The flipped classroom is an innovative pedagogical approach in which students are introduced to instructional content outside of class and engage in active problem-solving and discussions during in-class sessions. This pedagogical shift empowers students to take greater responsibility for their learning pace, transforming teachers into facilitators. Despite increased interest in flipped classrooms, their implications for mathematics teacher education still need to be clarified. This study employs a Delphi methodology to investigate the advantages and challenges associated with implementing the flipped classroom approach in Vietnam’s initial mathematics teacher education. The findings reveal a high consensus among experts regarding the importance of the identified indicators related to the advantages and challenges of flipped classroom in initial mathematics teacher education. Our study also uncovers contextual and institutional constraints, providing insights into unique challenges within the Vietnamese context. This research offers guidance for improving initial mathematics teacher education through flipped classroom model.
{"title":"Unpacking the advantages and challenges of flipped classrooms in initial mathematics teacher education in Vietnam","authors":"Minh Tran Kiem, Xayaphet Keodavan","doi":"10.29333/ejmste/14449","DOIUrl":"https://doi.org/10.29333/ejmste/14449","url":null,"abstract":"The flipped classroom is an innovative pedagogical approach in which students are introduced to instructional content outside of class and engage in active problem-solving and discussions during in-class sessions. This pedagogical shift empowers students to take greater responsibility for their learning pace, transforming teachers into facilitators. Despite increased interest in flipped classrooms, their implications for mathematics teacher education still need to be clarified. This study employs a Delphi methodology to investigate the advantages and challenges associated with implementing the flipped classroom approach in Vietnam’s initial mathematics teacher education. The findings reveal a high consensus among experts regarding the importance of the identified indicators related to the advantages and challenges of flipped classroom in initial mathematics teacher education. Our study also uncovers contextual and institutional constraints, providing insights into unique challenges within the Vietnamese context. This research offers guidance for improving initial mathematics teacher education through flipped classroom model.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141049575","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}
Mouhcine El Qryefy, Youssef El Madhi, Mohamed El Qryefy, Bouazza El Wahbi, Youssef Oulaydi, Zineb Boumaaize, H. Darif, Abdelmajid Soulaymani, Hanan El Faylali
This paper presents two studies concerning developing and validating an Arabic version of a scale that measures motivation toward learning physical science in Moroccan middle school students. The scale is based on the self-determination theory (Deci & Ryan, 1985). It comprises five dimensions: intrinsic motivation, three forms of extrinsic motivation (identified regulation, introjected regulation, and external regulation), and amotivation. The exploratory factor analysis (study 1) was conducted on a sample of 144 students, and the confirmatory factor analysis (study 2) was performed on another sample of 404 students. The results of the exploratory and confirmatory factor analyses support a five-factor structure. The results also reveal that the scale and five factors have satisfactory internal consistency indices. Moreover, the construct validity is supported by correlations between the five factors that comprise the scale. All the results thus support the psychometric qualities of the physical science learning motivation scale.
{"title":"Construction and validation of the physical science learning motivation scale among Moroccan middle school students","authors":"Mouhcine El Qryefy, Youssef El Madhi, Mohamed El Qryefy, Bouazza El Wahbi, Youssef Oulaydi, Zineb Boumaaize, H. Darif, Abdelmajid Soulaymani, Hanan El Faylali","doi":"10.29333/ejmste/14451","DOIUrl":"https://doi.org/10.29333/ejmste/14451","url":null,"abstract":"This paper presents two studies concerning developing and validating an Arabic version of a scale that measures motivation toward learning physical science in Moroccan middle school students. The scale is based on the self-determination theory (Deci & Ryan, 1985). It comprises five dimensions: intrinsic motivation, three forms of extrinsic motivation (identified regulation, introjected regulation, and external regulation), and amotivation. The exploratory factor analysis (study 1) was conducted on a sample of 144 students, and the confirmatory factor analysis (study 2) was performed on another sample of 404 students. The results of the exploratory and confirmatory factor analyses support a five-factor structure. The results also reveal that the scale and five factors have satisfactory internal consistency indices. Moreover, the construct validity is supported by correlations between the five factors that comprise the scale. All the results thus support the psychometric qualities of the physical science learning motivation scale.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141057617","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}
Z. Angel-Cuervo, J. Briceño-Martínez, Andrés Bernal-Ballén
The study of mathematics teachers’ beliefs has become a significant research area in recent decades; however, more robust and reliable instruments are needed to assess these beliefs. This paper reports the design and validation of a multiple-choice questionnaire to assess mathematics teachers’ beliefs about mathematics, teaching, and learning. It began with a systematic review of existing questionnaires, followed by an evaluation of the instrument’s content validity using Aiken’s V by seven expert judges. Finally, a total of 199 in-service mathematics teachers completed the instrument, demonstrating construct validity through confirmatory factor analysis and internal consistency. These results indicate that the instrument is reliable and valid for assessing mathematics teachers’ beliefs and identifying three teaching profiles: instrumentalists, platonists, and problem-solving.
