Much research has reported on difficulties exhibited by students when working with the concept of the derivative in first-semester university calculus. In an effort to generate and share a resource on effective instructional practices related to the teaching of the concept of the derivative, a 12-item questionnaire was administered to experienced calculus instructors in the United States. Most of the 10 experts who participated in this study considered providing ample examples and practice problems, using graphing utilities such as Desmos and GeoGebra, and employing problem solving strategies in the teaching of the concept of the derivative to be effective in supporting students learn about the concept of the derivative, among other things. These experts further remarked on representations of the concept of the derivative and real-world contexts they typically use in their teaching of the concept, in addition to providing rationales for the choice of real-world contexts they typically use in their teaching of the concept. Recommendations for instruction are included.
{"title":"Best practices for teaching the concept of the derivative: Lessons from experienced calculus instructors","authors":"T. Mkhatshwa","doi":"10.29333/ejmste/14380","DOIUrl":"https://doi.org/10.29333/ejmste/14380","url":null,"abstract":"Much research has reported on difficulties exhibited by students when working with the concept of the derivative in first-semester university calculus. In an effort to generate and share a resource on effective instructional practices related to the teaching of the concept of the derivative, a 12-item questionnaire was administered to experienced calculus instructors in the United States. Most of the 10 experts who participated in this study considered providing ample examples and practice problems, using graphing utilities such as Desmos and GeoGebra, and employing problem solving strategies in the teaching of the concept of the derivative to be effective in supporting students learn about the concept of the derivative, among other things. These experts further remarked on representations of the concept of the derivative and real-world contexts they typically use in their teaching of the concept, in addition to providing rationales for the choice of real-world contexts they typically use in their teaching of the concept. Recommendations for instruction are included.","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":"140356670","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}
Originally introduced by psychologists, metacognition has attracted considerable interest within academic spheres and has transformed into a significant research focal point in the field of mathematics education, commonly denoted as ‘mathematical metacognition.’ This investigation constitutes the primary endeavor to comprehensively examine all publications within the Scopus database related to metacognition in mathematics education (MiME). The data encompasses a total of 288 documents, authored by 653 individuals hailing from 58 different countries and territories and disseminated across 162 diverse sources. Notably, this examination delineates two distinct developmental phases, with a particularly pronounced surge in publications emerging from the year 2016 onward. Although Asia has two representatives in the top-10 in terms of number of publications (China and Indonesia), authors from developed countries have made significant contributions to research on MiME, especially the United States, Germany, Turkey, and Belgium. Among the 15 most influential academic journals, merely two pertain to the domain of mathematics education, whereas the majority belong to the disciplines of psychology and social sciences (educational science). The main research directions that have been pointed out are adults’ metacognitive abilities, considering gender differences and problem-solving abilities; metacognition and the ability to learn mathematical concepts (more recently arithmetic concepts); control metacognitive processes and students’ academic achievement. Early-career researchers as well as interested scholars can find important scholars, documents, and research directions on this topic to refer to for their research activities.
