Jung Han, Hyeree Cho, Sol Lee, Ammi Chang, Hyunuk Park, Yunjin Lim
The impact of motivational beliefs, such as self-efficacy and intrinsic value, on academic achievement has been well documented in previous studies. In the current study, we extend the previous literature by taking individual learning experiences, such as early learning and tutoring experiences, into account. This allows us to gain a comprehensive understanding of the association between academic motivation and achievement. We analyzed a total of 3,614 Korean student data from the 2019 TIMSS (Trends in International Mathematics and Science Study) dataset to examine the mediating role of mathematics motivation. Our path analysis reveals that mathematics self-efficacy mediates the relationship between tutoring experiences and mathematics achievement. The results of this study provide implications for supporting students’ mathematics motivation, which can serve as a gateway to enhance engagement and perseverance in STEM fields.
{"title":"Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement","authors":"Jung Han, Hyeree Cho, Sol Lee, Ammi Chang, Hyunuk Park, Yunjin Lim","doi":"10.29333/ejmste/14659","DOIUrl":"https://doi.org/10.29333/ejmste/14659","url":null,"abstract":"The impact of motivational beliefs, such as self-efficacy and intrinsic value, on academic achievement has been well documented in previous studies. In the current study, we extend the previous literature by taking individual learning experiences, such as early learning and tutoring experiences, into account. This allows us to gain a comprehensive understanding of the association between academic motivation and achievement. We analyzed a total of 3,614 Korean student data from the 2019 TIMSS (Trends in International Mathematics and Science Study) dataset to examine the mediating role of mathematics motivation. Our path analysis reveals that mathematics self-efficacy mediates the relationship between tutoring experiences and mathematics achievement. The results of this study provide implications for supporting students’ mathematics motivation, which can serve as a gateway to enhance engagement and perseverance in STEM fields.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"58 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231752","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}
Sergey V. Kondrashev, Natalia L. Sokolova, Z. F. Zaripova, E. R. Khairullina, L. B. Omarova, E. Zamaraeva, D. Dobrokhotov
This article carries out a bibliometric research review to present the evolving landscape of innovations in science education. The study acknowledges the dynamism of the contemporary educational practices and uses the bibliometric analyses for identification of trends, assessment of impacts of scholarly outputs, and mapping the future directions in the field of science education innovation. Starting with a review of the standard bibliometric indicators, e.g., citation analysis and co-authorship, the review lays down the theoretical basis for the understanding of the scientific impact of the innovations in science education. The analysis, moreover, consists of identifying thematic foci and emerging topics through keyword mapping, which together present a holistic picture of the intellectual map of the field. The review points to seminal works and trends, demonstrating the nature of interdisciplinarity in research in science education innovation. By the analysis of collaborative networks and research hotspots the research not only demonstrates the present status of the field, but also predicts its future directions, which could help researchers and educators at the same time. Also, as a retrospective tool, the article explores the general relevance of bibliometric insights for educators, administrators, and other researchers. It highlights the application of bibliometrics in evidence-based decision-making, curricula design and international collaboration, because it is common knowledge that it can trigger the great revolution in innovative science education. This bibliometric review generates useful outcomes, which are beneficial to academic discussions and provide guidelines for future research efforts as a key reference for researchers who would like to have a deep, general overview of the innovations in science education.
