strive to suppress their own belief systems in the classrooms, both teachers’ and learners’ beliefs need to be integrated when teaching certain topics. The practice enhances development of critical thinking skills and ultimately learner understanding. These findings allude to the need for teachers’ development in employing contextually relevant pedagogical strategies.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127883","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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