{"title":"Metacognition in mathematics education: From academic chronicle to future research scenario–A bibliometric analysis with the Scopus database","authors":"Hoang Thi-Nga, Vu Thi-Binh, Tien-Trung Nguyen","doi":"10.29333/ejmste/14381","DOIUrl":"https://doi.org/10.29333/ejmste/14381","url":null,"abstract":"Originally introduced by psychologists, metacognition has attracted considerable interest within academic spheres and has transformed into a significant research focal point in the field of mathematics education, commonly denoted as ‘mathematical metacognition.’ This investigation constitutes the primary endeavor to comprehensively examine all publications within the Scopus database related to metacognition in mathematics education (MiME). The data encompasses a total of 288 documents, authored by 653 individuals hailing from 58 different countries and territories and disseminated across 162 diverse sources. Notably, this examination delineates two distinct developmental phases, with a particularly pronounced surge in publications emerging from the year 2016 onward. Although Asia has two representatives in the top-10 in terms of number of publications (China and Indonesia), authors from developed countries have made significant contributions to research on MiME, especially the United States, Germany, Turkey, and Belgium. Among the 15 most influential academic journals, merely two pertain to the domain of mathematics education, whereas the majority belong to the disciplines of psychology and social sciences (educational science). The main research directions that have been pointed out are adults’ metacognitive abilities, considering gender differences and problem-solving abilities; metacognition and the ability to learn mathematical concepts (more recently arithmetic concepts); control metacognitive processes and students’ academic achievement. Early-career researchers as well as interested scholars can find important scholars, documents, and research directions on this topic to refer to for their research activities.","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":"140353729","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}
Carmen Vieira Mathias, Cristian Martins da Silva, Fábio Luiz Borges Simas
This article aims to analyze, categorize, and quantify the Brazilian high school national exam (ENEM) questions that require spatial visualization skills (SVS) for their resolution. This is a documentary research with a qualitative-quantitative approach whose corpus of analysis is ENEM exams carried out from 2009 to 2022, in the subject of mathematics and its technologies. There are four main results of this research: (1) spatial geometry (SG) questions that require SVS for their resolution (39.7%) are proportionally more frequent in ENEM than in four most used textbooks in Brazil (<20.0%), (2) some categories of SVS are much more frequent than others in ENEM questions, (3) the proportion of geometry questions in ENEM mathematics exam (23.0%) is considerably higher than the corresponding proportion of geometry-related skills in ENEM skills framework (13.0%), and (4) approximately half of ENEM geometry questions address SG.
本文旨在对巴西全国高中会考（ENEM）中需要空间可视化技能（SVS）来解决的问题进行分析、分类和量化。这是一项采用定性-定量方法的文献研究，其分析语料库是 2009 年至 2022 年期间进行的 ENEM 考试，涉及数学及其技术科目。这项研究有四个主要结果：(1) 在 ENEM 中，需要用 SVS 来解决的空间几何（SG）问题（39.7%）的比例高于巴西最常用的四本教科书（<20.0%），(2) 在 ENEM 的试题中，某些类别的 SVS 比其他类别的 SVS 更常见，(3) 在 ENEM 数学考试中，几何试题的比例（23.0%）大大高于 ENEM 技能框架中与几何相关的技能的相应比例（13.0%），(4) 大约一半的 ENEM 几何试题涉及 SG。
{"title":"Spatial visualization skills present in items of the Brazilian high school national exam","authors":"Carmen Vieira Mathias, Cristian Martins da Silva, Fábio Luiz Borges Simas","doi":"10.29333/ejmste/14322","DOIUrl":"https://doi.org/10.29333/ejmste/14322","url":null,"abstract":"This article aims to analyze, categorize, and quantify the Brazilian high school national exam (ENEM) questions that require spatial visualization skills (SVS) for their resolution. This is a documentary research with a qualitative-quantitative approach whose corpus of analysis is ENEM exams carried out from 2009 to 2022, in the subject of mathematics and its technologies. There are four main results of this research: (1) spatial geometry (SG) questions that require SVS for their resolution (39.7%) are proportionally more frequent in ENEM than in four most used textbooks in Brazil (<20.0%), (2) some categories of SVS are much more frequent than others in ENEM questions, (3) the proportion of geometry questions in ENEM mathematics exam (23.0%) is considerably higher than the corresponding proportion of geometry-related skills in ENEM skills framework (13.0%), and (4) approximately half of ENEM geometry questions address SG.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140081063","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}
Mathematical modelling aims at contributing to the involvement of reality in mathematics education. As an example, geometric modelling can be implemented by the use of real objects in modelling tasks. Still, (geometric) modelling tasks can be a challenge for students, especially in the transfer from reality to mathematics, which is referred to as mathematization. Since the representation of a real object in tasks might differ, the question arises, which challenges can be observed when working in different task settings. In a study with 19 secondary school students, the task settings (1) outdoors at the real object, (2) indoors with photos of the real object, and (3) indoors with a 3D model of the real object are compared. Based on video recordings, differences concerning the students’ challenges are examined. The results highlight challenges in estimating and measuring when working at the real object, scale and perspective when working with photos and the transfer between representation and object when working with 3D models.
