Pub Date : 2024-04-08DOI: 10.30722/ijisme.31.06.001
Loan Nguyen Thanh, Van Bien Nguyen, Ngoc Tran
In this article, we analyze how IBL affects the experimental competency of pre-service physics teachers. An experimental quantitative analysis method, the static-group pretest-posttest design, has been utilized. A total of 32 pre-service physics teachers participated in the experimental group. In order to observe the experimental competency development level of pre-service physics teachers, the PLIC test and experimental competency test have been used. The findings revealed that inquiry-based laboratories are remarkably effective in developing pre-service physics teachers' experimental competency. The growth rate of behavioral indicators is relatively uniform except for two behaviors (2.7) and (4.5). In addition, the development of pre-service teachers’ experimental competency has reached a high level, but the percentage of students reaching level 3 is still low (14.63%). Therefore, it is suggested that further research, which focuses on increasing the support of teachers at level 3 and expanding the sample size, is needed.
{"title":"The impact of inquiry-based laboratories on improving pre-service teachers’ experimental competency","authors":"Loan Nguyen Thanh, Van Bien Nguyen, Ngoc Tran","doi":"10.30722/ijisme.31.06.001","DOIUrl":"https://doi.org/10.30722/ijisme.31.06.001","url":null,"abstract":"In this article, we analyze how IBL affects the experimental competency of pre-service physics teachers. An experimental quantitative analysis method, the static-group pretest-posttest design, has been utilized. A total of 32 pre-service physics teachers participated in the experimental group. In order to observe the experimental competency development level of pre-service physics teachers, the PLIC test and experimental competency test have been used. The findings revealed that inquiry-based laboratories are remarkably effective in developing pre-service physics teachers' experimental competency. The growth rate of behavioral indicators is relatively uniform except for two behaviors (2.7) and (4.5). In addition, the development of pre-service teachers’ experimental competency has reached a high level, but the percentage of students reaching level 3 is still low (14.63%). Therefore, it is suggested that further research, which focuses on increasing the support of teachers at level 3 and expanding the sample size, is needed.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140730569","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 : 2024-04-08DOI: 10.30722/ijisme.31.06.002
Supachoke Puttisanwimon, Sura Wuttiprom
Mechanical waves are one of the basic topics of physics; they are also the basis of various fields such as physical optics, geophysics, engineering, and medical physics. This study aims to investigate the mechanical wave concepts of Thai high school students. Participants were 150 grade 11 – 12 students from a high school in Songkhla Province, Thailand. They were divided into two groups. The first group consisted of 77 students – grade 12 who had already learned about mechanical waves, and the second group consisted of 73 students – grade 11 who had not yet learned about the topic. The main instrument was the Mechanical Wave Conceptual Survey (Tongchai, Sharma, Johnston, Arayathanitkul & Soankwan, 2009) which consisted of 22 multiple-choice questions. The researchers also asked students to provide their reasoning for choosing their answers for each multiple-choice question. The survey was administered to students and they were given 50 minutes to complete it. Students’ answers and their reasoning were analyzed quantitatively and qualitatively. As a result, students’ responses were categorized into four main topics: 1) propagation; 2) superposition; 3) reflection; and 4) standing waves. Responses from both groups of students indicated the same misconceptions.
{"title":"Mechanical Wave Concepts of Thai High School Students: Comparing Learned and Unlearned Groups","authors":"Supachoke Puttisanwimon, Sura Wuttiprom","doi":"10.30722/ijisme.31.06.002","DOIUrl":"https://doi.org/10.30722/ijisme.31.06.002","url":null,"abstract":"Mechanical waves are one of the basic topics of physics; they are also the basis of various fields such as physical optics, geophysics, engineering, and medical physics. This study aims to investigate the mechanical wave concepts of Thai high school students. Participants were 150 grade 11 – 12 students from a high school in Songkhla Province, Thailand. They were divided into two groups. The first group consisted of 77 students – grade 12 who had already learned about mechanical waves, and the second group consisted of 73 students – grade 11 who had not yet learned about the topic. The main instrument was the Mechanical Wave Conceptual Survey (Tongchai, Sharma, Johnston, Arayathanitkul & Soankwan, 2009) which consisted of 22 multiple-choice questions. The researchers also asked students to provide their reasoning for choosing their answers for each multiple-choice question. The survey was administered to students and they were given 50 minutes to complete it. Students’ answers and their reasoning were analyzed quantitatively and qualitatively. As a result, students’ responses were categorized into four main topics: 1) propagation; 2) superposition; 3) reflection; and 4) standing waves. Responses from both groups of students indicated the same misconceptions.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140729310","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 : 2024-03-18DOI: 10.30722/ijisme.32.03.002
L. Mnguni
The adoption of multimedia learning tools, including visual models in biochemistry, has increased considerably over the last few decades. Adopting these tools necessitates the development of visual literacy competencies, such as visuospatial reasoning, for students to learn effectively. The extent to which biochemistry students have the necessary visuospatial reasoning skills to learn from visual models effectively is a subject of continuing research. The current qualitative research sought to describe biochemistry students’ visuospatial reasoning difficulties associated with amino acids. Seven purposively selected students were interviewed using a semi-structured protocol to solicit their learning difficulties when asked to perform specific tasks related to visuospatial reasoning. The research question explored in this study is: “What are biochemistry students’ visuospatial reasoning difficulties associated with amino acids models?” Learning difficulties related to perceiving spatial orientation, mental rotation, interpreting colour codes, and generating a visual model depicting spatial depth were identified. Identifying and describing these learning difficulties could help teachers adopt remediation strategies to enhance content understanding. The researcher concludes that students may not always have the visuospatial reasoning skills required for successful learning in biochemistry. Given the complex nature of visual literacy, the researcher recommends explicit remediation strategies to address learning difficulties associated with visuospatial reasoning in biochemistry.
