Pub Date : 2023-11-16DOI: 10.17648/acta.scientiae.7455
Mayki Jardim Sivico, Rodrigo da Vitória Gomes, Ana Néry Furlan Mendes
Background: Interdisciplinarity arises in the search to rescue and direct learning between students and educators. Objective: The objective of this paper is to understand the discussions and reflections conveyed from Theses and Dissertations aimed at the articulations between the Teaching of Chemistry from the interdisciplinary practice in Basic Education. Design: Through this, we seek to build the state of the art available on the CAPES portal in the period from 2011 to 2021. Participants: The research classified as qualitative, portrays the analysis of 44 works that were obtained in the review carried out. Data collection and analysis: The analysis of the results emerged from three categories in the light of the analysis method proposed by Bardin (2011), namely: i) Construction of scientific knowledge; ii) integration process; and, iii) interfaces between learners and educators. Results: Based on the results, it was possible to analyze throughout the discussions that interdisciplinarity has led to reflections that intertwine theory and practice in Chemistry Teaching, through more critical attitudes in school spaces. Conclusions: This corroborates that the researches present a concern to lead the students to be true protagonists of their learning
{"title":"The Reflexes of Teaching Practice in Chemistry Teaching: Searching for Interdisciplinary Dialogues","authors":"Mayki Jardim Sivico, Rodrigo da Vitória Gomes, Ana Néry Furlan Mendes","doi":"10.17648/acta.scientiae.7455","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7455","url":null,"abstract":"Background: Interdisciplinarity arises in the search to rescue and direct learning between students and educators. Objective: The objective of this paper is to understand the discussions and reflections conveyed from Theses and Dissertations aimed at the articulations between the Teaching of Chemistry from the interdisciplinary practice in Basic Education. Design: Through this, we seek to build the state of the art available on the CAPES portal in the period from 2011 to 2021. Participants: The research classified as qualitative, portrays the analysis of 44 works that were obtained in the review carried out. Data collection and analysis: The analysis of the results emerged from three categories in the light of the analysis method proposed by Bardin (2011), namely: i) Construction of scientific knowledge; ii) integration process; and, iii) interfaces between learners and educators. Results: Based on the results, it was possible to analyze throughout the discussions that interdisciplinarity has led to reflections that intertwine theory and practice in Chemistry Teaching, through more critical attitudes in school spaces. Conclusions: This corroborates that the researches present a concern to lead the students to be true protagonists of their learning","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"55 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268713","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}
Pub Date : 2023-11-14DOI: 10.17648/acta.scientiae.7654
Ailton Paulo de Oliveira Júnior, Nilceia Datori Barbosa
Background: The concepts of impossible random events are an integral part of the National Common Curricular Base – BNCC and of the thematic unit “Probability and Statistics”, in which 6- to 8-year-old students must classify events involving chance, such as “it is impossible to happen”, indicating the need for proposals that help in the teaching and learning process. Objectives: A possibility was shown to develop a pedagogical work for the initial years of Brazilian Elementary School based on pedagogical games, creating methodological theoretical subsidy to rethink strategic methods, resizing them in order to minimise the existing gap between ludic activities and everyday tasks carried out by students, spontaneously, and the work triggered in the classroom. Design: Cards were prepared for the game “Probability in Action”, called Questions (?), which are tasks based on problem situations with the objective of favouring the apprehension of contents and the development of probabilistic knowledge, having as theoretical support the Anthropological Theory of the Didactic - ATD by Yves Chevallard, consisting of two blocks, the practical and the theoretical. Setting and Participants: It was a theoretical work that presented a didactic and mathematical praxeology that exposed and explored, in detail, the practice and the probabilistic theory involved in the cards of the game “Probability in Action” focused on impossible random events in which it is associated with the solving tasks or problem situations. Data collection and analysis: Tasks associated with impossible random events were created and described using ATD, comprising type of tasks (T); techniques (τ) that solve tasks of this type; technology (θ) that justify the techniques and guarantee their validity, and, finally, the theory (Θ) that justifies the technology. This praxeological quartet is denoted [T, τ, θ, Θ], and the block [T, τ] is called practical-technical (praxis), or know-how block; and the block [θ, Θ] is called the technological-theoretical block (logos) or knowledge block. Results: In terms of the ATD, its use allowed identifying a set of praxeologies that made it possible to characterize both the probabilistic object and the didactic approach for such an object, and the praxeological organization was composed of four elements: 1) Task (T) and its subtasks (t), which was characterized by the action required by the problem situation proposed for the question cards in the game; 2) Technique (τ), identifying the way to perform the task and its subtasks; 3) Technology (θ), specified by the set of definitions, properties, axioms and theorems that justify the technique, that is, that the random phenomenon refers to experimental realization when its observation is impossible; 4) Theory (Θ), the field in which technology is justified, probability theory. Conclusions: Supported by the results of this study, basic probabilistic concepts were thought of that meet the needs of Brazilian fundament