{"title":"Innovations in science education: A bibliometric exploration of trends and future directions","authors":"Sergey V. Kondrashev, Natalia L. Sokolova, Z. F. Zaripova, E. R. Khairullina, L. B. Omarova, E. Zamaraeva, D. Dobrokhotov","doi":"10.29333/ejmste/14591","DOIUrl":"https://doi.org/10.29333/ejmste/14591","url":null,"abstract":"This article carries out a bibliometric research review to present the evolving landscape of innovations in science education. The study acknowledges the dynamism of the contemporary educational practices and uses the bibliometric analyses for identification of trends, assessment of impacts of scholarly outputs, and mapping the future directions in the field of science education innovation. Starting with a review of the standard bibliometric indicators, e.g., citation analysis and co-authorship, the review lays down the theoretical basis for the understanding of the scientific impact of the innovations in science education. The analysis, moreover, consists of identifying thematic foci and emerging topics through keyword mapping, which together present a holistic picture of the intellectual map of the field. The review points to seminal works and trends, demonstrating the nature of interdisciplinarity in research in science education innovation. By the analysis of collaborative networks and research hotspots the research not only demonstrates the present status of the field, but also predicts its future directions, which could help researchers and educators at the same time. Also, as a retrospective tool, the article explores the general relevance of bibliometric insights for educators, administrators, and other researchers. It highlights the application of bibliometrics in evidence-based decision-making, curricula design and international collaboration, because it is common knowledge that it can trigger the great revolution in innovative science education. This bibliometric review generates useful outcomes, which are beneficial to academic discussions and provide guidelines for future research efforts as a key reference for researchers who would like to have a deep, general overview of the innovations in science education.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"3 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230618","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}
E. Galimova, A. Prokopyev, J. I. Aytuganova, Valeria L. Zakharova, N. N. Shindryaeva, E. Kolomoets
Self-efficacy is one of the important variables for teachers’ professional development. However, there have been few studies investigating the relationship between anxiety related to teaching science, interest in science, and self-efficacy. Therefore, this study aimed to explore this relationship with preservice teachers. The researchers used a path analysis model, descriptive statistics, correlations, and a path diagram to analyze the data. The results revealed that outcome expectancy positively predicted personal self-efficacy beliefs, and variables accounted for 64.0% of the variance in personal self-efficacy. Personal science-teaching self-efficacy has no significant direct relationship with science-teaching anxiety or interest in science. Specifically, anxiety has a small positive effect on personal science-teaching self-efficacy. Interest in science does not directly predict personal self-efficacy efficacy beliefs. Anxiety related to teaching science had a major negative effect on interest in science and a minor positive impact on outcome expectancy. The results also showed that personal self-efficacy beliefs depend profoundly on perceptions of outcome expectancy rather than directly on teaching anxiety or science interest levels per se. These findings are noteworthy for future research that aims to boost teachers’ science-teaching self-efficacy. Recommendations are made based on these findings.
{"title":"Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy","authors":"E. Galimova, A. Prokopyev, J. I. Aytuganova, Valeria L. Zakharova, N. N. Shindryaeva, E. Kolomoets","doi":"10.29333/ejmste/14578","DOIUrl":"https://doi.org/10.29333/ejmste/14578","url":null,"abstract":"Self-efficacy is one of the important variables for teachers’ professional development. However, there have been few studies investigating the relationship between anxiety related to teaching science, interest in science, and self-efficacy. Therefore, this study aimed to explore this relationship with preservice teachers. The researchers used a path analysis model, descriptive statistics, correlations, and a path diagram to analyze the data. The results revealed that outcome expectancy positively predicted personal self-efficacy beliefs, and variables accounted for 64.0% of the variance in personal self-efficacy. Personal science-teaching self-efficacy has no significant direct relationship with science-teaching anxiety or interest in science. Specifically, anxiety has a small positive effect on personal science-teaching self-efficacy. Interest in science does not directly predict personal self-efficacy efficacy beliefs. Anxiety related to teaching science had a major negative effect on interest in science and a minor positive impact on outcome expectancy. The results also showed that personal self-efficacy beliefs depend profoundly on perceptions of outcome expectancy rather than directly on teaching anxiety or science interest levels per se. These findings are noteworthy for future research that aims to boost teachers’ science-teaching self-efficacy. Recommendations are made based on these findings.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"46 s11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141009274","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 bibliometric study examines the scientific production in mathematical education of 23,094 articles from 37 specialized mathematical education journals, indexed in Scopus and Web of Science, considering all records up to the year 2022. The analysis was conducted globally and regionally, including Latin America, Africa, Europe, the United States, and Canada. Articles were analyzed using rhizomatic conceptual spaces, which allow the representation of relationships between words present in the titles and keywords of articles through graphs, thereby identifying thematic nodes and connections, as well as visible and invisible peripheral elements. The results reveal the diversity of terms used in the field and the difficulties in capturing a disciplinary field using certain keywords. Common thematic nodes such as teaching, learning, knowledge, problem-solving, curriculum, assessment, and technology were observed, as well as regional differences in focus areas and theoretical currents. The study also highlights underexplored areas and suggests possible future research paths, including expanding searches in specialized sources, bibliometric analysis of specific topics, and temporal comparison of trends in the field.