{"title":"A Qualitative Description of Biochemistry Students’ Visuospatial Reasoning Difficulties Associated with Amino Acid Models","authors":"L. Mnguni","doi":"10.30722/ijisme.32.03.002","DOIUrl":"https://doi.org/10.30722/ijisme.32.03.002","url":null,"abstract":"The adoption of multimedia learning tools, including visual models in biochemistry, has increased considerably over the last few decades. Adopting these tools necessitates the development of visual literacy competencies, such as visuospatial reasoning, for students to learn effectively. The extent to which biochemistry students have the necessary visuospatial reasoning skills to learn from visual models effectively is a subject of continuing research. The current qualitative research sought to describe biochemistry students’ visuospatial reasoning difficulties associated with amino acids. Seven purposively selected students were interviewed using a semi-structured protocol to solicit their learning difficulties when asked to perform specific tasks related to visuospatial reasoning. The research question explored in this study is: “What are biochemistry students’ visuospatial reasoning difficulties associated with amino acids models?” Learning difficulties related to perceiving spatial orientation, mental rotation, interpreting colour codes, and generating a visual model depicting spatial depth were identified. Identifying and describing these learning difficulties could help teachers adopt remediation strategies to enhance content understanding. The researcher concludes that students may not always have the visuospatial reasoning skills required for successful learning in biochemistry. Given the complex nature of visual literacy, the researcher recommends explicit remediation strategies to address learning difficulties associated with visuospatial reasoning in biochemistry.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140233448","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 : 2024-03-18DOI: 10.30722/ijisme.32.03.003
Sri Rahayuningsih, Rahmat Kamaruddin, Ahmad Budi Sutrisno Sutrisno, Firda Razak Razak
The COVID-19 pandemic has impacted students’ mathematics learning activities by requiring learning from home. Therefore, teachers are expected to be innovative and creative to meet students' learning needs. This study aimed to explore the creativity of teachers and students based on Amabile's creativity componential theory in the midst of the COVID-19 pandemic. The case study approach used in this study involved a 29-year-old teacher and three 10-year-old students. The teacher was selected for his professional achievements as a teacher in South Sulawesi. The data were analyzed through the following stages: (1) Analyze; (2) Perform data reduction (3) Compile data (4) Check data validity, (5) Interpret data/draw conclusions. The results showed that learning by involving projects can increase the creativity of teachers and students in learning mathematics during the COVID-19 pandemic. The research conclusion shows that the creativity that occurs in teachers fulfills the components of Amabile theory. Virtual learning involving projects carried out in the midst of the COVID-19 pandemic can increase the creativity of teachers and students.
