Hardianto Hardianto, S. Mahanal, Hendra Susanto, S. Prabaningtyas
Protist education in universities primarily focuses on acquiring knowledge about species classification within the protist. Protist literacy emerged as a theoretical framework exploring the interplay between humans and protists within daily existence. This systematic literature review (SLR) provides a comprehensive understanding of protist literacy and identifies several dimensions. This SLR utilized PRISMA diagram to execute the inclusion and exclusion methods. According to SLR results, the concept of protist literacy refers to the ability of university students to analyze, comprehend, and implement the knowledge of protists to solve everyday problems. Protist literacy consists of seven dimensions: conceptual knowledge, relation information, fact evaluation, real solution, argument identification, self-confidence, and scientific value. The results of the current study imply that protist literacy is a potential variable to be further explored in protist learning.
{"title":"Protist literacy: A novel concept of protist learning in higher education","authors":"Hardianto Hardianto, S. Mahanal, Hendra Susanto, S. Prabaningtyas","doi":"10.29333/ejmste/14157","DOIUrl":"https://doi.org/10.29333/ejmste/14157","url":null,"abstract":"Protist education in universities primarily focuses on acquiring knowledge about species classification within the protist. Protist literacy emerged as a theoretical framework exploring the interplay between humans and protists within daily existence. This systematic literature review (SLR) provides a comprehensive understanding of protist literacy and identifies several dimensions. This SLR utilized PRISMA diagram to execute the inclusion and exclusion methods. According to SLR results, the concept of protist literacy refers to the ability of university students to analyze, comprehend, and implement the knowledge of protists to solve everyday problems. Protist literacy consists of seven dimensions: conceptual knowledge, relation information, fact evaluation, real solution, argument identification, self-confidence, and scientific value. The results of the current study imply that protist literacy is a potential variable to be further explored in protist learning.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139685901","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}
Edgar Michel Marin Ballon, Fiorella Luz Romero Gomez, Antonio Erick Linares Flores Castro, Miriam Rosario Flores Castro Linares
In this study, we aim to compare the procedural and problem-solving skills of university students during their transition to higher education. A diagnostic test was administered to 374 first-year students at a Peruvian university in March 2023, assessing both their mathematical knowledge and the aforementioned skills. The results reveal that university entrants exhibit a deficient level of mathematical proficiency, with significantly lower scores in problem-solving skills compared to procedural skills. It is noted that while procedural skills are part of problem-solving skills, the discrepancy in scores suggests challenges in the practical application of mathematical knowledge by students. The study sheds light on the situation faced by university entrants in Peru and provides recommendations for improving mathematical skills in higher education. However, it emphasizes the limitation of generalizing the results to all universities due to the limited sample size and the scarcity of research in the field of higher mathematics education in Peru. Disparities based on gender and type of school are observed, indicating that males slightly outperform females in both skills, and students from private schools outperform those from national schools. These differences are analyzed in the article, offering a more comprehensive understanding.
{"title":"Evaluating problem-solving and procedural skills of first-year students in a Peruvian higher education institution","authors":"Edgar Michel Marin Ballon, Fiorella Luz Romero Gomez, Antonio Erick Linares Flores Castro, Miriam Rosario Flores Castro Linares","doi":"10.29333/ejmste/14154","DOIUrl":"https://doi.org/10.29333/ejmste/14154","url":null,"abstract":"In this study, we aim to compare the procedural and problem-solving skills of university students during their transition to higher education. A diagnostic test was administered to 374 first-year students at a Peruvian university in March 2023, assessing both their mathematical knowledge and the aforementioned skills. The results reveal that university entrants exhibit a deficient level of mathematical proficiency, with significantly lower scores in problem-solving skills compared to procedural skills. It is noted that while procedural skills are part of problem-solving skills, the discrepancy in scores suggests challenges in the practical application of mathematical knowledge by students. The study sheds light on the situation faced by university entrants in Peru and provides recommendations for improving mathematical skills in higher education. However, it emphasizes the limitation of generalizing the results to all universities due to the limited sample size and the scarcity of research in the field of higher mathematics education in Peru. Disparities based on gender and type of school are observed, indicating that males slightly outperform females in both skills, and students from private schools outperform those from national schools. These differences are analyzed in the article, offering a more comprehensive understanding.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139685379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The experimental group received collaborative learning, while the control group received traditional teaching. Post-tests after a 12-week intervention showed significant improvements in the experimental group’s mathematics achievement, regardless of initial achievement levels. Positive changes in attitudes toward mathematics were also observed in the experimental group, with some progress in the control group. Collaborative learning appears promising for enhancing mathematics achievement and nurturing positive attitudes in elementary students.