{"title":"Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning","authors":"Z. Angel-Cuervo, J. Briceño-Martínez, Andrés Bernal-Ballén","doi":"10.29333/ejmste/14447","DOIUrl":"https://doi.org/10.29333/ejmste/14447","url":null,"abstract":"The study of mathematics teachers’ beliefs has become a significant research area in recent decades; however, more robust and reliable instruments are needed to assess these beliefs. This paper reports the design and validation of a multiple-choice questionnaire to assess mathematics teachers’ beliefs about mathematics, teaching, and learning. It began with a systematic review of existing questionnaires, followed by an evaluation of the instrument’s content validity using Aiken’s V by seven expert judges. Finally, a total of 199 in-service mathematics teachers completed the instrument, demonstrating construct validity through confirmatory factor analysis and internal consistency. These results indicate that the instrument is reliable and valid for assessing mathematics teachers’ beliefs and identifying three teaching profiles: instrumentalists, platonists, and problem-solving.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141042051","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}
Science and mathematics teachers face the dual challenge of mastering subject-specific expertise and developing the pedagogical skills necessary for implementing integrated science, technology, engineering, and mathematics (STEM) lessons. Research indicates a deficiency in teachers’ pedagogical competencies, particularly in project-based learning (PBL) within STEM context. To address this, the study administered a questionnaire to 245 specialized science and mathematics teachers in Qatar, aiming to examine their competencies and self-efficacy within the realm of technological pedagogical content knowledge. The focus is specifically on its integration with PBL and STEM content. Additionally, the study explores the influence of demographic and contextual factors, including gender, teaching experience, major academic subject, possession of an education certificate, specialization in STEM disciplines, and workload hours, on science and teachers’ competencies and self-efficacy in technology integration when teaching through PBL and STEM approaches. The study’s findings highlight the pivotal role of gender, formal teacher education, and the unique expertise of teachers. Surprisingly, teaching experience and school level did not show significant differences among science and mathematics teachers. However, gender disparities persist, with male teachers scoring higher in technology integration, necessitating ongoing research. Discipline-specific differences underscore the need for tailored professional development. While workload does not significantly impact technology integration, a supportive school culture is crucial, especially in secondary schools. The findings not only deepen our understanding of these factors but also provide valuable insights for crafting targeted interventions, robust professional development programs, and support systems.