数学建模旨在促进数学教育中的现实参与。例如，几何建模可以通过在建模任务中使用真实物体来实现。然而，（几何）建模任务对学生来说仍然是一个挑战，尤其是在从现实到数学的转换过程中，也就是所谓的数学化。由于真实物体在任务中的表现形式可能会有所不同，因此问题就来了，在不同的任务设置中，可以观察到哪些挑战。在一项以 19 名中学生为对象的研究中，比较了（1）室外真实物体、（2）室内真实物体照片和（3）室内真实物体 3D 模型的任务设置。根据视频记录，研究了学生所面临挑战的差异。结果凸显了在真实物体前进行估算和测量、在照片前进行比例和透视以及在三维模型前进行表象和物体之间的转换时所面临的挑战。
{"title":"Challenges in geometric modelling–A comparison of students’ mathematization with real objects, photos, and 3D models","authors":"Simone Jablonski","doi":"10.29333/ejmste/14321","DOIUrl":"https://doi.org/10.29333/ejmste/14321","url":null,"abstract":"Mathematical modelling aims at contributing to the involvement of reality in mathematics education. As an example, geometric modelling can be implemented by the use of real objects in modelling tasks. Still, (geometric) modelling tasks can be a challenge for students, especially in the transfer from reality to mathematics, which is referred to as mathematization. Since the representation of a real object in tasks might differ, the question arises, which challenges can be observed when working in different task settings. In a study with 19 secondary school students, the task settings (1) outdoors at the real object, (2) indoors with photos of the real object, and (3) indoors with a 3D model of the real object are compared. Based on video recordings, differences concerning the students’ challenges are examined. The results highlight challenges in estimating and measuring when working at the real object, scale and perspective when working with photos and the transfer between representation and object when working with 3D models.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fourth industrial revolution has brought about significant changes in various fields including the education sector. It is increasingly essential for individuals, particularly student teachers, to embrace lifelong learning and acquire the know-how and skills required to grow into autonomous and critical thinkers. In this paper, we examine the virtual “air campus” experiences of 39 first-year student teachers of mathematics at a rural university in South Africa’s Eastern Cape Province. The heutagogical approach served as a lens for trainee teachers’ virtual “air campus” explorations. An exploratory qualitative case study design was employed to provide answers to two main questions that guided the inquiry. Findings of the study show that trainee teachers had varied experiences regarding what they learned from their virtual “air campus” visits. These include what constitutes effective teaching and how students learn as well as correction of common misconceptions regarding specific concepts in school mathematics. Through virtual lesson observations on the “air campus” of their choice, trainee teachers were also able to create their professional identities in terms of their future goals, ideal teacher traits, and desired teaching and learning environments. These findings demonstrate that integrating virtual learning environments into teacher education curricula and assessment has practical implications for enhancing trainee teachers’ self-directed learning, critical thinking, and professional identity development.
{"title":"Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers","authors":"Jogmol Kalariparampil Alex, Angel Mukuka","doi":"10.29333/ejmste/14320","DOIUrl":"https://doi.org/10.29333/ejmste/14320","url":null,"abstract":"The fourth industrial revolution has brought about significant changes in various fields including the education sector. It is increasingly essential for individuals, particularly student teachers, to embrace lifelong learning and acquire the know-how and skills required to grow into autonomous and critical thinkers. In this paper, we examine the virtual “air campus” experiences of 39 first-year student teachers of mathematics at a rural university in South Africa’s Eastern Cape Province. The heutagogical approach served as a lens for trainee teachers’ virtual “air campus” explorations. An exploratory qualitative case study design was employed to provide answers to two main questions that guided the inquiry. Findings of the study show that trainee teachers had varied experiences regarding what they learned from their virtual “air campus” visits. These include what constitutes effective teaching and how students learn as well as correction of common misconceptions regarding specific concepts in school mathematics. Through virtual lesson observations on the “air campus” of their choice, trainee teachers were also able to create their professional identities in terms of their future goals, ideal teacher traits, and desired teaching and learning environments. These findings demonstrate that integrating virtual learning environments into teacher education curricula and assessment has practical implications for enhancing trainee teachers’ self-directed learning, critical thinking, and professional identity development.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140081303","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}
Fereshteh Zeynivandnezhad, İpek Saralar-Aras, A. Halai
Within the realm of mathematics education, the examination of textbooks has emerged as a focal point of scholarly investigation. This endeavor necessitates the development of a comprehensive instrument capable of facilitating both qualitative and quantitative textbook analysis. To address this need, we draw upon a corpus of seminal studies, and supplement our analysis with local research reports that assess the quality of mathematics textbooks through a qualitative content analysis approach. Content analysis was utilized to examine the documents and identify the themes relevant to the analysis of mathematics textbooks. Our data analysis revealed the identification of six overarching themes for the systematic evaluation of mathematics textbooks: (1) language and communication, (2) content analysis, (3) pedagogical approach, (4) cultural sensitivity and inclusivity, (5) assessment and exercises, and (6) visual aids and presentation. Each of these themes is meticulously expounded upon, shedding light on their significance in shaping the intricacies of mathematics textbook authorship. This proposed analytical framework presents an invaluable resource for enhancing the quality of mathematics textbooks at the school level. The themes elucidated herein offer a structured approach to textbook assessment, ultimately fostering the advancement of mathematical education by improving the instructional materials that are integral to the teaching and learning process.