{"title":"Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics","authors":"Hans-Stefan Siller, Sagheer Ahmad","doi":"10.29333/ejmste/14153","DOIUrl":"https://doi.org/10.29333/ejmste/14153","url":null,"abstract":"This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The experimental group received collaborative learning, while the control group received traditional teaching. Post-tests after a 12-week intervention showed significant improvements in the experimental group’s mathematics achievement, regardless of initial achievement levels. Positive changes in attitudes toward mathematics were also observed in the experimental group, with some progress in the control group. Collaborative learning appears promising for enhancing mathematics achievement and nurturing positive attitudes in elementary students.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139684698","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}
Recent developments in natural language understanding have sparked a great amount of interest in the large language models such as ChatGPT that contain billions of parameters and are trained for thousands of hours on all the textual data of the internet. ChatGPT has received immense attention because it has widespread applications, which it is able to do out-of-the-box, with no prior training or fine-tuning. These models show emergent skill and can perform virtually any textual task and provide glimmers, or “sparks”, of artificial general intelligence, in the form of a general problem solver as envisioned by Newell and Simon in the early days of artificial intelligence research. Researchers are now exploring the opportunities of ChatGPT in education. Yet, the factors influencing and driving users’ acceptance of ChatGPT remains largely unexplored. This study investigates users’ (n=138) acceptance of ChatGPT. We test a structural model developed using Unified Theory of Acceptance and Use of Technology model. The study reveals that performance expectancy is related to behavioral intention, which in turn is related to ChatGPT use. Findings are discussed within the context of mass adoption and the challenges and opportunities for teaching and learning. The findings provide empirical grounding to support understanding of technology acceptance decisions through the lens of students’ use of ChatGPT and further document the influence of situational factors on technology acceptance more broadly. This research contributes to body of knowledge and facilitates future research on digital innovation acceptance and use.
{"title":"User acceptance and adoption dynamics of ChatGPT in educational settings","authors":"Paul Bazelais, D. Lemay, Tenzin Doleck","doi":"10.29333/ejmste/14151","DOIUrl":"https://doi.org/10.29333/ejmste/14151","url":null,"abstract":"Recent developments in natural language understanding have sparked a great amount of interest in the large language models such as ChatGPT that contain billions of parameters and are trained for thousands of hours on all the textual data of the internet. ChatGPT has received immense attention because it has widespread applications, which it is able to do out-of-the-box, with no prior training or fine-tuning. These models show emergent skill and can perform virtually any textual task and provide glimmers, or “sparks”, of artificial general intelligence, in the form of a general problem solver as envisioned by Newell and Simon in the early days of artificial intelligence research. Researchers are now exploring the opportunities of ChatGPT in education. Yet, the factors influencing and driving users’ acceptance of ChatGPT remains largely unexplored. This study investigates users’ (n=138) acceptance of ChatGPT. We test a structural model developed using Unified Theory of Acceptance and Use of Technology model. The study reveals that performance expectancy is related to behavioral intention, which in turn is related to ChatGPT use. Findings are discussed within the context of mass adoption and the challenges and opportunities for teaching and learning. The findings provide empirical grounding to support understanding of technology acceptance decisions through the lens of students’ use of ChatGPT and further document the influence of situational factors on technology acceptance more broadly. This research contributes to body of knowledge and facilitates future research on digital innovation acceptance and use.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139686829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores a training cycle in statistics and probability for future primary school teachers, aimed at fostering gender equality and education in sustainable development. By implementing methodologies such as lesson study and didactic-mathematical knowledge and competencies model, an intervention was conducted with two groups of future teachers: the first group comprised 16 participants, while the second had nine, with the latter receiving an enhanced version of the training cycle. The assessment was carried out using content analysis and tests before and after the cycle, in addition to focus groups with the second group. The findings indicate improvements in pedagogical skills, gender equality, and knowledge in statistics and probability, underscoring the effectiveness of the training cycle. It is concluded that, despite the lack of notable differences between the two versions of the training cycle, it is effective in its educational aim and in raising awareness on sustainability issues.