这项文献计量学研究考察了 37 种数学教育专业期刊的 23,094 篇文章在数学教育方面的科 学成果，这些文章被 Scopus 和 Web of Science 编入索引，并考虑了截至 2022 年的所有记录。分析在全球和地区范围内进行，包括拉丁美洲、非洲、欧洲、美国和加拿大。分析文章时使用了根状概念空间，该概念空间允许通过图表来表示文章标题和关键词中出现的词语之间的关系，从而确定主题节点和联系，以及可见和不可见的外围元素。研究结果揭示了该领域用词的多样性，以及使用某些关键词来捕捉学科领域的困难。研究发现了一些共同的主题节点，如教学、学习、知识、问题解决、课程、评估和技术，以及重点领域和理论潮流的地区差异。本研究还强调了尚未充分开发的领域，并提出了未来可能的研究路径，包括扩大专业来源的搜索范围、对特定主题进行文献计量分析以及对该领域的趋势进行时间比较。
{"title":"Thematic bibliometric analysis of 37 specialized journals in mathematical education research indexed in Scopus or Web of Science","authors":"Jorge Gaona, Fabiola Arévalo-Meneses","doi":"10.29333/ejmste/14577","DOIUrl":"https://doi.org/10.29333/ejmste/14577","url":null,"abstract":"This bibliometric study examines the scientific production in mathematical education of 23,094 articles from 37 specialized mathematical education journals, indexed in Scopus and Web of Science, considering all records up to the year 2022. The analysis was conducted globally and regionally, including Latin America, Africa, Europe, the United States, and Canada. Articles were analyzed using rhizomatic conceptual spaces, which allow the representation of relationships between words present in the titles and keywords of articles through graphs, thereby identifying thematic nodes and connections, as well as visible and invisible peripheral elements. The results reveal the diversity of terms used in the field and the difficulties in capturing a disciplinary field using certain keywords. Common thematic nodes such as teaching, learning, knowledge, problem-solving, curriculum, assessment, and technology were observed, as well as regional differences in focus areas and theoretical currents. The study also highlights underexplored areas and suggests possible future research paths, including expanding searches in specialized sources, bibliometric analysis of specific topics, and temporal comparison of trends in the field.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"89 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011025","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}
Teacher education should foster teachers’ competencies in teaching mathematical modelling since it is a demanding task. Mathematical modelling requires spontaneous reactions, which are related to the core of teachers’ competencies–teacher noticing. The study designed a video-based course to develop these competencies in the context of mathematical modelling. The findings revealed a noticeable improvement in their noticing competencies after participating in the semester-long course. In particular, pre-service teachers’ topical focus shifted towards modelling thinking and pedagogy. They made significantly more interpretive comments and used significantly more task-dimensional knowledge for teaching mathematical modelling to reason about events. These results appear to support the viability of using video for this purpose.
{"title":"Using video to develop pre-service teachers’ noticing within a mathematical modelling context","authors":"Siyu Zuo, Lizhe Liu, C. Qi","doi":"10.29333/ejmste/14466","DOIUrl":"https://doi.org/10.29333/ejmste/14466","url":null,"abstract":"Teacher education should foster teachers’ competencies in teaching mathematical modelling since it is a demanding task. Mathematical modelling requires spontaneous reactions, which are related to the core of teachers’ competencies–teacher noticing. The study designed a video-based course to develop these competencies in the context of mathematical modelling. The findings revealed a noticeable improvement in their noticing competencies after participating in the semester-long course. In particular, pre-service teachers’ topical focus shifted towards modelling thinking and pedagogy. They made significantly more interpretive comments and used significantly more task-dimensional knowledge for teaching mathematical modelling to reason about events. These results appear to support the viability of using video for this purpose.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"41 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141047217","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}
Number and algebra are important for learners of all ages. However, mastery of number and algebra skills, especially for children with learning disabilities or low mathematics achievement, are challenging and require their great efforts. This research aimed to develop a smartphone application for learning number and algebra, to investigate the efficiency of the developed application, to determine students’ achievement and improvement in learning number and algebra as well as their satisfaction towards learning through the application. Utilizing two steps of purposive technique, 104 primary school students with learning disabilities or low mathematics achievement in three southernmost provinces of Thailand were recruited to participate in the study. The efficiency of the developed application was determined by the criteria of E1/E2 equal to 80.00/80.00. Data in pre- and post-test were analyzed with t-test to examine a significant improvement after the students learned number and algebra through the smartphone application while the students’ responses in questionnaire were analyzed with descriptive statistics (i.e., mean [M] and standard deviation [SD]) to determine their satisfaction towards learning through the application. Interview sessions were conducted with 10 teachers to gain an insight into how the students enhanced their number and algebra skills. The results showed that the developed application was efficient at 82.32/84.53 as compared with a standard criterion of 80.00/80.00. Moreover, the students’ post-test score was significantly greater than pre-test and greater than 60.00% criterion at the significant level of 0.05. The results also indicated that the application showed positive effects on the students’ improvement in number and algebra skills and their satisfaction towards learning through the application, which was at high level (M=3.97, SD=0.63).