{"title":"Exploring the Teacher's Creative Process Based on Amabile's Creativity Componential Theory: A Case Study During COVID-19 in Indonesia","authors":"Sri Rahayuningsih, Rahmat Kamaruddin, Ahmad Budi Sutrisno Sutrisno, Firda Razak Razak","doi":"10.30722/ijisme.32.03.003","DOIUrl":"https://doi.org/10.30722/ijisme.32.03.003","url":null,"abstract":"The COVID-19 pandemic has impacted students’ mathematics learning activities by requiring learning from home. Therefore, teachers are expected to be innovative and creative to meet students' learning needs. This study aimed to explore the creativity of teachers and students based on Amabile's creativity componential theory in the midst of the COVID-19 pandemic. The case study approach used in this study involved a 29-year-old teacher and three 10-year-old students. The teacher was selected for his professional achievements as a teacher in South Sulawesi. The data were analyzed through the following stages: (1) Analyze; (2) Perform data reduction (3) Compile data (4) Check data validity, (5) Interpret data/draw conclusions. The results showed that learning by involving projects can increase the creativity of teachers and students in learning mathematics during the COVID-19 pandemic. The research conclusion shows that the creativity that occurs in teachers fulfills the components of Amabile theory. Virtual learning involving projects carried out in the midst of the COVID-19 pandemic can increase the creativity of teachers and students.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140231739","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 : 2024-03-18DOI: 10.30722/ijisme.32.03.001
Susan Mason, Elizabeth Reid
Success in a statistics course depends on many factors including student attitudes and behaviors. In the first of two studies we had students complete a self-assessment at the beginning of the semester. The responses were later evaluated to determine what characteristics distinguish stronger students from weaker students. In the second study, assessments were made at the end of the semester. The students’ self-reflections were correlated with expected course grades and, as expected, stronger students reported behaviors consistent with a stronger work ethic. To the extent that pre-course and post-course assessments reveal student characteristics associated with academic success, the information may be useful in identifying promising students and in further developing those traits in all students.
{"title":"Success in a Statistics Course: How Important is Grit?","authors":"Susan Mason, Elizabeth Reid","doi":"10.30722/ijisme.32.03.001","DOIUrl":"https://doi.org/10.30722/ijisme.32.03.001","url":null,"abstract":"Success in a statistics course depends on many factors including student attitudes and behaviors. In the first of two studies we had students complete a self-assessment at the beginning of the semester. The responses were later evaluated to determine what characteristics distinguish stronger students from weaker students. In the second study, assessments were made at the end of the semester. The students’ self-reflections were correlated with expected course grades and, as expected, stronger students reported behaviors consistent with a stronger work ethic. To the extent that pre-course and post-course assessments reveal student characteristics associated with academic success, the information may be useful in identifying promising students and in further developing those traits in all students.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140232449","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 : 2023-11-29DOI: 10.30722/ijisme.31.04.002
Laura Goldhorn, Thomas Wilhelm, V. Spatz
Students hold different beliefs about the nature of intelligence. While some believe in intelligence as a fixed trait (fixed mindset), others believe in a more malleable nature of intelligence that can be actively developed (growth mindset). These often unconsciously held beliefs can influence students’ engagement in learning and (therefore) their academic performance. Especially when facing difficulties and/or overcoming setbacks, a growth mindset is more supportive for students’ engagement. Students with a growth mindset focus on the learning process, while students holding fixed beliefs feel like they won’t ever be able to master the difficult tasks and tend to give up more often. While most of the mindset research targets students’ general academic mindset, we focus on their physics specific beliefs. Physics is described as ‘challenging’ and ‘difficult’ and in Germany, most students choose to drop physics as soon as possible. We designed and evaluated a physics specific mindset questionnaire, asking students not only about their beliefs about intelligence, but also about their beliefs about learning physics and a (potential) giftedness in physics. The results of this survey show: students’ physics specific mindsets change over time, without targeted interventions. While in the beginning of physics classes in middle school a majority of students hold a growth mindset in physics, this percentage decreases drastically during the years of learning physics. Aiming to support a growth mindset in physics, we designed a subject-specific intervention based on the domain-general growth mindset interventions, that we tested in a pilot study with 26 students.