{"title":"Tasks About Impossible Random Events: A Pedagogical Game as a Teaching Tool for the Early Years of Elementary School","authors":"Ailton Paulo de Oliveira Júnior, Nilceia Datori Barbosa","doi":"10.17648/acta.scientiae.7654","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7654","url":null,"abstract":"Background: The concepts of impossible random events are an integral part of the National Common Curricular Base – BNCC and of the thematic unit “Probability and Statistics”, in which 6- to 8-year-old students must classify events involving chance, such as “it is impossible to happen”, indicating the need for proposals that help in the teaching and learning process. Objectives: A possibility was shown to develop a pedagogical work for the initial years of Brazilian Elementary School based on pedagogical games, creating methodological theoretical subsidy to rethink strategic methods, resizing them in order to minimise the existing gap between ludic activities and everyday tasks carried out by students, spontaneously, and the work triggered in the classroom. Design: Cards were prepared for the game “Probability in Action”, called Questions (?), which are tasks based on problem situations with the objective of favouring the apprehension of contents and the development of probabilistic knowledge, having as theoretical support the Anthropological Theory of the Didactic - ATD by Yves Chevallard, consisting of two blocks, the practical and the theoretical. Setting and Participants: It was a theoretical work that presented a didactic and mathematical praxeology that exposed and explored, in detail, the practice and the probabilistic theory involved in the cards of the game “Probability in Action” focused on impossible random events in which it is associated with the solving tasks or problem situations. Data collection and analysis: Tasks associated with impossible random events were created and described using ATD, comprising type of tasks (T); techniques (τ) that solve tasks of this type; technology (θ) that justify the techniques and guarantee their validity, and, finally, the theory (Θ) that justifies the technology. This praxeological quartet is denoted [T, τ, θ, Θ], and the block [T, τ] is called practical-technical (praxis), or know-how block; and the block [θ, Θ] is called the technological-theoretical block (logos) or knowledge block. Results: In terms of the ATD, its use allowed identifying a set of praxeologies that made it possible to characterize both the probabilistic object and the didactic approach for such an object, and the praxeological organization was composed of four elements: 1) Task (T) and its subtasks (t), which was characterized by the action required by the problem situation proposed for the question cards in the game; 2) Technique (τ), identifying the way to perform the task and its subtasks; 3) Technology (θ), specified by the set of definitions, properties, axioms and theorems that justify the technique, that is, that the random phenomenon refers to experimental realization when its observation is impossible; 4) Theory (Θ), the field in which technology is justified, probability theory. Conclusions: Supported by the results of this study, basic probabilistic concepts were thought of that meet the needs of Brazilian fundament","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"64 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276607","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}
Pub Date : 2023-11-13DOI: 10.17648/acta.scientiae.7597
Ana Barbosa, Isabel Vale
Background : Studies show that the outdoors can be a privileged context to promote positive attitudes towards mathematics. Objectives : We aim to address the following questions: 1) Which pros and cons are pointed out by pre-service teachers of elementary education to the use of MathCityMap (MCM)? 2) How can we characterise the participants’ engagement in a math trail performed with MCM? Design : We followed a qualitative, interpretative methodology. The paradigm choice was because the main goal was to understand the perspective and reactions of the participants to a particular situation. Setting and Participants : The participants were 48 pre-service teachers of elementary education attending the first semester of the 3rd year of an undergraduate course at a public higher education institution in Portugal. Data collection and analysis : Data were collected during the classes of a unit course on Didactics of Mathematics. The pre-service teachers answered a questionnaire, followed by the implementation of a mobile math trail. At the end of this experience, the participants filled out another questionnaire. Participant observation and audio-visual records were also applied. Thus, the analysis involved a qualitative and inductive approach, resorting to content analysis. Results : The pre-service teachers were actively engaged during the math trail, showing interest in solving the tasks, using MCM, and focused on finishing the activity, evidencing persistence and will to be involved in the discussions. We also identified anxiety and frustration related to the outcome of a particular task. Strategies of different nature were used, mainly associated to the level of cognitive demand of the tasks. As pros, they considered the app intuitive, promoting autonomy, spatial orientation and collaborative work and highlighted as cons the inaccessibility to Wi-Fi, younger students’ not having smartphones/tablets, and the limitation of answer formats in task design. Conclusions : Results encourage the use of MCM as a valuable tool in outdoor mathematics education.