{"title":"Enhancing number and algebra skills of primary students with learning disabilities or low mathematics achievement through a smartphone application","authors":"Lilla Adulyasas, Panukorn Puripanyanan, Janjalee Tanomlikhitwong","doi":"10.29333/ejmste/14482","DOIUrl":"https://doi.org/10.29333/ejmste/14482","url":null,"abstract":"Number and algebra are important for learners of all ages. However, mastery of number and algebra skills, especially for children with learning disabilities or low mathematics achievement, are challenging and require their great efforts. This research aimed to develop a smartphone application for learning number and algebra, to investigate the efficiency of the developed application, to determine students’ achievement and improvement in learning number and algebra as well as their satisfaction towards learning through the application. Utilizing two steps of purposive technique, 104 primary school students with learning disabilities or low mathematics achievement in three southernmost provinces of Thailand were recruited to participate in the study. The efficiency of the developed application was determined by the criteria of E1/E2 equal to 80.00/80.00. Data in pre- and post-test were analyzed with t-test to examine a significant improvement after the students learned number and algebra through the smartphone application while the students’ responses in questionnaire were analyzed with descriptive statistics (i.e., mean [M] and standard deviation [SD]) to determine their satisfaction towards learning through the application. Interview sessions were conducted with 10 teachers to gain an insight into how the students enhanced their number and algebra skills. The results showed that the developed application was efficient at 82.32/84.53 as compared with a standard criterion of 80.00/80.00. Moreover, the students’ post-test score was significantly greater than pre-test and greater than 60.00% criterion at the significant level of 0.05. The results also indicated that the application showed positive effects on the students’ improvement in number and algebra skills and their satisfaction towards learning through the application, which was at high level (M=3.97, SD=0.63).","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"1977 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141027940","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}
Camilo Andrés Rodríguez-Nieto, Hernán Alonso Cabrales González, J. Arenas-Peñaloza, C. Schnorr, Vicenç Font Moll
The mathematical connections Colombian engineering students activated when they solved vector problems were explored. The study was based on the extended theory of connections and the onto-semiotic approach. We followed a qualitative methodology that consisted of three stages: (1) selection of engineering students as participants; (2) application of a questionnaire with 15 tasks on vectors to the participating students; and (3) analysis of these data based on the theoretical articulation. The results show that students perform arithmetic operations with vectors, find the scalar and vector product, the norm of a vector, the angle between vectors, and unit vector based on mathematical connections (procedural, meaning, different representations, and implication), detail from an onto-semiotic point of view. However, some students have difficulty finding the angle between vectors because they misuse the norm. Furthermore, the new metaphorical connection based on mnemonics activated by the “law of the ear” is reported. The connections activated by engineering students to solve problems about vectors may have been influenced by the explanations provided by their calculus teacher, who promotes connections for the teaching and learning mathematical concepts.