{"title":"The impact of a training cycle on statistics and probability for future primary schoolteachers with a gender-focused approach within the framework of education for sustainable development","authors":"Chia-Shih Su, Danilo Díaz-Levicoy, Chuan Chih Hsu","doi":"10.29333/ejmste/14177","DOIUrl":"https://doi.org/10.29333/ejmste/14177","url":null,"abstract":"This study explores a training cycle in statistics and probability for future primary school teachers, aimed at fostering gender equality and education in sustainable development. By implementing methodologies such as lesson study and didactic-mathematical knowledge and competencies model, an intervention was conducted with two groups of future teachers: the first group comprised 16 participants, while the second had nine, with the latter receiving an enhanced version of the training cycle. The assessment was carried out using content analysis and tests before and after the cycle, in addition to focus groups with the second group. The findings indicate improvements in pedagogical skills, gender equality, and knowledge in statistics and probability, underscoring the effectiveness of the training cycle. It is concluded that, despite the lack of notable differences between the two versions of the training cycle, it is effective in its educational aim and in raising awareness on sustainability issues.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139886538","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}
Organic chemistry is a mandatory component of chemistry II and chemistry III within the curriculum for pre-service chemistry teachers (PSCTs) pursuing a degree in chemistry teaching. The organic chemistry course sequence is well recognized as challenging and unapproachable for students, despite its significant relevance and impact across several sectors. While efforts have been made to recognize and deal with challenges faced by students in the cognitive and psychomotor aspects, there has been less attention given to identifying PSCTs’ conceptual difficulties and misconceptions of organic chemistry. This includes the subsequent strategies to design instructions to enhance students’ learning experiences, which are crucial elements in addressing their achievements in organic chemistry. The study aimed to identify the conceptual difficulties and misconceptions encountered by PSCTs in organohalides and stereochemistry. Furthermore, the study aimed to suggest strategies to enhance PSCTs’ understanding of the course. The study was situated within the theoretical framework of constructivism and employed an interpretivist qualitative case study design. The population under study consisted of all individuals who were enrolled in the Bachelor of Education program within the faculty of educational sciences. A cohort of 33 whole-class PSCTs who had registered for the chemistry III course, where organohalides and stereochemistry were taught as units, were purposefully selected to participate in the study. The main instruments were document analysis, formal written tests, and interviews. Data were analyzed using thematic analysis. The study revealed that PSCTs encountered difficulties when attempting to solve problems related to organohalides and stereochemistry. In addition, PSCTs had misconceptions about these concepts. The study, therefore, recommends the implementation of suitable and appropriate instructional strategies to enhance PSCTs’ conceptual understanding and reduce misconceptions.
有机化学是攻读化学教学学位的职前化学教师（PSCTs）课程中化学 II 和化学 III 的必修课程。尽管有机化学在多个领域具有重要的现实意义和影响，但有机化学课程序列被公认为对学生来说具有挑战性和难以接近性。雖然教師已努力認識和應付學生在認知和心理運動方面所面對的挑戰，但 較少關注如何識別小班教學教師在有機化學概念上的困難和誤解。這包括其後如何設計教學策略，以提升學生的學習經驗，而這些都是提升學生有機化學成績的關鍵元素。本研究旨在找出小班教學學生在學習有機鹵化物和立體化學時遇到的概念 困難和誤解。此外，研究亦旨在提出策略，以加深小班教學學生對課程的理解。本研究以建构主义为理论框架，采用了解释主义的定性案例研究设计。研究对象包括教育科学学院教育学学士课程的所有注册学生。本研究有目的地选取了 33 名全班注册化学 III 课程（有机卤化物和立体化学是该课程的教学单元）的 PSCT 参与研究。研究的主要工具是文件分析、正式书面测试和访谈。数据采用主题分析法进行分析。研究显示，PSCT 学生在尝试解决与有机卤化物和立体化学有关的问题时遇到困难。此外，小学生还对这些概念存在误解。因此，本研究建議採用合適和適當的教學策略，以加強小班教學學生對概念的理解和減少誤解。
{"title":"Assessing conceptual difficulties experienced by pre-service chemistry teachers in organic chemistry","authors":"Sakyiwaa Boateng","doi":"10.29333/ejmste/14156","DOIUrl":"https://doi.org/10.29333/ejmste/14156","url":null,"abstract":"Organic chemistry is a mandatory component of chemistry II and chemistry III within the curriculum for pre-service chemistry teachers (PSCTs) pursuing a degree in chemistry teaching. The organic chemistry course sequence is well recognized as challenging and unapproachable for students, despite its significant relevance and impact across several sectors. While efforts have been made to recognize and deal with challenges faced by students in the cognitive and psychomotor aspects, there has been less attention given to identifying PSCTs’ conceptual difficulties and misconceptions of organic chemistry. This includes the subsequent strategies to design instructions to enhance students’ learning experiences, which are crucial elements in addressing their achievements in organic chemistry. The study aimed to identify the conceptual difficulties and misconceptions encountered by PSCTs in organohalides and stereochemistry. Furthermore, the study aimed to suggest strategies to enhance PSCTs’ understanding of the course. The study was situated within the theoretical framework of constructivism and employed an interpretivist qualitative case study design. The population under study consisted of all individuals who were enrolled in the Bachelor of Education program within the faculty of educational sciences. A cohort of 33 whole-class PSCTs who had registered for the chemistry III course, where organohalides and stereochemistry were taught as units, were purposefully selected to participate in the study. The main instruments were document analysis, formal written tests, and interviews. Data were analyzed using thematic analysis. The study revealed that PSCTs encountered difficulties when attempting to solve problems related to organohalides and stereochemistry. In addition, PSCTs had misconceptions about these concepts. The study, therefore, recommends the implementation of suitable and appropriate instructional strategies to enhance PSCTs’ conceptual understanding and reduce misconceptions.