K. Erdyneeva, A. Prokopyev, Nataliia A. Kondakchian, Sergey V. Semenov, Alexander A. Evgrafov, Albina R. Fayzullina
This article presents a thorough analysis of outdoor and informal learning in science education by applying bibliometric methodologies. A comprehensive search was conducted across scholarly databases using specific keywords related to outdoor and informal learning in science education. The data collected underwent thorough analysis using a range of bibliometric indicators to assess trends in publication, citation patterns, and collaboration networks within the field. Key aspects such as yearly publication rates, primary sources, and the geographic distribution of authors were explored in this study. The objective was to understand the network of collaboration and research diversity across different regions in outdoor and informal learning within science education. The bibliometric analysis revealed a steady increase in the number of publications over time, reflecting the growing significance of this topic. Citation patterns and collaboration networks highlighted key works and influential researchers shaping the field. The study also found global participation, with contributions from authors across numerous regions worldwide, demonstrating extensive geographic distribution. These findings provide valuable insights into current trends and important areas for future research. Academics, researchers, and policymakers can leverage this information to guide their work and develop targeted strategies to enhance outdoor and informal learning in science education.
{"title":"A comprehensive bibliometric analysis of current trends in outdoor and informal learning for science education","authors":"K. Erdyneeva, A. Prokopyev, Nataliia A. Kondakchian, Sergey V. Semenov, Alexander A. Evgrafov, Albina R. Fayzullina","doi":"10.29333/ejmste/14660","DOIUrl":"https://doi.org/10.29333/ejmste/14660","url":null,"abstract":"This article presents a thorough analysis of outdoor and informal learning in science education by applying bibliometric methodologies. A comprehensive search was conducted across scholarly databases using specific keywords related to outdoor and informal learning in science education. The data collected underwent thorough analysis using a range of bibliometric indicators to assess trends in publication, citation patterns, and collaboration networks within the field. Key aspects such as yearly publication rates, primary sources, and the geographic distribution of authors were explored in this study. The objective was to understand the network of collaboration and research diversity across different regions in outdoor and informal learning within science education. The bibliometric analysis revealed a steady increase in the number of publications over time, reflecting the growing significance of this topic. Citation patterns and collaboration networks highlighted key works and influential researchers shaping the field. The study also found global participation, with contributions from authors across numerous regions worldwide, demonstrating extensive geographic distribution. These findings provide valuable insights into current trends and important areas for future research. Academics, researchers, and policymakers can leverage this information to guide their work and develop targeted strategies to enhance outdoor and informal learning in science education.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"81 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230972","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}
Teachers’ perceptions of integrating educational technologies such as GeoGebra in teaching varied according to gender and these disparities were explored. The pre- and post-technological pedagogical and content knowledge (TPACK) Likert questionnaires were used as data collection instruments. TPACK was also used as the framework underpinning the study. The researchers purposively sampled 22 mathematics secondary teachers from twelve randomly selected schools in one district. Of the 22 selected teachers, 13 were male and nine were female. The researchers adopted a quasi-experimental research design within a quantitative approach and used the descriptive and inferential statistics to analyze and interpret the results. The findings revealed that males ranked their familiarity and experience with several novel technologies higher than did females. There exist gender differences with more male than female teachers showing a greater benefit to most of TPACK components.
{"title":"Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development","authors":"Israel Yeukai Marange, B. Tatira","doi":"10.29333/ejmste/14629","DOIUrl":"https://doi.org/10.29333/ejmste/14629","url":null,"abstract":"Teachers’ perceptions of integrating educational technologies such as GeoGebra in teaching varied according to gender and these disparities were explored. The pre- and post-technological pedagogical and content knowledge (TPACK) Likert questionnaires were used as data collection instruments. TPACK was also used as the framework underpinning the study. The researchers purposively sampled 22 mathematics secondary teachers from twelve randomly selected schools in one district. Of the 22 selected teachers, 13 were male and nine were female. The researchers adopted a quasi-experimental research design within a quantitative approach and used the descriptive and inferential statistics to analyze and interpret the results. The findings revealed that males ranked their familiarity and experience with several novel technologies higher than did females. There exist gender differences with more male than female teachers showing a greater benefit to most of TPACK components.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229400","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}
Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce known and existing solutions. Due to a paucity of literature on formative feedback in technology classrooms, this study investigated the formative feedback types that teachers provide to learners during the problem-structuring and problem-solving phases. A qualitative case study design was employed to investigate such feedback from five technology teachers who supported their learners in solving ill-structured design problems. The findings indicate that teachers’ formative feedback consists predominantly of low-level questions, while generative design questions and low-level comments were the least observed. A deeper understanding of how formative feedback unfolds in a technology classroom may help teachers guide learners through problem structuring and solving. Further research is needed to determine the influence of formative feedback on learners’ design outcomes.