{"title":"A refined framework for qualitative content analysis of mathematics textbooks","authors":"Fereshteh Zeynivandnezhad, İpek Saralar-Aras, A. Halai","doi":"10.29333/ejmste/14284","DOIUrl":"https://doi.org/10.29333/ejmste/14284","url":null,"abstract":"Within the realm of mathematics education, the examination of textbooks has emerged as a focal point of scholarly investigation. This endeavor necessitates the development of a comprehensive instrument capable of facilitating both qualitative and quantitative textbook analysis. To address this need, we draw upon a corpus of seminal studies, and supplement our analysis with local research reports that assess the quality of mathematics textbooks through a qualitative content analysis approach. Content analysis was utilized to examine the documents and identify the themes relevant to the analysis of mathematics textbooks. Our data analysis revealed the identification of six overarching themes for the systematic evaluation of mathematics textbooks: (1) language and communication, (2) content analysis, (3) pedagogical approach, (4) cultural sensitivity and inclusivity, (5) assessment and exercises, and (6) visual aids and presentation. Each of these themes is meticulously expounded upon, shedding light on their significance in shaping the intricacies of mathematics textbook authorship. This proposed analytical framework presents an invaluable resource for enhancing the quality of mathematics textbooks at the school level. The themes elucidated herein offer a structured approach to textbook assessment, ultimately fostering the advancement of mathematical education by improving the instructional materials that are integral to the teaching and learning process.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140091294","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}
In recent years, educational reforms have made scientific literacy a major priority because of its increasing importance in today’s dynamic world. Program for international student assessment 2015 evaluated scientific literacy from 72 countries, and Lebanon ranked 65th. Scientific literacy levels among Lebanese secondary school students and gender differences are unknown. This study fills this research gap. A total of 130 students from Lebanon’s private secondary schools were involved in this research. Scientific literacy levels were assessed using an instrument developed by Gormally et al. (2012), who conceptualized nine science competencies contributing to scientific literacy including understanding research designs, creating and interpreting graphs, and solving quantitative problems. Welch’s ANOVA and Mann-Whitney U tests were used to analyze the data. Lebanese secondary school students have very low scientific literacy levels, and no significant difference was observed between genders. We present recommendations for adding desired skills to the curriculum based on a review of the underlying factors.