{"title":"Onto-semiotic analysis of Colombian engineering students’ mathematical connections to problems-solving on vectors: A contribution to the natural and exact sciences","authors":"Camilo Andrés Rodríguez-Nieto, Hernán Alonso Cabrales González, J. Arenas-Peñaloza, C. Schnorr, Vicenç Font Moll","doi":"10.29333/ejmste/14450","DOIUrl":"https://doi.org/10.29333/ejmste/14450","url":null,"abstract":"The mathematical connections Colombian engineering students activated when they solved vector problems were explored. The study was based on the extended theory of connections and the onto-semiotic approach. We followed a qualitative methodology that consisted of three stages: (1) selection of engineering students as participants; (2) application of a questionnaire with 15 tasks on vectors to the participating students; and (3) analysis of these data based on the theoretical articulation. The results show that students perform arithmetic operations with vectors, find the scalar and vector product, the norm of a vector, the angle between vectors, and unit vector based on mathematical connections (procedural, meaning, different representations, and implication), detail from an onto-semiotic point of view. However, some students have difficulty finding the angle between vectors because they misuse the norm. Furthermore, the new metaphorical connection based on mnemonics activated by the “law of the ear” is reported. The connections activated by engineering students to solve problems about vectors may have been influenced by the explanations provided by their calculus teacher, who promotes connections for the teaching and learning mathematical concepts.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"9 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141037931","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}
There is a persistent STEM educational crisis exemplified by low student enrolments, and both high failure and attrition rates. ChatGPT is easy to use, however pedagogical quality is not necessarily assured. In one experiment the output had a high cognitive load exacerbated by cognitive gaps making the material hard to teach and learn. ChatGPT is a useful pedagogical technology but not a learning theory. Science, technology and engineering all start by quantitatively modelling systems in order to make accurate and quantitative predictions prior to construction or system modification. By contrast, the current learning theories in use today are based on qualitative soft-science principles, with subjective guidelines that are open to interpretation, which can lead to wide variations in the quality of instructional materials and learning outcomes. Cognitive Load Optimization (CLO) is a new Science of Learning (SoL) theory that quantitatively models relational knowledge as coherent, contiguous, pedagogically scalable schemas optimized for the lowest cognitive load. CLO schemas represent the easiest, fastest and most efficient learning paths and are the fundamental basis of instructional design and teaching. Because CLO schemas are pedagogically scalable it is possible to create CLO schemas that are contiguous across different educational levels (school, college and university) thereby uniquely meeting the goals of the American National Science Foundation SoL (‘optimized learning for all’) and the Australian Grattan Institute (‘optimized learning from pre-school to university’). Using CLO results in significant improvements in STEM learning outcomes but is a detailed methodology that can be time consuming to use. The relative advantages and disadvantages of ChatGPT and CLO are highlighted.
{"title":"Solving the global STEM educational crisis using Cognitive Load Optimization and Artificial Intelligence–A preliminary comparative analysis","authors":"S. P. Maj","doi":"10.29333/ejmste/14448","DOIUrl":"https://doi.org/10.29333/ejmste/14448","url":null,"abstract":"There is a persistent STEM educational crisis exemplified by low student enrolments, and both high failure and attrition rates. ChatGPT is easy to use, however pedagogical quality is not necessarily assured. In one experiment the output had a high cognitive load exacerbated by cognitive gaps making the material hard to teach and learn. ChatGPT is a useful pedagogical technology but not a learning theory. Science, technology and engineering all start by quantitatively modelling systems in order to make accurate and quantitative predictions prior to construction or system modification. By contrast, the current learning theories in use today are based on qualitative soft-science principles, with subjective guidelines that are open to interpretation, which can lead to wide variations in the quality of instructional materials and learning outcomes. Cognitive Load Optimization (CLO) is a new Science of Learning (SoL) theory that quantitatively models relational knowledge as coherent, contiguous, pedagogically scalable schemas optimized for the lowest cognitive load. CLO schemas represent the easiest, fastest and most efficient learning paths and are the fundamental basis of instructional design and teaching. Because CLO schemas are pedagogically scalable it is possible to create CLO schemas that are contiguous across different educational levels (school, college and university) thereby uniquely meeting the goals of the American National Science Foundation SoL (‘optimized learning for all’) and the Australian Grattan Institute (‘optimized learning from pre-school to university’). Using CLO results in significant improvements in STEM learning outcomes but is a detailed methodology that can be time consuming to use. The relative advantages and disadvantages of ChatGPT and CLO are highlighted.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141025278","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}
Roberto Santiago Bellido-García, C. Venturo-Orbegoso, Alejandro Cruzata-Martínez, Edith Beatriz Sarmiento-Villanueva, José Corro-Quispe, Luis Gerardo Rejas-Borjas
The study aimed to establish the influence of formative assessment on the attainment of scientific and technological competencies in a school in Lima, Peru. We formulated and subsequently tested hypothesis of the positive impact of formative evaluation on science and technology competencies. The authors used the questionnaire associated with formative evaluative practices and to measure the development of competencies gradings of 116 second-grade high school students. It was found that formative assessment significatively influences the development of scientific and technological competencies, predicting a 0.708 increase in educational outcomes (pseudo R-squared Nagelkerke). This influence on competency attainment was examined through regression analysis. It was concluded that formative assessment, along with all its dimensions, influences the achievement of competencies related to science and technology. We recommend that its implementation in classrooms should receive greater dissemination.