{"title":"Types of formative feedback provided by technology teachers during practical assessment tasks","authors":"Nelé Loubser, W. Rauscher, N. Blom","doi":"10.29333/ejmste/14586","DOIUrl":"https://doi.org/10.29333/ejmste/14586","url":null,"abstract":"Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce known and existing solutions. Due to a paucity of literature on formative feedback in technology classrooms, this study investigated the formative feedback types that teachers provide to learners during the problem-structuring and problem-solving phases. A qualitative case study design was employed to investigate such feedback from five technology teachers who supported their learners in solving ill-structured design problems. The findings indicate that teachers’ formative feedback consists predominantly of low-level questions, while generative design questions and low-level comments were the least observed. A deeper understanding of how formative feedback unfolds in a technology classroom may help teachers guide learners through problem structuring and solving. Further research is needed to determine the influence of formative feedback on learners’ design outcomes.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"19 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141235286","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}
Digital technology has been proposed as a pedagogical tool capable of transforming traditional inquiry-based learning methods into innovative inquiry-based learning environments for school science. Researchers have reported that technology-enhanced learning environments have significant potential to shape students’ conceptions of learning and their learning approaches. This study, therefore, introduces a technology-infused active inquiry learning approach aimed at transforming primary school students’ conceptions of learning science. 11 fifth-grade students from a university-based primary school in the northeastern region of Thailand were selected to participate in a two-week intervention based on this approach. The results indicate a noticeable shift in the students’ conceptions of technology-infused active inquiry learning following the intervention. However, it was observed that many students still exhibited a tendency towards passive learning due to the overall interaction with technology during science lessons. This highlights the ongoing challenge of effectively incorporating technology in the classroom to foster more advanced conceptions of learning.
{"title":"An effect of technology-infused active inquiry learning in primary school science on students’ conceptions of learning science","authors":"Sasivimol Premthaisong, N. Srisawasdi","doi":"10.29333/ejmste/14662","DOIUrl":"https://doi.org/10.29333/ejmste/14662","url":null,"abstract":"Digital technology has been proposed as a pedagogical tool capable of transforming traditional inquiry-based learning methods into innovative inquiry-based learning environments for school science. Researchers have reported that technology-enhanced learning environments have significant potential to shape students’ conceptions of learning and their learning approaches. This study, therefore, introduces a technology-infused active inquiry learning approach aimed at transforming primary school students’ conceptions of learning science. 11 fifth-grade students from a university-based primary school in the northeastern region of Thailand were selected to participate in a two-week intervention based on this approach. The results indicate a noticeable shift in the students’ conceptions of technology-infused active inquiry learning following the intervention. However, it was observed that many students still exhibited a tendency towards passive learning due to the overall interaction with technology during science lessons. This highlights the ongoing challenge of effectively incorporating technology in the classroom to foster more advanced conceptions of learning.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"6 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229233","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}
Risya Pramana Situmorang, Hadi Suwono, M. Munzil, Hendra Susanto, Chun-Yen Chang, Shan-Yu Liu
The implementation of digital games in biology education has steadily increased over the past decade. The utilization of simulation-based learning tools, such as digital games, is anticipated to be further enhanced due to the increasing shift toward virtual learning. This review aims to explore the existing scientific evidence and analyze the effectiveness of incorporating digital games as a learning tool in biology education. The research methodology was a systematic literature review of existing digital game-based learning (DGBL) in biology education. The term “digital game-based learning and education” was utilized in the search interface of the Scopus database, identifying 1,241 articles. However, only 56 articles adhered to the stipulated criteria for subsequent analysis. Preferred reporting items for systematic reviews and meta-analyses framework was employed for the process of inclusion and exclusion. A discernible trend of escalating publications has been observed over the past decade. The review findings indicate that DGBL has expanded widely, encompassing all levels of education, from elementary to higher education, and has even been applied in professional education. Researchers primarily utilize quantitative research methods, although qualitative methods are employed. This research found that the complexity of DGBL research requires interdisciplinary collaboration involving science, biomedical, education, and technology experts. In terms of content, DGBL has been used to teach students about basic biology and practical applications of biology, such as biomedical science. Genetics, environment, and healthcare emerged as the most frequently addressed subjects taught using DGBL. Trends in DGBL technology usage include various platforms like computer-based, internet-based, and mobile-based, with elements of gaming and social interaction that align with the demands of 21st century skills. DGBL integrates with several constructivist learning approaches like experiential learning, problem-based, inquiry-based, and inquiry-lab. Research showed that DGBL encourages development of 21st century skills in simulated settings and real-life situations.