{"title":"Factors impacting science and mathematics teachers’ competencies and self-efficacy in TPACK for PBL and STEM","authors":"Nasser Mansour, Ziad Said, Abdullah Abu-Tineh","doi":"10.29333/ejmste/14467","DOIUrl":"https://doi.org/10.29333/ejmste/14467","url":null,"abstract":"Science and mathematics teachers face the dual challenge of mastering subject-specific expertise and developing the pedagogical skills necessary for implementing integrated science, technology, engineering, and mathematics (STEM) lessons. Research indicates a deficiency in teachers’ pedagogical competencies, particularly in project-based learning (PBL) within STEM context. To address this, the study administered a questionnaire to 245 specialized science and mathematics teachers in Qatar, aiming to examine their competencies and self-efficacy within the realm of technological pedagogical content knowledge. The focus is specifically on its integration with PBL and STEM content. Additionally, the study explores the influence of demographic and contextual factors, including gender, teaching experience, major academic subject, possession of an education certificate, specialization in STEM disciplines, and workload hours, on science and teachers’ competencies and self-efficacy in technology integration when teaching through PBL and STEM approaches. The study’s findings highlight the pivotal role of gender, formal teacher education, and the unique expertise of teachers. Surprisingly, teaching experience and school level did not show significant differences among science and mathematics teachers. However, gender disparities persist, with male teachers scoring higher in technology integration, necessitating ongoing research. Discipline-specific differences underscore the need for tailored professional development. While workload does not significantly impact technology integration, a supportive school culture is crucial, especially in secondary schools. The findings not only deepen our understanding of these factors but also provide valuable insights for crafting targeted interventions, robust professional development programs, and support systems.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141043289","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}
Sirpa Kärkkäinen, S. Havu-Nuutinen, Sini Kontkanen, Katariina Waltzer
Previous studies have shown that making informed decisions about water issues requires socio-scientific reasoning (SSR), which is challenging for primary school students. This study focuses on third and fourth graders’ (n=101) perceptions regarding water systems, water sources and usage patterns both at home and within society. The primary school students participated in a water project that lasted for eight lessons. The study was a case study and the data consisted of audio recordings of group conversations on tasks given in the lessons. The students’ perceptions were analyzed using inductive content analysis and structure of observed learning outcome-taxonomy. Students discussed the significance of using water for drinking, food preparation, and maintaining personal hygiene. Students highlighted conservation, health, environmental and household aspects when discussing water conservation and water purification. There is a need to empower primary school students through building scientific literacy and SSR to inform evidence-based decisions related to water issues.
以往的研究表明，就水问题做出明智的决策需要社会科学推理（SSR），这对小学生来说具有挑战性。本研究的重点是三、四年级学生（n=101）对水系统、水源以及家庭和社会用水模式的看法。这些小学生参加了一个为期八节课的水项目。该研究是一项案例研究，研究数据包括就课程任务进行的小组对话录音。通过归纳内容分析和观察学习成果结构分类法，对学生的看法进行了分析。学生们讨论了用水饮用、准备食物和保持个人卫生的意义。在讨论节约用水和水净化时，学生们强调了节约、健康、环境和家庭方面的问题。有必要通过培养小学生的科学素养和 SSR 来增强他们的能力，从而为与水有关的循证决策提供依据。
{"title":"Finnish primary school students’ perceptions on water systems: Exploring sources and usage at home and in society","authors":"Sirpa Kärkkäinen, S. Havu-Nuutinen, Sini Kontkanen, Katariina Waltzer","doi":"10.29333/ejmste/14446","DOIUrl":"https://doi.org/10.29333/ejmste/14446","url":null,"abstract":"Previous studies have shown that making informed decisions about water issues requires socio-scientific reasoning (SSR), which is challenging for primary school students. This study focuses on third and fourth graders’ (n=101) perceptions regarding water systems, water sources and usage patterns both at home and within society. The primary school students participated in a water project that lasted for eight lessons. The study was a case study and the data consisted of audio recordings of group conversations on tasks given in the lessons. The students’ perceptions were analyzed using inductive content analysis and structure of observed learning outcome-taxonomy. Students discussed the significance of using water for drinking, food preparation, and maintaining personal hygiene. Students highlighted conservation, health, environmental and household aspects when discussing water conservation and water purification. There is a need to empower primary school students through building scientific literacy and SSR to inform evidence-based decisions related to water issues.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141036118","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}
M. Navarro, Annjeannette Martin, María F. Montoya, Sofía Concha
This study analyzes the interactions based on student gender that are promoted by future primary school teachers, with three distinct profiles in the subjects of natural sciences and math. The three teacher profiles combine socioemotional variables related to the teaching of these two subjects and variables related to gender bias. 17 class videos of both mathematics and natural sciences in the context of pre-service teacher preparation were analyzed regarding the interactions that took place. A prevalence of interactions directed towards boys was found. Regarding the type of profile, it was found that pre-service teachers with masculine traits promoted more interactions with gender equity. The implications for primary teacher preparation and for the creation of school environments in which girls are encouraged to engage in mathematics and natural sciences are discussed.