{"title":"Growth Mindset In Physics: Students’ Beliefs About Learning Physics in Middle School And How To Foster A Subject Specific Growth Mindset","authors":"Laura Goldhorn, Thomas Wilhelm, V. Spatz","doi":"10.30722/ijisme.31.04.002","DOIUrl":"https://doi.org/10.30722/ijisme.31.04.002","url":null,"abstract":"Students hold different beliefs about the nature of intelligence. While some believe in intelligence as a fixed trait (fixed mindset), others believe in a more malleable nature of intelligence that can be actively developed (growth mindset). These often unconsciously held beliefs can influence students’ engagement in learning and (therefore) their academic performance. Especially when facing difficulties and/or overcoming setbacks, a growth mindset is more supportive for students’ engagement. Students with a growth mindset focus on the learning process, while students holding fixed beliefs feel like they won’t ever be able to master the difficult tasks and tend to give up more often. While most of the mindset research targets students’ general academic mindset, we focus on their physics specific beliefs. Physics is described as ‘challenging’ and ‘difficult’ and in Germany, most students choose to drop physics as soon as possible. We designed and evaluated a physics specific mindset questionnaire, asking students not only about their beliefs about intelligence, but also about their beliefs about learning physics and a (potential) giftedness in physics. The results of this survey show: students’ physics specific mindsets change over time, without targeted interventions. While in the beginning of physics classes in middle school a majority of students hold a growth mindset in physics, this percentage decreases drastically during the years of learning physics. Aiming to support a growth mindset in physics, we designed a subject-specific intervention based on the domain-general growth mindset interventions, that we tested in a pilot study with 26 students.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210425","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 : 2023-11-29DOI: 10.30722/ijisme.31.04.003
Laura Muñoz Salazar, M. R. Ramírez Díaz, J. Sliško
This research comprises the design of a strategy to develop critical thinking skills throughout the physics courses in engineering careers, trough collaborative work, problem-based learning (PBL) and virtual classroom interactions. To know any student’s development level and propose improvements to the learning strategy, an evaluation instrument is applied, seeking to increase the learning effectiveness before the course has finished. In various research stages a mixture of quantitative, qualitative, and inductive-deductive methods is used. An open-end questions instrument is adapted to show the initial and final critical thinking skills from the students. This didactic instrument focuses on developing critical thinking trough the usage of collaborative work to solve problems in virtual classrooms. The results shown that students demonstrate cognitive skills that allowed them to find the right solutions based on analysis and inference with various proceedings.
{"title":"Critical thinking development in physics courses by PBL in virtual collaboration environments","authors":"Laura Muñoz Salazar, M. R. Ramírez Díaz, J. Sliško","doi":"10.30722/ijisme.31.04.003","DOIUrl":"https://doi.org/10.30722/ijisme.31.04.003","url":null,"abstract":"This research comprises the design of a strategy to develop critical thinking skills throughout the physics courses in engineering careers, trough collaborative work, problem-based learning (PBL) and virtual classroom interactions. To know any student’s development level and propose improvements to the learning strategy, an evaluation instrument is applied, seeking to increase the learning effectiveness before the course has finished. In various research stages a mixture of quantitative, qualitative, and inductive-deductive methods is used. An open-end questions instrument is adapted to show the initial and final critical thinking skills from the students. This didactic instrument focuses on developing critical thinking trough the usage of collaborative work to solve problems in virtual classrooms. The results shown that students demonstrate cognitive skills that allowed them to find the right solutions based on analysis and inference with various proceedings.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210884","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 : 2023-11-29DOI: 10.30722/ijisme.31.04.001
Yangqiuting Li, Chandralekha Singh
Structural equation modeling (SEM) is a statistical method widely used in educational research to investigate relationships between variables. Using a SEM model involves a crucial step of considering statistically equivalent models and contemplating why the proposed model should not be rejected in favor of equivalent ones. However, many studies using SEM did not explicitly discuss this step. In this study, we use physics identity model as an example to demonstrate how multiple statistically equivalent models have distinct instructional implications. Previous research has indicated that physics identity comprises three dimensions: perceived recognition, self-efficacy, and interest. However, the relationships between these dimensions have not been thoroughly understood. Here, we discuss how our proposed model with perceived recognition predicting self-efficacy and interest is supported by prior studies involving individual student interviews and how intervention studies can further determine a more accurate causal model. Our study highlights the importance of considering statistically equivalent models when using SEM as an analysis tool.