{"title":"Learn biology using digital game-based learning: A systematic literature review","authors":"Risya Pramana Situmorang, Hadi Suwono, M. Munzil, Hendra Susanto, Chun-Yen Chang, Shan-Yu Liu","doi":"10.29333/ejmste/14658","DOIUrl":"https://doi.org/10.29333/ejmste/14658","url":null,"abstract":"The implementation of digital games in biology education has steadily increased over the past decade. The utilization of simulation-based learning tools, such as digital games, is anticipated to be further enhanced due to the increasing shift toward virtual learning. This review aims to explore the existing scientific evidence and analyze the effectiveness of incorporating digital games as a learning tool in biology education. The research methodology was a systematic literature review of existing digital game-based learning (DGBL) in biology education. The term “digital game-based learning and education” was utilized in the search interface of the Scopus database, identifying 1,241 articles. However, only 56 articles adhered to the stipulated criteria for subsequent analysis. Preferred reporting items for systematic reviews and meta-analyses framework was employed for the process of inclusion and exclusion. A discernible trend of escalating publications has been observed over the past decade. The review findings indicate that DGBL has expanded widely, encompassing all levels of education, from elementary to higher education, and has even been applied in professional education. Researchers primarily utilize quantitative research methods, although qualitative methods are employed. This research found that the complexity of DGBL research requires interdisciplinary collaboration involving science, biomedical, education, and technology experts. In terms of content, DGBL has been used to teach students about basic biology and practical applications of biology, such as biomedical science. Genetics, environment, and healthcare emerged as the most frequently addressed subjects taught using DGBL. Trends in DGBL technology usage include various platforms like computer-based, internet-based, and mobile-based, with elements of gaming and social interaction that align with the demands of 21st century skills. DGBL integrates with several constructivist learning approaches like experiential learning, problem-based, inquiry-based, and inquiry-lab. Research showed that DGBL encourages development of 21st century skills in simulated settings and real-life situations.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"1 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229404","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}
Antía Fernández-López, Teresa F. Blanco, P. G. Sequeiros
This study explores the emotions that pre-service teachers (PSTs) experience when they interact with geometric knowledge and 3D design in a project focused on the way of Saint James pilgrimage route. The sample was made up of 101 PSTs from the University of Santiago de Compostela, the final point of the pilgrimage path. An emotional questionnaire, together with a participant observation notebook and a rubric, served as data collection instruments. The analytical frameworks included the didactical suitability criteria for mediational and affective facets, and SAMR (substitution, augmentation, modification, and redefinition) model for the effective integration of technology in schools. The results show a greater presence of pleasant emotions, highlighting the emotions of curiosity and cheerfulness. Despite this, less pleasant emotions such as brain-taster or bewilderment were notable. Pleasant emotions shown, as well, higher correlation rates. In conclusion, 3D design seems to indicate great potential for working on emotions with this group of students.