{"title":"Assessment of scientific literacy levels among secondary school students in Lebanon: Exploring gender-based differences","authors":"Marina Baltikian, Sirpa Kärkkäinen, J. Kukkonen","doi":"10.29333/ejmste/14279","DOIUrl":"https://doi.org/10.29333/ejmste/14279","url":null,"abstract":"In recent years, educational reforms have made scientific literacy a major priority because of its increasing importance in today’s dynamic world. Program for international student assessment 2015 evaluated scientific literacy from 72 countries, and Lebanon ranked 65th. Scientific literacy levels among Lebanese secondary school students and gender differences are unknown. This study fills this research gap. A total of 130 students from Lebanon’s private secondary schools were involved in this research. Scientific literacy levels were assessed using an instrument developed by Gormally et al. (2012), who conceptualized nine science competencies contributing to scientific literacy including understanding research designs, creating and interpreting graphs, and solving quantitative problems. Welch’s ANOVA and Mann-Whitney U tests were used to analyze the data. Lebanese secondary school students have very low scientific literacy levels, and no significant difference was observed between genders. We present recommendations for adding desired skills to the curriculum based on a review of the underlying factors.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140087682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper was to explore how teaching and learning of physical sciences using rural blended learning strategy (RBLS) in rural schools occurred. A qualitative case study design was used to collect data from a from a rural school. Hence, it was a purposeful sampling strategy with one physical science teacher and his 45 learners. Data was collected through classroom observation, semi-structured, and focus group interviews. The study found that issues such as digital divide, poor training of teacher, incorrect teaching approaches, workloads, poor parental involvement remain challenges in rural areas, even though the teacher experienced effective institutional support and exposure to e-learning. As such, we noted his ability to create Google Classroom (GC) and WhatsApp platforms and their effective use, even though the same could not be said about the use of video conferencing (VC) platforms. Issues like workload were cited as the barriers to the implementation of RBLS. The teacher also carried on with teacher centered methods, which were not effective not only for the learning of science but also for the implementation of blended learning. Therefore, the teacher failed to flip the classroom. Learners on the other hand found RBLS to be inducing their self-directed learning and motivation. We recommend that more prolonged training on the use of RBLS should be provided, not only to teacher but also to the learners. Department of basic education should engage network providers on the provision of zero-rated data for educational applications such as GC and VC platforms while school governing bodies provide institutional support to both learners and teacher.
{"title":"Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy","authors":"T. Nkanyani, Awelani V. Mudau, Lettah Sikhosana","doi":"10.29333/ejmste/14295","DOIUrl":"https://doi.org/10.29333/ejmste/14295","url":null,"abstract":"The aim of this paper was to explore how teaching and learning of physical sciences using rural blended learning strategy (RBLS) in rural schools occurred. A qualitative case study design was used to collect data from a from a rural school. Hence, it was a purposeful sampling strategy with one physical science teacher and his 45 learners. Data was collected through classroom observation, semi-structured, and focus group interviews. The study found that issues such as digital divide, poor training of teacher, incorrect teaching approaches, workloads, poor parental involvement remain challenges in rural areas, even though the teacher experienced effective institutional support and exposure to e-learning. As such, we noted his ability to create Google Classroom (GC) and WhatsApp platforms and their effective use, even though the same could not be said about the use of video conferencing (VC) platforms. Issues like workload were cited as the barriers to the implementation of RBLS. The teacher also carried on with teacher centered methods, which were not effective not only for the learning of science but also for the implementation of blended learning. Therefore, the teacher failed to flip the classroom. Learners on the other hand found RBLS to be inducing their self-directed learning and motivation. We recommend that more prolonged training on the use of RBLS should be provided, not only to teacher but also to the learners. Department of basic education should engage network providers on the provision of zero-rated data for educational applications such as GC and VC platforms while school governing bodies provide institutional support to both learners and teacher.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140092583","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}
Carlos Mauricio Agudelo Rodríguez, Ronald Andrés González-Reyes, Andrés Bernal Ballen, Martha Andrea Merchán Merchán, Ellie Anne López Barrera
STEM education is established as an alternative for developing 21st century skills, with the premise of integrating its component disciplines. Although numerous studies exist on the subject, STEM teacher training programs are not widely discussed. Therefore, a systematic literature review was conducted in Scopus and Web of Science to identify the intentions of the training and the design and implementation of such teacher training programs. Among the 15 articles identified, there are three groups of intentions: Improving knowledge, developing competencies and skills, and changing attitudes and perceptions. Five methodological strategies were identified: project-based learning, problem-based learning, collaborative learning, ODR (observation/discussion/reflection) approach, and design-based learning. Disciplinary integration can be achieved through content or competencies. It is concluded that design-based learning is the most appropriate strategy for disciplinary integration. It is recommended that research be conducted to measure the impact of modality and time of training on the development of STEM competencies.