{"title":"Mobile Math Trails: An Experience in Teacher Training with Mathcitymap","authors":"Ana Barbosa, Isabel Vale","doi":"10.17648/acta.scientiae.7597","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7597","url":null,"abstract":"Background : Studies show that the outdoors can be a privileged context to promote positive attitudes towards mathematics. Objectives : We aim to address the following questions: 1) Which pros and cons are pointed out by pre-service teachers of elementary education to the use of MathCityMap (MCM)? 2) How can we characterise the participants’ engagement in a math trail performed with MCM? Design : We followed a qualitative, interpretative methodology. The paradigm choice was because the main goal was to understand the perspective and reactions of the participants to a particular situation. Setting and Participants : The participants were 48 pre-service teachers of elementary education attending the first semester of the 3rd year of an undergraduate course at a public higher education institution in Portugal. Data collection and analysis : Data were collected during the classes of a unit course on Didactics of Mathematics. The pre-service teachers answered a questionnaire, followed by the implementation of a mobile math trail. At the end of this experience, the participants filled out another questionnaire. Participant observation and audio-visual records were also applied. Thus, the analysis involved a qualitative and inductive approach, resorting to content analysis. Results : The pre-service teachers were actively engaged during the math trail, showing interest in solving the tasks, using MCM, and focused on finishing the activity, evidencing persistence and will to be involved in the discussions. We also identified anxiety and frustration related to the outcome of a particular task. Strategies of different nature were used, mainly associated to the level of cognitive demand of the tasks. As pros, they considered the app intuitive, promoting autonomy, spatial orientation and collaborative work and highlighted as cons the inaccessibility to Wi-Fi, younger students’ not having smartphones/tablets, and the limitation of answer formats in task design. Conclusions : Results encourage the use of MCM as a valuable tool in outdoor mathematics education.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"56 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278421","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}
Pub Date : 2023-11-13DOI: 10.17648/acta.scientiae.6814
María Sonia Blanco-Chamborro, Mercedes Varela-Losada, María-Asunción Lorenzo-Rial, Uxío Pérez-Rodríguez
Background: In recent decades, a wide variety of aspects related to astronomical phenomena have been investigated. However, astronomy research in school has not been a very active field compared to other topics. In addition, a great part of that research involves high school or university students. Few studies address the early schooling stages. Objective: Our goal is to make a narrative and bibliometric review of the articles published in relevant scientific journals from 2009 to 2019 on astronomy teaching in early childhood (0–6 years) and primary education (6–12 years), using the Big Ideas in astronomy as a conceptual framework (Lelliott Rollnick, 2010). The purposes are to characterise these studies, investigate how research on astronomy education has fostered our understanding of its learning, and analyse which methodologies and theoretical frameworks are the most frequent in them. Design: A systematic narrative and bibliometric literature review is carried out with the help of specific software (Bibliometrix and VOSwiever). Setting and participants: To locate the articles to be analysed, we used the ERIC - Education Resources Information Center resource database. We also selected research works in English centred on the educational stages of early childhood and/or primary education whose focus is one or more of the Big Ideas. They must have been published between 2009 and 2019 in journals dedicated to the didactics of experimental sciences and indexed in JCR (2019). Data collection and analysis: The data is collected systematically using a descriptive coding instrument. A bibliometric analysis is carried out, providing basic information on the analysed articles, relevant journals, trend by year of publications on the subject, publications by country and international collaboration, number of citations of the articles, and coauthorship networks, publications by year and genre, identification of the most addressed concepts through word clouds and networks of key concepts combined with cluster analysis. Likewise, we analyse issues such as the most frequent conceptual frameworks, the educational levels corresponding to the articles, and the most studied Big Ideas. Results: There is little research in international journals on astronomy teaching in the educational stages analysed, and there are practically no articles focused on early childhood education. The journal that has published the most on the subject is by far the International Journal of Science Education, and most of the studies are from the USA and published by women. The author with the most significant impact worldwide is Julia D. Plummer. The most frequent conceptual frameworks are those of conceptions and mental models. The cluster analysis of the keywords has made it possible to identify four thematic fields: mental models and conceptual change, teachers’ and students’ conceptions of astronomy, science and school, and other relevant aspects of astronomy teaching. The Big Ideas s