{"title":"Future primary teachers and pedagogical interactions with boys and girls","authors":"M. Navarro, Annjeannette Martin, María F. Montoya, Sofía Concha","doi":"10.29333/ejmste/14468","DOIUrl":"https://doi.org/10.29333/ejmste/14468","url":null,"abstract":"This study analyzes the interactions based on student gender that are promoted by future primary school teachers, with three distinct profiles in the subjects of natural sciences and math. The three teacher profiles combine socioemotional variables related to the teaching of these two subjects and variables related to gender bias. 17 class videos of both mathematics and natural sciences in the context of pre-service teacher preparation were analyzed regarding the interactions that took place. A prevalence of interactions directed towards boys was found. Regarding the type of profile, it was found that pre-service teachers with masculine traits promoted more interactions with gender equity. The implications for primary teacher preparation and for the creation of school environments in which girls are encouraged to engage in mathematics and natural sciences are discussed.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141042405","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}
Research indicates that utilizing engineering design processes such as design thinking (DT) to integrate science, technology, engineering, and mathematics (STEM) disciplines yields positive outcomes. However, there is limited study on the effects of STEM education on preschoolers’ engineering practices. This case study evaluation examined the outcomes of an integrated STEM with DT module on preschoolers’ engineering practices in a private preschool in Malaysia. Two preschool teachers facilitated the learning of twenty preschoolers in two classes daily over four weeks. Data was collected through interviews and direct classroom observations, including fieldnotes, students’ artefacts, photos, voice, and video recordings. The qualitative data were analyzed inductively through thematic analysis. The findings indicated that the preschoolers engaged in numerous engineering practices while they actively participating in learning tasks. During their efforts to solve problems using DT process, they showed compassion for the characters in the stories and successfully defined the problem. The findings also highlighted the preschoolers’ ability to design and sketch their ideas. They demonstrated proficiency in constructing, testing, analyzing and evaluating their designs, as well as generating ideas to improve them and solve problems. Additionally, the results provided evidence that the engineering design process fosters collaboration and communication. Through iterative testing and modification, the preschoolers exhibited persistence and very positive learning dispositions.
{"title":"Outcomes of an integrated STEM with design thinking module on preschoolers’ engineering practices","authors":"Teh Eng Ho, Vincent Pang","doi":"10.29333/ejmste/14433","DOIUrl":"https://doi.org/10.29333/ejmste/14433","url":null,"abstract":"Research indicates that utilizing engineering design processes such as design thinking (DT) to integrate science, technology, engineering, and mathematics (STEM) disciplines yields positive outcomes. However, there is limited study on the effects of STEM education on preschoolers’ engineering practices. This case study evaluation examined the outcomes of an integrated STEM with DT module on preschoolers’ engineering practices in a private preschool in Malaysia. Two preschool teachers facilitated the learning of twenty preschoolers in two classes daily over four weeks. Data was collected through interviews and direct classroom observations, including fieldnotes, students’ artefacts, photos, voice, and video recordings. The qualitative data were analyzed inductively through thematic analysis. The findings indicated that the preschoolers engaged in numerous engineering practices while they actively participating in learning tasks. During their efforts to solve problems using DT process, they showed compassion for the characters in the stories and successfully defined the problem. The findings also highlighted the preschoolers’ ability to design and sketch their ideas. They demonstrated proficiency in constructing, testing, analyzing and evaluating their designs, as well as generating ideas to improve them and solve problems. Additionally, the results provided evidence that the engineering design process fosters collaboration and communication. Through iterative testing and modification, the preschoolers exhibited persistence and very positive learning dispositions.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140748257","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}
A. Masalimova, Marina R. Zheltukhina, O. V. Sergeeva, N. N. Kosarenko, Dibakhan A. Tsomartova, Lyudmila M. Smirnova