{"title":"Exploring pre-service primary teachers’ emotions in a geometry project with 3D design","authors":"Antía Fernández-López, Teresa F. Blanco, P. G. Sequeiros","doi":"10.29333/ejmste/14589","DOIUrl":"https://doi.org/10.29333/ejmste/14589","url":null,"abstract":"This study explores the emotions that pre-service teachers (PSTs) experience when they interact with geometric knowledge and 3D design in a project focused on the way of Saint James pilgrimage route. The sample was made up of 101 PSTs from the University of Santiago de Compostela, the final point of the pilgrimage path. An emotional questionnaire, together with a participant observation notebook and a rubric, served as data collection instruments. The analytical frameworks included the didactical suitability criteria for mediational and affective facets, and SAMR (substitution, augmentation, modification, and redefinition) model for the effective integration of technology in schools. The results show a greater presence of pleasant emotions, highlighting the emotions of curiosity and cheerfulness. Despite this, less pleasant emotions such as brain-taster or bewilderment were notable. Pleasant emotions shown, as well, higher correlation rates. In conclusion, 3D design seems to indicate great potential for working on emotions with this group of students.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"49 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234963","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}
Kristóf Tóth, Marisa Michelini, Philipp Bitzenbauer
In this paper, we present a new minimal mathematical conceptual approach to quantum mechanics using light polarization for lower secondary school students with the aim of bringing students closer to the so-called quantum mechanical way of thinking. We investigated how students think about some of the basic concepts and fundamental laws and we found that certain concepts are quite well-understandable in younger grades too. We studied the introduction of the so-called state circle, which can faithfully represent quantum mechanical formalism without involving students in abstract algebraic calculations. We then categorized and analyzed students’ thoughts on the superposition principle and the lack of trajectory, finding that the concept of measurement and the lack of trajectory were problematic. We explored that younger students tend to hold gestalt-like mental models of quantum concepts, while at the same time being able to use visualizations correctly for reasoning in the quantum realm. Overall, this paper provides evidence in favor of introducing basic features of quantum mechanics as early as in lower secondary school.
{"title":"From light polarization to quantum physics: Supporting lower secondary school students’ transition from gestalt to functional thinking","authors":"Kristóf Tóth, Marisa Michelini, Philipp Bitzenbauer","doi":"10.29333/ejmste/14587","DOIUrl":"https://doi.org/10.29333/ejmste/14587","url":null,"abstract":"In this paper, we present a new minimal mathematical conceptual approach to quantum mechanics using light polarization for lower secondary school students with the aim of bringing students closer to the so-called quantum mechanical way of thinking. We investigated how students think about some of the basic concepts and fundamental laws and we found that certain concepts are quite well-understandable in younger grades too. We studied the introduction of the so-called state circle, which can faithfully represent quantum mechanical formalism without involving students in abstract algebraic calculations. We then categorized and analyzed students’ thoughts on the superposition principle and the lack of trajectory, finding that the concept of measurement and the lack of trajectory were problematic. We explored that younger students tend to hold gestalt-like mental models of quantum concepts, while at the same time being able to use visualizations correctly for reasoning in the quantum realm. Overall, this paper provides evidence in favor of introducing basic features of quantum mechanics as early as in lower secondary school.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"36 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141233170","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}
Teaching methods can help learners to develop problem-solving skills and enhance their achievement in stoichiometry. Process oriented guided inquiry learning (POGIL) is one of the teaching methods that promote problem-solving skills because it provides opportunities for learners to work with many formulae through many steps in solving problems such as stoichiometric calculations of number of moles and concentration of solutions. To understand how POGIL can improve learners’ achievement and develop problem-solving skills, four grade 11 physical sciences classes of mixed gender and multicultural black learners were purposefully and conventional sampled from four different township schools in Pretoria, South Africa. Through pre- and post-test case study and lesson observations, two different independent groups (POGIL group and lecture group) were included in the study. POGIL group constituted 48 students, while lecture group 62 students taught by their respective teachers at their schools for three weeks using English second language. The results from the pre-test suggest that learners in all the four classes lacked problem-solving competencies in solving both the low-order and the high-order stoichiometry questions. According to the research interpretation, lesson observations of POGIL were active learning while lecture method was passive learning. The post-test results indicate statistically significant greater problem-solving competencies in POGIL group than in the lecture group. The study recommends the use of POGIL in teaching stoichiometry.