背景：近几十年来，人们对天文现象进行了多方面的研究。然而，与其他课题相比，学校天文学研究并不是一个非常活跃的领域。此外，大部分研究涉及高中生或大学生。很少有研究涉及早期教育阶段。目标：我们的目标是以天文学大理念为概念框架（Lelliott Rollnick，2010 年），对 2009 年至 2019 年发表在相关科学杂志上的有关幼儿（0-6 岁）和小学（6-12 岁）天文学教学的文章进行叙述和文献计量学回顾。目的是描述这些研究的特点，调查天文学教育研究如何促进我们对天文学学习的理解，并分析其中最常见的方法和理论框架。设计：在特定软件（Bibliometrix 和 VOSwiever）的帮助下，进行了系统的叙述性和文献计量学文献综述。背景和参与者：为了找到要分析的文章，我们使用了 ERIC - 教育资源信息中心资源数据库。我们还选择了以幼儿教育和/或小学教育阶段为中心、以一个或多个 "大理念 "为重点的英文研究著作。这些作品必须在 2009 年至 2019 年期间发表在专门研究实验科学教学的期刊上，并被 JCR（2019 年）收录。数据收集与分析：使用描述性编码工具系统地收集数据。我们进行了文献计量学分析，提供了所分析文章的基本信息、相关期刊、按年份分列的有关该主题的出版物趋势、按国家和国际合作分列的出版物、文章的引用次数和合著网络、按年份和体裁分列的出版物、通过词云和关键概念网络结合聚类分析确定最常用的概念。同样，我们还分析了最常见的概念框架、与文章相对应的教育水平以及研究最多的重大思想等问题。研究结果在所分析的教育阶段中，国际期刊中关于天文学教学的研究很少，而且几乎没有关注幼儿教育的文章。迄今为止，发表有关该主题文章最多的期刊是《国际科学教育期刊》，而且大多数研究都来自美国，由女性发表。在世界范围内影响最大的作者是 Julia D. Plummer。最常见的概念框架是概念和心智模式。通过对关键词的聚类分析，可以确定四个主题领域：心智模式和概念变化、教师和学生的天文学概念、科学和学校以及天文学教学的其他相关方面。研究最多的大概念是地球-太阳-月亮系统（是否与恒星相结合）和昼夜。结论：分析了近年来对幼儿教育和小学教育中天文学教学产生最大全球影响的研究，描述了其特点和关注中心，表明这一问题在文献中并未得到太多关注。
{"title":"Revisión de Investigación Educativa en Astronomía en Educación Infantil y Primaria desde 2009 hasta 2019","authors":"María Sonia Blanco-Chamborro, Mercedes Varela-Losada, María-Asunción Lorenzo-Rial, Uxío Pérez-Rodríguez","doi":"10.17648/acta.scientiae.6814","DOIUrl":"https://doi.org/10.17648/acta.scientiae.6814","url":null,"abstract":"Background: In recent decades, a wide variety of aspects related to astronomical phenomena have been investigated. However, astronomy research in school has not been a very active field compared to other topics. In addition, a great part of that research involves high school or university students. Few studies address the early schooling stages. Objective: Our goal is to make a narrative and bibliometric review of the articles published in relevant scientific journals from 2009 to 2019 on astronomy teaching in early childhood (0–6 years) and primary education (6–12 years), using the Big Ideas in astronomy as a conceptual framework (Lelliott Rollnick, 2010). The purposes are to characterise these studies, investigate how research on astronomy education has fostered our understanding of its learning, and analyse which methodologies and theoretical frameworks are the most frequent in them. Design: A systematic narrative and bibliometric literature review is carried out with the help of specific software (Bibliometrix and VOSwiever). Setting and participants: To locate the articles to be analysed, we used the ERIC - Education Resources Information Center resource database. We also selected research works in English centred on the educational stages of early childhood and/or primary education whose focus is one or more of the Big Ideas. They must have been published between 2009 and 2019 in journals dedicated to the didactics of experimental sciences and indexed in JCR (2019). Data collection and analysis: The data is collected systematically using a descriptive coding instrument. A bibliometric analysis is carried out, providing basic information on the analysed articles, relevant journals, trend by year of publications on the subject, publications by country and international collaboration, number of citations of the articles, and coauthorship networks, publications by year and genre, identification of the most addressed concepts through word clouds and networks of key concepts combined with cluster analysis. Likewise, we analyse issues such as the most frequent conceptual frameworks, the educational levels corresponding to the articles, and the most studied Big Ideas. Results: There is little research in international journals on astronomy teaching in the educational stages analysed, and there are practically no articles focused on early childhood education. The journal that has published the most on the subject is by far the International Journal of Science Education, and most of the studies are from the USA and published by women. The author with the most significant impact worldwide is Julia D. Plummer. The most frequent conceptual frameworks are those of conceptions and mental models. The cluster analysis of the keywords has made it possible to identify four thematic fields: mental models and conceptual change, teachers’ and students’ conceptions of astronomy, science and school, and other relevant aspects of astronomy teaching. The Big Ideas s","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"43 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277998","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}
Pub Date : 2023-11-08DOI: 10.17648/acta.scientiae.7466
Ulumul Umah, Abdur Rahman Asari, Sukoriyanto* Sukoriyanto*, S. Sisworo
Background : Inquisitiveness plays an important role in learning. Inquisitiveness encourages a person's natural tendency to ask questions when faced with a confusing situation. However, students are often unable to generate effective questions to understand information from mathematics texts. Objectives : This study investigates the characteristics of inquisitive questions that arise from students in understanding mathematical texts and their impact on students' understanding of texts. Design : This study uses qualitative data and analysis of students' questions about mathematics texts. Setting and Participants : This research was conducted at Darul Ulum Islamic Boarding School University in Indonesia with 11 students. Data from three students as the most extreme cases were chosen for further discussion. Data collection and analysis : the data were obtained from observations of questions and student behavior during discussions, content analysis of written questions, and reading comprehension tests. Results : The types of questions students ask can be a predictor of their understanding level of math texts. Questions that are limited in depth, such as the questions about formulas and procedures, can indicate a lack of conceptual understanding and students' mathematical reasoning. The ability to raise inquisitive questions corresponds to an increase in understanding of mathematical texts. For students with high motivation to ask questions in the discussion, interventions to read carefully and write down questions