As major emerging economies, BRICS nations (Brazil, Russia, India, China, and South Africa) are prioritizing advancements in science education to drive innovation and sustainable development. This systematic review synthesizes insights across 55 studies on policies, practices, challenges, and innovations in science teaching and learning in BRICS countries. The analysis reveals shared goals of enhancing inquiry-based, technology-integrated, hands-on pedagogies and improving teacher competencies. However, systemic constraints like large classes, limited resources, assessment pressures and lack of local contextualization persist, exacerbated by cultural barriers in countries like South Africa. Variations also emerge in research foci, with Brazil emphasizing content knowledge, China evaluating interventions, India highlighting teacher-student roles and South Africa targeting systemic challenges. While common reform directions are evident, tailored interventions responding to each nation’s unique developmental context are essential, given differing priorities. Developing context-specific solutions while collaborating to exchange best practices can enable BRICS countries to collectively strengthen science education. Cross-national comparisons reveal gaps in areas like cultural responsiveness, indigenous knowledge, and comparative outcome analyses that can be addressed in future research. As BRICS nations cooperate strategically amid shifting global paradigms, transforming science education by addressing systemic inequities and nurturing critical thinking is vital for developing talent and technological capabilities. Sustained improvements require reorienting assessment-driven structures towards creativity, curiosity and local relevance while considering cultural perspectives.
{"title":"Science teaching in BRICS: A systematic review of pedagogical approaches and challenges","authors":"A. Masalimova, Marina R. Zheltukhina, O. V. Sergeeva, N. N. Kosarenko, Dibakhan A. Tsomartova, Lyudmila M. Smirnova","doi":"10.29333/ejmste/14434","DOIUrl":"https://doi.org/10.29333/ejmste/14434","url":null,"abstract":"As major emerging economies, BRICS nations (Brazil, Russia, India, China, and South Africa) are prioritizing advancements in science education to drive innovation and sustainable development. This systematic review synthesizes insights across 55 studies on policies, practices, challenges, and innovations in science teaching and learning in BRICS countries. The analysis reveals shared goals of enhancing inquiry-based, technology-integrated, hands-on pedagogies and improving teacher competencies. However, systemic constraints like large classes, limited resources, assessment pressures and lack of local contextualization persist, exacerbated by cultural barriers in countries like South Africa. Variations also emerge in research foci, with Brazil emphasizing content knowledge, China evaluating interventions, India highlighting teacher-student roles and South Africa targeting systemic challenges. While common reform directions are evident, tailored interventions responding to each nation’s unique developmental context are essential, given differing priorities. Developing context-specific solutions while collaborating to exchange best practices can enable BRICS countries to collectively strengthen science education. Cross-national comparisons reveal gaps in areas like cultural responsiveness, indigenous knowledge, and comparative outcome analyses that can be addressed in future research. As BRICS nations cooperate strategically amid shifting global paradigms, transforming science education by addressing systemic inequities and nurturing critical thinking is vital for developing talent and technological capabilities. Sustained improvements require reorienting assessment-driven structures towards creativity, curiosity and local relevance while considering cultural perspectives.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140747395","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}
Trinh Le Thi Tuyet, Kieu-Khanh Nguyen Thi, Hung Tran Duc, Xuan Tran Thi Giao, Nho Vo Thi, Vi Huynh Kim Tuong, Uyen Do Thi Nhu, An Le Thi Mai
STEM education, which stands for science, technology, engineering, and mathematics, is an important educational model in primary and secondary schools, including elementary schools. STEM education is being emphasized in many countries around the world. In Southeast Asia, the current state of STEM education is quite diverse and there is a discrepancy between countries. This study focuses on analyzing quantitative scientific indicators based on 490 publications on STEM education in elementary schools from 2000 to December 2022 in the Scopus database. The data is analyzed by bibliometrics software Biblioshiny and VOSviewer on the collaboration network between scientists in the field of STEM education in elementary schools, countries with the most publications, emerging keywords and related keywords, as well as research trends on STEM education in elementary schools for Southeast Asian countries. The results of the study show that publications on STEM education in elementary schools in Southeast Asian countries started to be studied from 2008 and have been increasing rapidly; scientific papers published in some high-impact factor journals; the countries with the most publications are not necessarily Southeast Asian countries, mainly in the Americas, Europe, Asia, with Indonesia being the only Southeast Asian country in the top-5 countries with the most publications on this research trend. Based on the analysis, the article proposes some directions for STEM education research in elementary schools in Southeast Asian countries to achieve high effectiveness in training at elementary schools.