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139685187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study used the APOS theoretical framework to assess secondary school pupils’ set math knowledge. Princess Chulabhorn Science College Lopburi randomly sampled 20 8th graders in the second semester of 2022. There are a total of six plans, with each plan comprising a 180-minute. The objectives are the instructional goals. Content is the topic. Learning materials include resources and tools. Last, activities include learning assignments and exercises. Assessment includes three subtests to assess set understanding and a test to assess mathematical comprehension. These activities increased secondary school students’ set comprehension. The result of the study indicated that they had demonstrated a strong conceptual understanding of set theory to pass the criteria over 60% of the total students with a statistical significance level of .01. Furthermore, delving into all four APOS theoretical levels we found similar impressive results, with over 60% of students exceeding expectations at each level (p<0.01).
{"title":"A study of mathematical understanding levels in set theory based on the APOS framework by using python programming language for secondary school students","authors":"Khemjira Tiengyoo, Sayun Sotaro, Sermsri Thaithae","doi":"10.29333/ejmste/14158","DOIUrl":"https://doi.org/10.29333/ejmste/14158","url":null,"abstract":"This study used the APOS theoretical framework to assess secondary school pupils’ set math knowledge. Princess Chulabhorn Science College Lopburi randomly sampled 20 8th graders in the second semester of 2022. There are a total of six plans, with each plan comprising a 180-minute. The objectives are the instructional goals. Content is the topic. Learning materials include resources and tools. Last, activities include learning assignments and exercises. Assessment includes three subtests to assess set understanding and a test to assess mathematical comprehension. These activities increased secondary school students’ set comprehension. The result of the study indicated that they had demonstrated a strong conceptual understanding of set theory to pass the criteria over 60% of the total students with a statistical significance level of .01. Furthermore, delving into all four APOS theoretical levels we found similar impressive results, with over 60% of students exceeding expectations at each level (p<0.01).","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139685235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores a training cycle in statistics and probability for future primary school teachers, aimed at fostering gender equality and education in sustainable development. By implementing methodologies such as lesson study and didactic-mathematical knowledge and competencies model, an intervention was conducted with two groups of future teachers: the first group comprised 16 participants, while the second had nine, with the latter receiving an enhanced version of the training cycle. The assessment was carried out using content analysis and tests before and after the cycle, in addition to focus groups with the second group. The findings indicate improvements in pedagogical skills, gender equality, and knowledge in statistics and probability, underscoring the effectiveness of the training cycle. It is concluded that, despite the lack of notable differences between the two versions of the training cycle, it is effective in its educational aim and in raising awareness on sustainability issues.
{"title":"The impact of a training cycle on statistics and probability for future primary schoolteachers with a gender-focused approach within the framework of education for sustainable development","authors":"Chia-Shih Su, Danilo Díaz-Levicoy, Chuan Chih Hsu","doi":"10.29333/ejmste/14177","DOIUrl":"https://doi.org/10.29333/ejmste/14177","url":null,"abstract":"This study explores a training cycle in statistics and probability for future primary school teachers, aimed at fostering gender equality and education in sustainable development. By implementing methodologies such as lesson study and didactic-mathematical knowledge and competencies model, an intervention was conducted with two groups of future teachers: the first group comprised 16 participants, while the second had nine, with the latter receiving an enhanced version of the training cycle. The assessment was carried out using content analysis and tests before and after the cycle, in addition to focus groups with the second group. The findings indicate improvements in pedagogical skills, gender equality, and knowledge in statistics and probability, underscoring the effectiveness of the training cycle. It is concluded that, despite the lack of notable differences between the two versions of the training cycle, it is effective in its educational aim and in raising awareness on sustainability issues.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139826887","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 action research study was conducted in a physics education class focusing on electricity and magnetism. The instructor aimed to integrate three-dimensional learning into curriculum, lesson planning, and instruction to understand successes and challenges of teaching through a new approach and students’ perceptions of their learning process. The data collection included instructor’s lesson planning, pre- and post-lesson reflections, student artifacts, and students’ reflections. The qualitative data were analyzed through constant comparative method to identify theory-driven and data-driven codes, determine their frequency to categorize and construct themes. The results were provided with three themes: (1) the instructor’s integration of three-dimensional learning, (2) the strengths and challenges of the implementation, and (3) students’ experiences. These findings suggested the need for focusing on developing teachers’ knowledge in different domains connected to each other such as scientific practices, crosscutting concepts, subject matter knowledge, and nature of science for student conceptions and instructional strategies.