{"title":"Students' Inquisitive Questions Predict Their Understanding of Mathematics Texts","authors":"Ulumul Umah, Abdur Rahman Asari, Sukoriyanto* Sukoriyanto*, S. Sisworo","doi":"10.17648/acta.scientiae.7466","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7466","url":null,"abstract":"Background : Inquisitiveness plays an important role in learning. Inquisitiveness encourages a person's natural tendency to ask questions when faced with a confusing situation. However, students are often unable to generate effective questions to understand information from mathematics texts. Objectives : This study investigates the characteristics of inquisitive questions that arise from students in understanding mathematical texts and their impact on students' understanding of texts. Design : This study uses qualitative data and analysis of students' questions about mathematics texts. Setting and Participants : This research was conducted at Darul Ulum Islamic Boarding School University in Indonesia with 11 students. Data from three students as the most extreme cases were chosen for further discussion. Data collection and analysis : the data were obtained from observations of questions and student behavior during discussions, content analysis of written questions, and reading comprehension tests. Results : The types of questions students ask can be a predictor of their understanding level of math texts. Questions that are limited in depth, such as the questions about formulas and procedures, can indicate a lack of conceptual understanding and students' mathematical reasoning. The ability to raise inquisitive questions corresponds to an increase in understanding of mathematical texts. For students with high motivation to ask questions in the discussion, interventions to read carefully and write down questions","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139282487","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}
Pub Date : 2023-11-08DOI: 10.17648/acta.scientiae.7927
Y. Morales-López, Adriana Breda, Vicenç Font Moll
Background : Reflection is one of the fundamental skills in initial teacher training, and curricula need to consider activities in a variety of educational contexts and situations that allow or encourage its development . Objectives : This investigation is intended to characterise the pedagogical, mathematical, and technological criteria that a prospective mathematics teacher establishes and uses when reflecting on events occurring in a virtual classroom. Design : The investigation was guided by a qualitative methodology of an exploratory-descriptive nature. Setting and Participants : the participant was a fifth-year licentiate student, and the data were collected during the second semester of 2022. Data collection and analysis : The content analysis method was used, and information was collected through questionnaires. Results : The results show that this student was able to adapt predefined schemes or proposals from the Technological, Pedagogical Content Knowledge (TPACK) model to create indicators that allowed her to carry out a descriptive but not particularly analytical reflection, however, although such adaptation was in agreement with expectations, there was little creation of new aspects. Conclusions : It is concluded that to provide an opportunity for prospective teachers to reflect on a lesson, previous aspects or other models or theories can be studied since starting directly from the TPACK domains and sub-domains may not be a practical methodological tool for student reflection, given that this framework does not have analysis criteria for improvement
{"title":"Aspects Considered by a Prospective Teacher When Reflecting on a Virtual Classroom","authors":"Y. Morales-López, Adriana Breda, Vicenç Font Moll","doi":"10.17648/acta.scientiae.7927","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7927","url":null,"abstract":"Background : Reflection is one of the fundamental skills in initial teacher training, and curricula need to consider activities in a variety of educational contexts and situations that allow or encourage its development . Objectives : This investigation is intended to characterise the pedagogical, mathematical, and technological criteria that a prospective mathematics teacher establishes and uses when reflecting on events occurring in a virtual classroom. Design : The investigation was guided by a qualitative methodology of an exploratory-descriptive nature. Setting and Participants : the participant was a fifth-year licentiate student, and the data were collected during the second semester of 2022. Data collection and analysis : The content analysis method was used, and information was collected through questionnaires. Results : The results show that this student was able to adapt predefined schemes or proposals from the Technological, Pedagogical Content Knowledge (TPACK) model to create indicators that allowed her to carry out a descriptive but not particularly analytical reflection, however, although such adaptation was in agreement with expectations, there was little creation of new aspects. Conclusions : It is concluded that to provide an opportunity for prospective teachers to reflect on a lesson, previous aspects or other models or theories can be studied since starting directly from the TPACK domains and sub-domains may not be a practical methodological tool for student reflection, given that this framework does not have analysis criteria for improvement","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139282951","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}
Pub Date : 2023-10-25DOI: 10.17648/acta.scientiae.7770
Mohammad Archi Maulyda, Sugiman Sugiman, Wuri Wuryandani, Yoppy Wahyu Purnomo