{"title":"STEM education in primary schools of Southeast Asian countries: An analysis of scientific publications in the Scopus database from 2000 to 2022","authors":"Trinh Le Thi Tuyet, Kieu-Khanh Nguyen Thi, Hung Tran Duc, Xuan Tran Thi Giao, Nho Vo Thi, Vi Huynh Kim Tuong, Uyen Do Thi Nhu, An Le Thi Mai","doi":"10.29333/ejmste/14432","DOIUrl":"https://doi.org/10.29333/ejmste/14432","url":null,"abstract":"STEM education, which stands for science, technology, engineering, and mathematics, is an important educational model in primary and secondary schools, including elementary schools. STEM education is being emphasized in many countries around the world. In Southeast Asia, the current state of STEM education is quite diverse and there is a discrepancy between countries. This study focuses on analyzing quantitative scientific indicators based on 490 publications on STEM education in elementary schools from 2000 to December 2022 in the Scopus database. The data is analyzed by bibliometrics software Biblioshiny and VOSviewer on the collaboration network between scientists in the field of STEM education in elementary schools, countries with the most publications, emerging keywords and related keywords, as well as research trends on STEM education in elementary schools for Southeast Asian countries. The results of the study show that publications on STEM education in elementary schools in Southeast Asian countries started to be studied from 2008 and have been increasing rapidly; scientific papers published in some high-impact factor journals; the countries with the most publications are not necessarily Southeast Asian countries, mainly in the Americas, Europe, Asia, with Indonesia being the only Southeast Asian country in the top-5 countries with the most publications on this research trend. Based on the analysis, the article proposes some directions for STEM education research in elementary schools in Southeast Asian countries to achieve high effectiveness in training at elementary schools.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140746393","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}
T. Zulfugarzade, S. E. Chirkina, Sergey V. Kondrashev, Taisiia Chernega, Alexey Luzin, L. I. Tararina
This paper presents a detailed and insightful bibliometric analysis of environmental education research in Russia offering an integrated view of progress, impact and main actors of the field. Fundamental information was gained from journal articles, conference papers and other significant academic distributions that were included in the Scopus database. These included measurements involving issues like distributions and references/year, neighboring country comparisons, authorship patterns, affiliations and sources of financial support etc. The analysis of Russian exploration of environmental education presented in the paper provides an outline for further work in a crucial area Russia can be effective here, drawing on its experience with this demand to contribute to the development of environmental education and global sustainability efforts in general.
{"title":"A comprehensive bibliographic analysis of environmental education research in Russia","authors":"T. Zulfugarzade, S. E. Chirkina, Sergey V. Kondrashev, Taisiia Chernega, Alexey Luzin, L. I. Tararina","doi":"10.29333/ejmste/14425","DOIUrl":"https://doi.org/10.29333/ejmste/14425","url":null,"abstract":"This paper presents a detailed and insightful bibliometric analysis of environmental education research in Russia offering an integrated view of progress, impact and main actors of the field. Fundamental information was gained from journal articles, conference papers and other significant academic distributions that were included in the Scopus database. These included measurements involving issues like distributions and references/year, neighboring country comparisons, authorship patterns, affiliations and sources of financial support etc. The analysis of Russian exploration of environmental education presented in the paper provides an outline for further work in a crucial area Russia can be effective here, drawing on its experience with this demand to contribute to the development of environmental education and global sustainability efforts in general.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356595","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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