本研究旨在确定形成性评价对秘鲁利马一所学校学生科技能力的影响。我们提出了形成性评价对科技能力产生积极影响的假设，并随后进行了检验。作者使用了与形成性评价实践相关的问卷，并对 116 名高中二年级学生的能力发展等级进行了测量。结果发现，形成性评价对科技能力的发展有显著影响，预测教育成果的提高幅度为 0.708（伪 R 平方 Nagelkerke）。通过回归分析研究了这一影响。得出的结论是，形成性评价及其所有方面都会影响科技相关能力的实现。我们建议，在课堂上实施形成性评价应得到更广泛的推广。
{"title":"Involvement of the student in their learning: Effects of formative assessment on competency development","authors":"Roberto Santiago Bellido-García, C. Venturo-Orbegoso, Alejandro Cruzata-Martínez, Edith Beatriz Sarmiento-Villanueva, José Corro-Quispe, Luis Gerardo Rejas-Borjas","doi":"10.29333/ejmste/14453","DOIUrl":"https://doi.org/10.29333/ejmste/14453","url":null,"abstract":"The study aimed to establish the influence of formative assessment on the attainment of scientific and technological competencies in a school in Lima, Peru. We formulated and subsequently tested hypothesis of the positive impact of formative evaluation on science and technology competencies. The authors used the questionnaire associated with formative evaluative practices and to measure the development of competencies gradings of 116 second-grade high school students. It was found that formative assessment significatively influences the development of scientific and technological competencies, predicting a 0.708 increase in educational outcomes (pseudo R-squared Nagelkerke). This influence on competency attainment was examined through regression analysis. It was concluded that formative assessment, along with all its dimensions, influences the achievement of competencies related to science and technology. We recommend that its implementation in classrooms should receive greater dissemination.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"268 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141039453","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}
Number lines are acknowledged as an effective model for understanding fractions, yet students often face challenges in interpreting fractions on number lines. This study contributes to the field by investigating students’ performance on fraction number line tasks that require the coordination of their fraction and number line knowledge. To explore this, test items were developed, and 122 fourth-grade students participated in the assessment. Students’ written responses underwent analysis in three phases: a descriptive overview of overall student performance, latent profile analysis to identify subgroups with different competencies, and a qualitative analysis of each latent profile. The findings indicated lower performance among students across the tasks, revealing three distinct latent profiles with different competency characteristics: intuitive, emergent, and advanced understanding of fractions on the number line. From these findings, instructional implications were extrapolated for using number lines as a model for fractions.
{"title":"Profiles of young students’ understanding of fractions on number lines","authors":"JeongWon Kim","doi":"10.29333/ejmste/14469","DOIUrl":"https://doi.org/10.29333/ejmste/14469","url":null,"abstract":"Number lines are acknowledged as an effective model for understanding fractions, yet students often face challenges in interpreting fractions on number lines. This study contributes to the field by investigating students’ performance on fraction number line tasks that require the coordination of their fraction and number line knowledge. To explore this, test items were developed, and 122 fourth-grade students participated in the assessment. Students’ written responses underwent analysis in three phases: a descriptive overview of overall student performance, latent profile analysis to identify subgroups with different competencies, and a qualitative analysis of each latent profile. The findings indicated lower performance among students across the tasks, revealing three distinct latent profiles with different competency characteristics: intuitive, emergent, and advanced understanding of fractions on the number line. From these findings, instructional implications were extrapolated for using number lines as a model for fractions.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":"210 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141031998","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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