Background : Number pattern is a relevant topic in mathematics. Generally, the problems related to the theme can be solved by applying three principles: proximity, closure, and similarity. Besides, solving number pattern problems is closely related to students’ ability to present the problem mathematically . Objectives : To examine prospective teachers’ mathematical problem-solving processes based on the laws of proximity, closure, and similarity . Design : This qualitative research uses a case-study approach to achieve research objectives. Setting and participants : The researcher gave ten math questions to 67 prospective teachers (university students), choosing three to participate. The three focal participants were selected based on the categorisation results using indicators of proximity, similarity, and closure approaches from Gestalt theory. Data collection and analysis : Besides the test questions, the researcher conducted cognitive interviews with the three focal participants to confirm and explore the thought processes. Researchers used focus group discussion (FGD), cross-section data, and reviews with relevant references to validate the research outcomes. Results : The data show that the students could use the law of proximity, closure, and similarity in solving the number pattern problem, which can be seen from their ability to divide the pattern into two parts, complete it into specific geometrical shapes, and to divide it into similar shapes. In this study, prospective teachers’ thinking process schemes were also found when solving patterned number problems using the law of proximity, the law of closure, and the law of similarity. Conclusions: The students who apply proximity could divide each pattern into two parts: fixed and growth. The pattern of growth difference will become the key in generating the general form of the pattern. The students who applied closure could complete the pattern into a particular shape by adding the pattern element. Furthermore, the students who applied similarity divided the pattern into similar shapes. Every student showed a good process in making representation.
{"title":"How Do Prospective Teachers Find Number Patterns Based on the Laws of Proximity, Closure, and Similarity in a Problem-Solving Activity?","authors":"Mohammad Archi Maulyda, Sugiman Sugiman, Wuri Wuryandani, Yoppy Wahyu Purnomo","doi":"10.17648/acta.scientiae.7770","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7770","url":null,"abstract":"Background : Number pattern is a relevant topic in mathematics. Generally, the problems related to the theme can be solved by applying three principles: proximity, closure, and similarity. Besides, solving number pattern problems is closely related to students’ ability to present the problem mathematically . Objectives : To examine prospective teachers’ mathematical problem-solving processes based on the laws of proximity, closure, and similarity . Design : This qualitative research uses a case-study approach to achieve research objectives. Setting and participants : The researcher gave ten math questions to 67 prospective teachers (university students), choosing three to participate. The three focal participants were selected based on the categorisation results using indicators of proximity, similarity, and closure approaches from Gestalt theory. Data collection and analysis : Besides the test questions, the researcher conducted cognitive interviews with the three focal participants to confirm and explore the thought processes. Researchers used focus group discussion (FGD), cross-section data, and reviews with relevant references to validate the research outcomes. Results : The data show that the students could use the law of proximity, closure, and similarity in solving the number pattern problem, which can be seen from their ability to divide the pattern into two parts, complete it into specific geometrical shapes, and to divide it into similar shapes. In this study, prospective teachers’ thinking process schemes were also found when solving patterned number problems using the law of proximity, the law of closure, and the law of similarity. Conclusions: The students who apply proximity could divide each pattern into two parts: fixed and growth. The pattern of growth difference will become the key in generating the general form of the pattern. The students who applied closure could complete the pattern into a particular shape by adding the pattern element. Furthermore, the students who applied similarity divided the pattern into similar shapes. Every student showed a good process in making representation.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168477","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}
Pub Date : 2023-10-19DOI: 10.17648/acta.scientiae.7633
Rafael Winícius da Silva Bueno, Ana Henriques, Lorita Aparecida Veloso Galle
Background : Since we have been living in the digital age, the ways of interacting with information, data and other human beings have changed. Being so, teachers need to understand their new role in pedagogical environments, changing their perspectives, and, most of all, transforming their knowledge to be able to teach with digital Information and Communication Technologies (ICT). Concerns about this new kind of teacher knowledge led to discussions that culminated, in the beginning of the 21st century, with the development of the Technological Pedagogical Content Knowledge (TPACK) framework. Objectives : Knowing the importance of preparing teachers to work with ICT to enrich their pedagogical practices, we propose this qualitative study that aims to analyse perceptions of a group of preservice teachers about the use of ICT in mathematics teaching and learning practices. Design : This study has a qualitative approach and it can be understood as a case study. Setting and Participants : The participants are 10 preservice teachers from a Portuguese University. Data collection and analysis : Data were collected using a survey and the responses were analysed through Discursive Textual Analysis. Results : We understand that most participants have a well-developed TPACK and they can see several educational benefits from using ICT to teach and learn mathematics. Conclusions : The results of this study highlight the valuable activity of this preservice teachers’ course, which is committed with the goal of helping them to develop their own TPACK.