{"title":"A physics instructor’s enactment of three-dimensional learning: Action research","authors":"Ozden Sengul","doi":"10.29333/ejmste/14121","DOIUrl":"https://doi.org/10.29333/ejmste/14121","url":null,"abstract":"This action research study was conducted in a physics education class focusing on electricity and magnetism. The instructor aimed to integrate three-dimensional learning into curriculum, lesson planning, and instruction to understand successes and challenges of teaching through a new approach and students’ perceptions of their learning process. The data collection included instructor’s lesson planning, pre- and post-lesson reflections, student artifacts, and students’ reflections. The qualitative data were analyzed through constant comparative method to identify theory-driven and data-driven codes, determine their frequency to categorize and construct themes. The results were provided with three themes: (1) the instructor’s integration of three-dimensional learning, (2) the strengths and challenges of the implementation, and (3) students’ experiences. These findings suggested the need for focusing on developing teachers’ knowledge in different domains connected to each other such as scientific practices, crosscutting concepts, subject matter knowledge, and nature of science for student conceptions and instructional strategies.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620060","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, M. Kabardov, Yuliya P. Kosheleva, Leyla B. Omarova, Elena I. Zamaraeva, D. Dobrokhotov, Sarbinaz F. Fattakhova
Mentoring plays a crucial role in the professional development of science teachers by providing invaluable career-long support, guidance, and resources. Numerous prior studies have emphasized the significance of mentoring for the professional development of beginning and experienced science teachers. This study analyzed articles published in Scopus-indexed, peer-reviewed journals on STEM mentoring. Based on the inclusion and exclusion criteria, 67 articles were chosen for analysis. The data were analyzed using VOSviewer software. According to the results, almost half (n=33) of the journal articles indexed in the database were published between 2019 and 2022. The articles with the most citations were published between 2012 and 2015. Journal of Science Education and Technology had the most citations on mentoring. Most research has been conducted in developed countries such as the United States, Australia, and Germany. The United States has performed the most mentoring research. Rockinson-Szapkiw, Wendt, and Mondisa are the authors who published the most mentoring-related articles. In addition, mentoring, STEM, women, higher education, and science education were the most frequently used keywords. The co-citation analysis of the cited sources yielded two distinct clusters, one of which consisted of a comprehensive evaluation and synthesis of research works focusing on mentorship and practices at the undergraduate level. Our co-citation study of published sources resulted in the categorization of the 13 sources into three distinct clusters.
{"title":"Research on mentoring in science education: A bibliometric analysis","authors":"A. Masalimova, M. Kabardov, Yuliya P. Kosheleva, Leyla B. Omarova, Elena I. Zamaraeva, D. Dobrokhotov, Sarbinaz F. Fattakhova","doi":"10.29333/ejmste/14122","DOIUrl":"https://doi.org/10.29333/ejmste/14122","url":null,"abstract":"Mentoring plays a crucial role in the professional development of science teachers by providing invaluable career-long support, guidance, and resources. Numerous prior studies have emphasized the significance of mentoring for the professional development of beginning and experienced science teachers. This study analyzed articles published in Scopus-indexed, peer-reviewed journals on STEM mentoring. Based on the inclusion and exclusion criteria, 67 articles were chosen for analysis. The data were analyzed using VOSviewer software. According to the results, almost half (n=33) of the journal articles indexed in the database were published between 2019 and 2022. The articles with the most citations were published between 2012 and 2015. Journal of Science Education and Technology had the most citations on mentoring. Most research has been conducted in developed countries such as the United States, Australia, and Germany. The United States has performed the most mentoring research. Rockinson-Szapkiw, Wendt, and Mondisa are the authors who published the most mentoring-related articles. In addition, mentoring, STEM, women, higher education, and science education were the most frequently used keywords. The co-citation analysis of the cited sources yielded two distinct clusters, one of which consisted of a comprehensive evaluation and synthesis of research works focusing on mentorship and practices at the undergraduate level. Our co-citation study of published sources resulted in the categorization of the 13 sources into three distinct clusters.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618231","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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