结构方程模型（SEM）是一种广泛应用于教育研究的统计方法，用于研究变量之间的关系。使用 SEM 模型涉及到一个关键步骤，即考虑统计学上的等效模型，并思考为什么不应该摒弃所提出的模型而选择等效模型。然而，许多使用 SEM 的研究并没有明确讨论这一步骤。在本研究中，我们以物理认同模型为例，说明多个统计上等效的模型如何具有不同的教学意义。以往的研究表明，物理认同包括三个维度：感知认可、自我效能感和兴趣。然而，这些维度之间的关系尚未得到透彻的理解。在此，我们将讨论我们提出的感知认可度预测自我效能感和兴趣的模型如何得到先前涉及学生个体访谈的研究的支持，以及干预研究如何进一步确定更准确的因果模型。我们的研究强调了在使用 SEM 作为分析工具时考虑统计等效模型的重要性。
{"title":"Considering Statistically Equivalent Models when using Structural Equation Modeling: an Example from Physics Identity","authors":"Yangqiuting Li, Chandralekha Singh","doi":"10.30722/ijisme.31.04.001","DOIUrl":"https://doi.org/10.30722/ijisme.31.04.001","url":null,"abstract":"Structural equation modeling (SEM) is a statistical method widely used in educational research to investigate relationships between variables. Using a SEM model involves a crucial step of considering statistically equivalent models and contemplating why the proposed model should not be rejected in favor of equivalent ones. However, many studies using SEM did not explicitly discuss this step. In this study, we use physics identity model as an example to demonstrate how multiple statistically equivalent models have distinct instructional implications. Previous research has indicated that physics identity comprises three dimensions: perceived recognition, self-efficacy, and interest. However, the relationships between these dimensions have not been thoroughly understood. Here, we discuss how our proposed model with perceived recognition predicting self-efficacy and interest is supported by prior studies involving individual student interviews and how intervention studies can further determine a more accurate causal model. Our study highlights the importance of considering statistically equivalent models when using SEM as an analysis tool.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139212440","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 : 2023-11-29DOI: 10.30722/ijisme.31.04.004
Jessica Fagerstrom
Students taking introductory courses in physics at the secondary and university level may benefit from the inclusion of medical physics topics, a growing field related to biophysics that includes radiation therapy physics, medical imaging physics, nuclear medicine, and health physics. Both standard physics classes for physics and engineering students, as well as physics courses for students interested in the life sciences may take advantage of the applied and immediately applicable nature of medical physics topics. Integrating medical physics as examples of physics topics stimulates learning as relevant and connected to students’ prior knowledge and interests, develops problem solving skills, engages students with concepts involving ethical and social implications of science and technology, and introduces students to a potential career opportunity. Examples of medical physics topics are discussed. Physics educators are encouraged to consider integrating some examples from medical physics into their curricula to spur student engagement and to acquaint students with one example of a rewarding career opportunity in physics.
{"title":"Medical Physics Topics as an Anchor for Physics Learning","authors":"Jessica Fagerstrom","doi":"10.30722/ijisme.31.04.004","DOIUrl":"https://doi.org/10.30722/ijisme.31.04.004","url":null,"abstract":"Students taking introductory courses in physics at the secondary and university level may benefit from the inclusion of medical physics topics, a growing field related to biophysics that includes radiation therapy physics, medical imaging physics, nuclear medicine, and health physics. Both standard physics classes for physics and engineering students, as well as physics courses for students interested in the life sciences may take advantage of the applied and immediately applicable nature of medical physics topics. Integrating medical physics as examples of physics topics stimulates learning as relevant and connected to students’ prior knowledge and interests, develops problem solving skills, engages students with concepts involving ethical and social implications of science and technology, and introduces students to a potential career opportunity. Examples of medical physics topics are discussed. Physics educators are encouraged to consider integrating some examples from medical physics into their curricula to spur student engagement and to acquaint students with one example of a rewarding career opportunity in physics.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210371","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 : 2023-09-29DOI: 10.30722/ijisme.31.02.004
None SYAMA SASIDHARAN, None JACQUELINE KAREEM
Classroom experiences contribute to learners' perceptions and interest in a particular subject. The present study aims to understand students' perception of mathematics learning by exploring their classroom experiences. The study sample consisted of 17 eighth-grade students in English-speaking urban schools in South India. The data was collected through a semi-structured interview schedule. The thematic analysis presents five themes – student personal factors, teacher-related, content-related, classroom environment and utility value. Teachers’ characteristics and mathematics content were the essential factors contributing to students' perceptions and experiences. The study highlights the utility value of the content to help students see the application of the subject in real-world situations. Understanding students' perception of mathematics learning would help to choose appropriate content and teaching methods in the curriculum. The study highlights the need for educational and psychological interventions, focusing on student-teacher engagement and curriculum development to enhance mathematics learning.
{"title":"Student Perceptions and Experiences in Mathematics Classrooms: A Thematic Analysis","authors":"None SYAMA SASIDHARAN, None JACQUELINE KAREEM","doi":"10.30722/ijisme.31.02.004","DOIUrl":"https://doi.org/10.30722/ijisme.31.02.004","url":null,"abstract":"Classroom experiences contribute to learners' perceptions and interest in a particular subject. The present study aims to understand students' perception of mathematics learning by exploring their classroom experiences. The study sample consisted of 17 eighth-grade students in English-speaking urban schools in South India. The data was collected through a semi-structured interview schedule. The thematic analysis presents five themes – student personal factors, teacher-related, content-related, classroom environment and utility value. Teachers’ characteristics and mathematics content were the essential factors contributing to students' perceptions and experiences. The study highlights the utility value of the content to help students see the application of the subject in real-world situations. Understanding students' perception of mathematics learning would help to choose appropriate content and teaching methods in the curriculum. The study highlights the need for educational and psychological interventions, focusing on student-teacher engagement and curriculum development to enhance mathematics learning.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244421","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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