{"title":"Mathematics Preservice Teachers’ Perceptions Regarding ICT Use in Teaching and Learning Practices","authors":"Rafael Winícius da Silva Bueno, Ana Henriques, Lorita Aparecida Veloso Galle","doi":"10.17648/acta.scientiae.7633","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7633","url":null,"abstract":"Background : Since we have been living in the digital age, the ways of interacting with information, data and other human beings have changed. Being so, teachers need to understand their new role in pedagogical environments, changing their perspectives, and, most of all, transforming their knowledge to be able to teach with digital Information and Communication Technologies (ICT). Concerns about this new kind of teacher knowledge led to discussions that culminated, in the beginning of the 21st century, with the development of the Technological Pedagogical Content Knowledge (TPACK) framework. Objectives : Knowing the importance of preparing teachers to work with ICT to enrich their pedagogical practices, we propose this qualitative study that aims to analyse perceptions of a group of preservice teachers about the use of ICT in mathematics teaching and learning practices. Design : This study has a qualitative approach and it can be understood as a case study. Setting and Participants : The participants are 10 preservice teachers from a Portuguese University. Data collection and analysis : Data were collected using a survey and the responses were analysed through Discursive Textual Analysis. Results : We understand that most participants have a well-developed TPACK and they can see several educational benefits from using ICT to teach and learn mathematics. Conclusions : The results of this study highlight the valuable activity of this preservice teachers’ course, which is committed with the goal of helping them to develop their own TPACK.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135781903","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}
Pub Date : 2023-10-19DOI: 10.17648/acta.scientiae.7690
Nilam Sari, Sahat Saragih, E. Elvis Napitupulu, Siti Rakiyah, Dwi Novita Sari, Syahriani Sirait, Anim Anim
Background : Mathematics is a scientific field inherently intertwined with everyday life. Nevertheless, the conventional approach to teaching math has been largely theoretical and detached from real-world situations, leading to challenges for students in comprehending mathematical concepts. Objectives : This study aims to determine how ethnomathematics influences students’ understanding of learning mathematics for linear equations material. Design : The study used a problem-based learning model with contextual characteristics. The research method was descriptive and qualitative by analyzing students’ activities. Setting and Participants : A total of 27 junior high school students from Medan, Indonesia, were involved in this research. Data collection and analysis : The data for analysis was obtained from student worksheets and observations of student activities conducted by the teacher. Results : The results indicate that: 1) Students could assume variables correctly, 2) Students could make mathematical models or equations correctly based on students understanding, which they saw directly from the illustration, 3) At the time of solving the problem, students could determine the method used, and 4) All students carried out the procedure correctly, but two groups got the wrong results because they made the wrong mathematical model. Conclusions : This study suggests this learning brought students into the context of the real world related to everyday life so that students easily understand the problem given.