STEM 教育是培养 21 世纪技能的另一种选择，其前提是整合各组成学科。虽然有关这一主题的研究不胜枚举，但对 STEM 教师培训计划的讨论却并不广泛。因此，我们在 Scopus 和 Web of Science 上进行了系统的文献综述，以确定培训的意图以及此类教师培训计划的设计和实施。在确定的 15 篇文章中，有三组意向：提高知识水平、培养能力和技能、改变态度和观念。确定了五种方法策略：基于项目的学习、基于问题的学习、合作学习、ODR（观察/讨论/反思）方法和基于设计的学习。学科整合可以通过内容或能力来实现。结论是，基于设计的学习是最适合学科整合的策略。建议开展研究，衡量培训方式和时间对培养 STEM 能力的影响。
{"title":"Characterization of STEM teacher education programs for disciplinary integration: A systematic review","authors":"Carlos Mauricio Agudelo Rodríguez, Ronald Andrés González-Reyes, Andrés Bernal Ballen, Martha Andrea Merchán Merchán, Ellie Anne López Barrera","doi":"10.29333/ejmste/14280","DOIUrl":"https://doi.org/10.29333/ejmste/14280","url":null,"abstract":"STEM education is established as an alternative for developing 21st century skills, with the premise of integrating its component disciplines. Although numerous studies exist on the subject, STEM teacher training programs are not widely discussed. Therefore, a systematic literature review was conducted in Scopus and Web of Science to identify the intentions of the training and the design and implementation of such teacher training programs. Among the 15 articles identified, there are three groups of intentions: Improving knowledge, developing competencies and skills, and changing attitudes and perceptions. Five methodological strategies were identified: project-based learning, problem-based learning, collaborative learning, ODR (observation/discussion/reflection) approach, and design-based learning. Disciplinary integration can be achieved through content or competencies. It is concluded that design-based learning is the most appropriate strategy for disciplinary integration. It is recommended that research be conducted to measure the impact of modality and time of training on the development of STEM competencies.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140087939","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}
Aygul A. Khafizova, Sergei P. Zhdanov, Oksana V. Beltyukova, Natalia I. Lapidus, L.Yu. Grebenshchikova, Irina V. Lushchik
This study aimed to examine publications related to science anxiety to contribute to developing relevant literature. A bibliometric analysis was conducted on 71 articles published between 2003 and 2022 from the Scopus database. The analysis examined the bibliographic links between the sources, authors, countries, and publications through the VOSviewer software. The results regarding keyword analysis showed that the five most frequently used keywords in the selected articles are anxiety, science anxiety, students, self-efficacy, and education. The results also showed that 80% of research papers on science anxiety, among the top 10 highest cited publications, were conducted in the USA. All of the top-10 publications were published in journals that have published articles in education literature for a long time. In addition, the results indicated that half of the publications also used psychology education journals. Furthermore, the bibliographic coupling of the authors showed that research teams from the USA authored the most publications on science anxiety. In light of the results, recommendations for future studies are made in conclusion.
{"title":"A bibliometric analysis covering the relevant literature on science anxiety over two decades","authors":"Aygul A. Khafizova, Sergei P. Zhdanov, Oksana V. Beltyukova, Natalia I. Lapidus, L.Yu. Grebenshchikova, Irina V. Lushchik","doi":"10.29333/ejmste/14283","DOIUrl":"https://doi.org/10.29333/ejmste/14283","url":null,"abstract":"This study aimed to examine publications related to science anxiety to contribute to developing relevant literature. A bibliometric analysis was conducted on 71 articles published between 2003 and 2022 from the Scopus database. The analysis examined the bibliographic links between the sources, authors, countries, and publications through the VOSviewer software. The results regarding keyword analysis showed that the five most frequently used keywords in the selected articles are anxiety, science anxiety, students, self-efficacy, and education. The results also showed that 80% of research papers on science anxiety, among the top 10 highest cited publications, were conducted in the USA. All of the top-10 publications were published in journals that have published articles in education literature for a long time. In addition, the results indicated that half of the publications also used psychology education journals. Furthermore, the bibliographic coupling of the authors showed that research teams from the USA authored the most publications on science anxiety. In light of the results, recommendations for future studies are made in conclusion.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140083341","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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