{"title":"Active versus passive learning: Comparative case study of problem-solving competencies in stoichiometry","authors":"Charles Mamombe, Kgadi C. Mathabathe","doi":"10.29333/ejmste/14594","DOIUrl":"https://doi.org/10.29333/ejmste/14594","url":null,"abstract":"Teaching methods can help learners to develop problem-solving skills and enhance their achievement in stoichiometry. Process oriented guided inquiry learning (POGIL) is one of the teaching methods that promote problem-solving skills because it provides opportunities for learners to work with many formulae through many steps in solving problems such as stoichiometric calculations of number of moles and concentration of solutions. To understand how POGIL can improve learners’ achievement and develop problem-solving skills, four grade 11 physical sciences classes of mixed gender and multicultural black learners were purposefully and conventional sampled from four different township schools in Pretoria, South Africa. Through pre- and post-test case study and lesson observations, two different independent groups (POGIL group and lecture group) were included in the study. POGIL group constituted 48 students, while lecture group 62 students taught by their respective teachers at their schools for three weeks using English second language. The results from the pre-test suggest that learners in all the four classes lacked problem-solving competencies in solving both the low-order and the high-order stoichiometry questions. According to the research interpretation, lesson observations of POGIL were active learning while lecture method was passive learning. The post-test results indicate statistically significant greater problem-solving competencies in POGIL group than in the lecture group. The study recommends the use of POGIL in teaching stoichiometry.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"24 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141233368","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 research aims to design and validate the contents of the mathematical creative problem-solving (MCPS) instrument to measure creative problem-solving skills. This instrument consists of four aspects, each with related items representing latent variables for promoting students’ MCPS. An instrument construct that contains aspects of divergent and convergent thinking is presented. The stimulus provided is real problems in everyday life (real-world situations) with tiered levels of structure of the observed learning outcome (SOLO) taxonomy. The question structure developed is in the form of near-transfer and far-transfer questions. The content validity process is presented by seven expert validators experienced in mathematics, mathematics education, and measurement. The level of agreement between expert assessments is determined using the Aiken formula. Aiken coefficient for all items is above the good threshold. The instrument developed has demonstrated strong content validity and is recommended for measuring MCPS skills of junior high school students.
{"title":"Design and content validity of mathematics creative problem-solving ability instrument for junior high school students","authors":"Himmatul Ulya, S. Sugiman, Raden Rosnawati","doi":"10.29333/ejmste/14661","DOIUrl":"https://doi.org/10.29333/ejmste/14661","url":null,"abstract":"This research aims to design and validate the contents of the mathematical creative problem-solving (MCPS) instrument to measure creative problem-solving skills. This instrument consists of four aspects, each with related items representing latent variables for promoting students’ MCPS. An instrument construct that contains aspects of divergent and convergent thinking is presented. The stimulus provided is real problems in everyday life (real-world situations) with tiered levels of structure of the observed learning outcome (SOLO) taxonomy. The question structure developed is in the form of near-transfer and far-transfer questions. The content validity process is presented by seven expert validators experienced in mathematics, mathematics education, and measurement. The level of agreement between expert assessments is determined using the Aiken formula. Aiken coefficient for all items is above the good threshold. The instrument developed has demonstrated strong content validity and is recommended for measuring MCPS skills of junior high school students.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"57 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232412","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 addresses the research developed around the theory of mathematical working spaces (MWS). To this end, factors such as researchers’ country of origin are considered, as well as methodological characteristics, proposed objectives in each study, specific theoretical factors, and the links between MWS and other theoretical perspectives. This systematic review follows the guidelines stated by reporting items for systematic reviews and meta-analyses for documenting each stage of the review. In total, 102 studies were considered from databases including Dialnet, SciElo, Scopus, and Web of Science. The results help to illustrate research trends in MWS theory, as well as the possibility of fertile ideas for new studies and future lines of research for those interested in this theoretical approach.
本研究探讨了围绕数学工作空间（MWS）理论所开展的研究。为此，我们考虑了研究人员的原籍国等因素，以及方法论特征、每项研究的拟议目标、具体理论因素以及 MWS 与其他理论观点之间的联系。本系统综述遵循系统综述和荟萃分析报告项目中规定的准则，记录了综述的每个阶段。总共从 Dialnet、SciElo、Scopus 和 Web of Science 等数据库中选取了 102 项研究。研究结果有助于说明 MWS 理论的研究趋势，并为那些对这一理论方法感兴趣的人提供了新的研究思路和未来研究方向的可能性。
{"title":"Advances and trends in research on mathematical working spaces: A systematic review","authors":"Darlis Panqueban, Carolina Henríquez-Rivas, Alain Kuzniak","doi":"10.29333/ejmste/14588","DOIUrl":"https://doi.org/10.29333/ejmste/14588","url":null,"abstract":"This study addresses the research developed around the theory of mathematical working spaces (MWS). To this end, factors such as researchers’ country of origin are considered, as well as methodological characteristics, proposed objectives in each study, specific theoretical factors, and the links between MWS and other theoretical perspectives. This systematic review follows the guidelines stated by reporting items for systematic reviews and meta-analyses for documenting each stage of the review. In total, 102 studies were considered from databases including Dialnet, SciElo, Scopus, and Web of Science. The results help to illustrate research trends in MWS theory, as well as the possibility of fertile ideas for new studies and future lines of research for those interested in this theoretical approach.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141235389","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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