{"title":"Applying Ethnomathematics in Learning Mathematics for Middle School Students","authors":"Nilam Sari, Sahat Saragih, E. Elvis Napitupulu, Siti Rakiyah, Dwi Novita Sari, Syahriani Sirait, Anim Anim","doi":"10.17648/acta.scientiae.7690","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7690","url":null,"abstract":"Background : Mathematics is a scientific field inherently intertwined with everyday life. Nevertheless, the conventional approach to teaching math has been largely theoretical and detached from real-world situations, leading to challenges for students in comprehending mathematical concepts. Objectives : This study aims to determine how ethnomathematics influences students’ understanding of learning mathematics for linear equations material. Design : The study used a problem-based learning model with contextual characteristics. The research method was descriptive and qualitative by analyzing students’ activities. Setting and Participants : A total of 27 junior high school students from Medan, Indonesia, were involved in this research. Data collection and analysis : The data for analysis was obtained from student worksheets and observations of student activities conducted by the teacher. Results : The results indicate that: 1) Students could assume variables correctly, 2) Students could make mathematical models or equations correctly based on students understanding, which they saw directly from the illustration, 3) At the time of solving the problem, students could determine the method used, and 4) All students carried out the procedure correctly, but two groups got the wrong results because they made the wrong mathematical model. Conclusions : This study suggests this learning brought students into the context of the real world related to everyday life so that students easily understand the problem given.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135821173","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}
Pub Date : 2023-10-05DOI: 10.17648/acta.scientiae.7512
Geane Elise Boesing, Paulo Tadeu Campos Lopes
Background: In contemporary times, challenges in the field of education are growing, especially regarding the integration of different methods of student engagement and training. Technology emerges with possibilities for innovative strategies aimed at enhancing learning and contributing to addressing environmental issues effectively. Teachers, in their pedagogical practices, should take into account the socio-environmental reality and integrate Environmental Education for participatory interventions in environmental issues. The use of blogs in Science education enables a more engaging interaction with the content, resulting in a more meaningful and contextualised learning experience. Objectives: To develop a blog to address household solid waste management and evaluate it as a technological tool for enhancing understanding of household solid waste management. Design: The methodology employed in this research was a qualitative approach. Setting and Participants: Thirty-five students from two seventh-grade classes at São Francisco Municipal Elementary School in the municipality of Tupandi/RS. Data collection and analysis: Two questionnaires were administered to the students, one pre-activity and another post-activity, and a blog was developed in each class. The quantitative data were analysed through descriptive statistical analysis, while the qualitative data were subjected to content analysis. Results: Most students had no prior experience with blogging, and their limited knowledge of the concept was associated with using the media tool as a page for posting personal life details. During the blog development, students did not encounter difficulties handling the platform's icons. The evaluation characterised the blog as a positive learning tool regarding household solid waste management, recognised by the students as meaningful in classroom practices. Conclusions: The development of blogs served as a technological and pedagogical strategy that facilitated learning about household solid waste management, connecting with the local reality and fostering a sense of ownership and responsibility among the students, aligning with one of the purposes of Environmental Education. Furthermore, the integration of the blog in Science education enabled the establishment of a collaborative and dynamic network for knowledge exchange, as well as the cultivation of skills related to digital literacy.
{"title":"Blog as a Pedagogical Strategy to Enhance Learning About Household Solid Waste","authors":"Geane Elise Boesing, Paulo Tadeu Campos Lopes","doi":"10.17648/acta.scientiae.7512","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7512","url":null,"abstract":"Background: In contemporary times, challenges in the field of education are growing, especially regarding the integration of different methods of student engagement and training. Technology emerges with possibilities for innovative strategies aimed at enhancing learning and contributing to addressing environmental issues effectively. Teachers, in their pedagogical practices, should take into account the socio-environmental reality and integrate Environmental Education for participatory interventions in environmental issues. The use of blogs in Science education enables a more engaging interaction with the content, resulting in a more meaningful and contextualised learning experience. Objectives: To develop a blog to address household solid waste management and evaluate it as a technological tool for enhancing understanding of household solid waste management. Design: The methodology employed in this research was a qualitative approach. Setting and Participants: Thirty-five students from two seventh-grade classes at São Francisco Municipal Elementary School in the municipality of Tupandi/RS. Data collection and analysis: Two questionnaires were administered to the students, one pre-activity and another post-activity, and a blog was developed in each class. The quantitative data were analysed through descriptive statistical analysis, while the qualitative data were subjected to content analysis. Results: Most students had no prior experience with blogging, and their limited knowledge of the concept was associated with using the media tool as a page for posting personal life details. During the blog development, students did not encounter difficulties handling the platform's icons. The evaluation characterised the blog as a positive learning tool regarding household solid waste management, recognised by the students as meaningful in classroom practices. Conclusions: The development of blogs served as a technological and pedagogical strategy that facilitated learning about household solid waste management, connecting with the local reality and fostering a sense of ownership and responsibility among the students, aligning with one of the purposes of Environmental Education. Furthermore, the integration of the blog in Science education enabled the establishment of a collaborative and dynamic network for knowledge exchange, as well as the cultivation of skills related to digital literacy.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135548036","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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